Instructional leadership (district and school) $1,061 $941 $1,097 $698 Teachers $4,703 $4,982 $5,272 $4,182 Other teaching services $723 $632 $676 $591 Professional development $205 $216 $62 $36 Instructional materials, equipment and technology $509 $235 $347 $588 Guidance, counseling and testing services $420 $399 $437 $266 Pupil services $564 $736 $776 $912 Operations and maintenance $1,114 $1,202 $931 $816 Insurance, retirement and other fixed costs $2,067 $2,195 $2,289 $1,493 Total expenditures per in-district pupil $11,795 $11,988 $12,364 $9,844 Sources: Note: Any discrepancy between expenditures and total is because of rounding.
Appendix C: Instructional Inventory Learning Environment Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Clear & Consistent (0) (1) (2) (0) (1) (2) Tone of interactions between teacher and students and among students is positive and respectful. ES 1 2 35 # 1 5 72 MS 0 0 20 % 1% 6% 92% HS 0 3 17 --- --- --- --- Behavioral standards are clearly communicated and disruptions, if present, are managed effectively and equitably. ES 2 2 34 # 5 8 65 MS 1 1 18 % 6% 10% 83% HS 2 5 13 --- --- --- --- The physical arrangement of the classroom ensures a positive learning environment and provides all students with access to learning activities. ES 0 4 34 # 0 11 67 MS 0 4 16 % 0% 14% 86% HS 0 3 17 --- --- --- --- Classroom rituals and routines promote transitions with minimal loss of instructional time ES 3 2 33 # 6 6 66 MS 2 1 17 % 8% 8% 85% HS 1 3 16 --- --- --- --- Multiple resources are available to meet all students’ diverse learning needs. ES 5 11 22 # 16 18 44 MS 5 3 12 % 21% 23% 56% HS 6 4 10 --- --- --- --- (Please see next page) Teaching Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent
(0) (1) (2) (0) (1) (2) The teacher demonstrates knowledge of subject and content. ES 7 1 30 # 9 6 63 MS 0 4 16 % 12% 8% 81% HS 2 1 17 --- The teacher plans and implements a lesson that reflects rigor and high expectations. ES 7 10 21 # 11 22 45 MS 3 7 10 % 14% 28% 58% HS 1 5 14 --- --- --- --- The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 14 6 18 # 29 14 35 MS 8 2 10 % 37% 18% 45% HS 7 6 7 --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 5 11 22 # 14 20 44 MS 7 4 9 % 18% 26% 56% HS 2 5 13 --- --- --- --- The teacher uses appropriate modifications for English language learners and students with disabilities such as explicit language objective(s); direct instruction in vocabulary; presentation of content at multiple levels of complexity; and, differentiation of content, process, and/or products. ES 24 5 9 # 51 10 17 MS 15 3 2 % 65% 13% 22% HS 12 2 6 --- --- --- --- The teacher provides multiple opportunities for students' to engage in higher order thinking such as use of inquiry, exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts (Bloom's Taxonomy). ES 14 8 16 # 24 27 27 MS 6 9 5 % 31% 35% 35% HS 4 10 6 --- --- --- --- (Please see next page) Teaching (continued) Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) The teacher uses questioning techniques ES 7 12 19 # 25 41
Students inquire, explore, apply, analyze, synthesize and/or evaluate knowledge or concepts (Bloom’s Taxonomy). ES 13 6 21 # 27 21 32 MS 7 8 5 % 34% 26% 40% HS 7 7 6 --- --- --- --- Students elaborate about content and ideas when responding to questions. ES 5 6 17 # 24 16 28 MS 11 4 5 % 35% 24% 41% HS 8 6 6 --- --- --- --- Students make connections to prior knowledge, or real world experiences, or can apply knowledge and understanding to other subjects. ES 14 5 19 # 26 14 38 MS 6 5 9 % 33% 18% 49% HS 6 4 10 --- --- --- --- Students use technology as a tool for learning and/or understanding. ES 24 5 9 # 49 7 22 MS 12 2 6 % 63% 9% 28% HS 13 0 7 --- --- --- --- Students assume responsibility for their own learning whether individually, in pairs, or in groups. ES 5 10 23 # 13 18 47 MS 5 5 10 % 17% 23% 60% HS 3 3 14 --- --- --- --- Student work demonstrates high quality and can serve as exemplars. ES 31 2 5 # 53 11 14 MS 12 4 4 % 68% 14% 18% HS 10 5 5 --- --- --- --- Instructional Inventory in Percentages, by School Level Learning Environment Evidence by Grade Span Evidence Overall Grade Span % None % Partial % Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) Tone of interactions between teacher and ES 3% 5% 92% #
