Section 2: Plan Summary Strategic Objective 1: Develop and implement an aligned curriculum and high quality instructional practices and expectations across the district Strategic Initiatives Early Evidence of Change, Short-Term Outcomes, Final Outcomes Establish structures to ensure that all students have access to rigorous learning experiences that extend from a common set of district expectations for teaching and learning by: Initiatives: Implement a common set of high quality instructional expectations and practices on behalf of all students Refine and implement the PreK-12 curriculum aligned with the MA Curriculum Frameworks and Common Core 1.3 Refine and implement a comprehensive system of practices and supports to improve the performance of all students including high need students Early Evidence of Change: 66% of a random sample of teachers at each school (to include special educators and ELL teachers), by January 1, are providing lessons aligned to the district math curriculum maps as evidenced by the Director of Mathematics’ review of sampled lesson plans and reported to the AIP team; 90% by May 1. Principals, with the support of partners (e.g. TLA), will report to the AIP team, the percentages of classrooms demonstrating each of the four focus-characteristics of the Expectations for Teaching and Learning (including the embedded literacy initiatives components.) The reporting will be based on the six IRs per school using a district developed protocol. Percentages reported in November will set the baseline; the percentage will increase by 25% with each IR. Short Term Outcomes: All participating schools (grades 2-8) will be on track to meet their annual MCAS ELA and math CPI target as evidenced by the A2 and A4 average “temp check” CPI being at least within 5 points of the target. Participating schools (grades 2-8) will reduce the gap between all students and SWD subgroup as evidenced by a gap in average A2 “temp check” CPI of 20 points or less, and a gap in average A4 “temp check” CPI of 15 points or less.
TLA coach provides frequent (9 school-based days per school) and on-going coaching and co-teaching to lab classroom teachers to support their use of the ELA maps and to implement balanced literacy instruction Literacy Director Partner Sept. 2013 May 2014 Bolster classroom instructional resources (classroom libraries, mentor texts, etc.) that support district curriculum Asst. Supt. T&L Literacy Director Sept. 2013 Oct. 2013 Lab classrooms serve as PD sites for all teachers on effective, district-wide balanced literacy instruction Literacy Director Partner Jan. 2014 June 2014 SPS literacy coaches provide support for the implementation in lab classrooms and for all teachers in literacy instruction Literacy Director Sept. 2013 May 2014 Demo-lessons taught by literacy coaches and lab classroom teachers are observed by identified classroom teachers. Lesson debrief will be facilitated by partner and SPS literacy coach to initiate the dissemination of best practices in all classrooms Literacy Director Jan. 2014 June 2014 1.2 Refine and implement the PreK-12 curriculum aligned with the MA Curriculum Frameworks and Common Core Continue to create and update district-wide curriculum where it currently does not exist. Asst. Supt. T&L July 2013 July 2014 Create Pre-K and grades 11-12 ELA (reading and writing) and math curriculum maps HS Principal Directors Aug. 2013 Nov. 2013 Curriculum leaders trained to write curriculum using the backward design model (UbD) HS Principal Directors Aug. 2013 Sept. 2013 Working teams of trained teachers draft maps for review by contracted partner for quality HS Principal Asst. Supt. T&L Sept. 2013 Nov. 2013
Publish maps to Atlas for implementation in 2013-14 Asst. Supt. T&L Jan. 2014 Feb. 2014 Implement curriculum maps that have already been completed Asst. Supt. T&L July 2013 July 2014 Math maps (grades K-8) aligned to CCS and MA Frameworks Math Director Sept. 2013 May 2014 Partner engaged to facilitate monthly Unit Preview team meetings (K-8) Asst. Supt. T&L Sept. 2013 May 2014 ELA curriculum maps (K-10) Asst. Supt. T&L July 2013 July 2014 hired and trained literacy coaches at each school support the use of ELA maps in all classrooms Asst. Supt. T&L Aug. 2013 Jan. 2014 Lab classroom teachers, with support from literacy coaches, implement new ELA maps (See Lab classrooms in 1.1 above.) Asst. Supt. T&L Literacy Director Aug. 2013 June 2014 1.3 Refine and implement a comprehensive system of practices and supports to improve the performance of all students including high need students Define and implement a tiered model of support with practices differentiated by grade level of learners Asst. Supt. T&L July 2013 July 2014 Refine, publish, and implement the balanced district-wide assessment program and calendar that are utilized to support tiered instruction Asst. Supt. T&L Literacy Director Jan 2014 Mar 2014 Define benchmarks and indicators of students’ need for each assessment Asst. Supt. T&L Jan 2014 Mar 2014 Provide guidelines for matching interventions/best practices with identified student need factors at each tier Asst. Supt. T&L Jan 2014 Mar 2014 Train staff on interventions to enable implementation in the classroom Asst. Supt. T&L Asst Supt. PPS Mar 2014 May 2014
Provide an ongoing and embedded district-wide PD program for staff on the education of SWD in least restrictive environment Asst. Supt. PPS Aug. 2013 June 2014 Provide comprehensive system of paraprofessional training Asst. Supt. PPS Sept. 2013 May 2014 Specialist teachers K-12 (art, gym, etc.) trained on knowledge and skills needed to work with increasingly intense needs of SWD in inclusive settings Asst. Supt. PPS Sept. 2013 May 2014 Enhance technology availability and usage by staff and SWD in K-8 sub-separate classrooms Asst. Supt. PPS Sept. 2013 Dec. 2013 Strategic Objective 2: Build a data-driven system that assesses learning and informs adaptive instruction and tiered systems of student support throughout the district Strategic Initiatives Early Evidence of Change, Short-term Outcomes, and Final Outcomes Establish structures and practices to monitor student learning of core concepts and content, to guide adaptive instruction, and to focus the consistent delivery of targeted interventions by: Refine and implement a system of district-wide interim assessments aligned to the core curriculum Refine an inquiry-based data cycle to adapt instruction and provide support to all learners Early Evidence of Change: By January, 80% of the school principals will demonstrate effective facilitation of school data teams as evidenced by the AIP Team and Partner observations and principals’ self assessment of the school data team meetings using the rubric for effective data teams. 100% will demonstrate this by May. Following each assessment, principals will report to the AIP Team on the percentage of teachers adapting their instruction as a result of the action plans (measured using a sampling of action plans). ANet coach input and administrator and data team observation, will increase over the year. (The Nov. percentage will set the baseline). This percentage will increase by 20% following each cycle. Teachers report that their ability to analyze student data has improved this year; 75% report this improvement on a
At least a monthly visit is conducted by the AIP Team (entire team, individual members, or subset of team) with visits to classrooms and with school leaders based on the AIP initiatives and the school’s MAGS Superintendent Sept. 2013 June 2014 Principal submits a monthly school report card which includes data on student assessments, action plans from school data meetings, IR findings, and summary of observations and feedback from the evaluation process Principal Sept. 2013 June 2014 At least one (1) co-observation with the principal and assistant principal by December 1 and one (1) by April 1 is conducted by AIP Team members Principal AIP Team Dec. 2013 April 2014 A District AIP Team member observes school data meetings and provides feedback to principal AIP Team Oct. 2013 May 2014 All K-2 classrooms and one (1) classroom in grades 3 through 5 are identified as a “lab classroom” as part of the district literacy initiative (other schools are two per school) Asst. Supt. July 2013 Aug. 2014