students and among students is positive and respectful. MS 0% 0% 100% % HS 0% 15% 85% --- --- --- --- Behavioral standards are clearly communicated and disruptions, if present, are managed effectively and equitably. ES 5% 5% 89% # MS 5% 5% 90% % HS 10% 25% 65% --- --- --- --- The physical arrangement of the classroom ensures a positive learning environment and provides all students with access to learning activities. ES 0% 11% 89% # MS 0% 20% 80% % HS 0% 15% 85% --- --- --- --- Classroom rituals and routines promote transitions with minimal loss of instructional time ES 8% 5% 87% # MS 10% 5% 85% % HS 5% 15% 80% --- --- --- --- Multiple resources are available to meet all students’ diverse learning needs. ES 13% 29% 58% # MS 25% 15% 60% % HS 30% 20% 50% --- --- --- --- (Please see next page) Teaching Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) The teacher demonstrates knowledge of subject and content. ES 18% 3% 79% # MS 0% 20% 80% % HS 10% 5% 85% --- The teacher plans and implements a lesson that reflects rigor and high expectations. ES 18% 26% 55% # MS 15% 35% 50% % HS 5% 25% 70% --- --- --- ---
The teacher communicates clear learning objective(s) aligned to 2011 Massachusetts Curriculum Frameworks. SEI/language objective(s) are included when applicable. ES 37% 16% 47% # MS 40% 10% 50% % HS 35% 30% 35% --- --- --- --- The teacher uses appropriate instructional strategies well matched to learning objective(s) and content. ES 13% 29% 58% # MS 35% 20% 45% % HS 10% 25% 65% --- --- --- --- The teacher uses appropriate modifications for English language learners and students with disabilities such as explicit language objective(s); direct instruction in vocabulary; presentation of content at multiple levels of complexity; and, differentiation of content, process, and/or products. ES 63% 13% 24% # MS 75% 15% 10% % HS 60% 10% 30% --- --- --- --- The teacher provides multiple opportunities for students' to engage in higher order thinking such as use of inquiry, exploration, application, analysis, synthesis, and/or evaluation of knowledge or concepts (Bloom's Taxonomy). ES 37% 21% 42% # MS 30% 45% 25% % HS 20% 50% 30% --- --- --- --- (Please see next page) Teaching (continued) Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) The teacher uses questioning techniques that require thoughtful responses that demonstrate understanding. ES 18% 32% 50% # MS 15% 35% 50% % HS 10% 30% 60% --- The teacher implements teaching strategies that promote a learning environment where students can take instance, where they can make predictions, make judgments and investigate. ES 21% 13% 66% # MS 25% 20% 55% % HS 25% 30% 45% --- --- --- --- The teacher paces the lesson to match ES 13% 37% 50% #
content and meet students’ learning needs. MS 30% 30% 40% % HS 20% 20% 60% --- --- --- --- The teacher conducts frequent formative assessments to check for understanding and inform instruction. ES 21% 13% 66% # MS 15% 45% 40% % HS 10% 25% 65% --- --- --- --- The teacher makes use of available technology to support instruction and enhance learning. ES 32% 13% 55% # MS 15% 35% 50% % HS 35% 35% 30% --- --- --- --- (Please see next page) Learning Evidence by Grade Span Evidence Overall Grade Span None Partial Clear & Consistent None Partial Clear & Consistent (0) (1) (2) (0) (1) (2) Students are engaged in challenging academic tasks. ES 21% 29% 50% # MS 20% 10% 70% % HS 10% 25% 65% --- --- --- --- Students articulate their thinking orally or in writing. ES 24% 29% 47% # MS 30% 35% 35% % HS 30% 50% 20% --- Students inquire, explore, apply, analyze, synthesize and/or evaluate knowledge or concepts (Bloom’s Taxonomy). ES 33% 15% 53% # MS 35% 40% 25% % HS 35% 35% 30% --- --- --- --- Students elaborate about content and ideas when responding to questions. ES 18% 21% 61% # MS 55% 20% 25% % HS 40% 30% 30% --- --- --- ---