identifying short-term school-wide or goals and embedded PD. March 2013 Cycle III begins. Schools utilize rubric to provide SRV Partners March 2013 May 2013 n/a feedback on school-wide walkthroughs and to individual teachers. SRV partners use rubric to collect observational data on classroom practice. May 2013 Data from walkthroughs is compiled into SRV SRV Partners May 2013 May 2013 n/a Report out of Cycle III, with specific attention to identifying short-term school-wide or goals and embedded PD. June 2013 Data collected on instructional rubric is Principals June 2013 June 2013 n/a embedded to the School Improvement Plan for SY 14. September October 2012 November January 2013 March 2013 May 2013 August 2013 2012 2012 P O A. District Strategic Objective 2: Ensure success for all students through high quality, rigorous teaching and learning B. Overall Lead leading to high academic achievement. (Objective): Fran Roy, Chief Academic Officer C. Initiative Number and Description: SO2.3 D. term and Final Outcomes from the Initiative: E. Overall Lead Provide differentiated support to students based on identified Short Term Outcomes (Initiative): academic needs. All District Benchmarks (K-12) show a 10-15% Pam Pacheco, decrease in students scoring at the Warning Level, Director of Our data indicates that we are not meeting the academic needs in the aggregate and for all subgroups. These Professional of far too many of our students. The Massachusetts Tiered Benchmarks are given regularly throughout the year Development System of Support (MTSS) provides a framework to help us and are compiled quarterly by the Office of Ivone Medeiros, identify in the instructional system. The first of these is “cracks” Instruction and then are reported out at Principals’ Executive Director of the implementation of a rigorous viable curriculum to all students. Meetings and to the School Committee. Special Education Strategic Objective 2, Initiatives 1 and 2 are targeting that goal. ELL benchmark data from Keystones and Avenues Even with consistent effective core instruction, some students show a 10-15% increase in performance (baseline (approximately 15%) need supplemental or differentiated 2012). support. This strategic initiative aims to outline the structures that Final Outcomes need to be in place to ensure that the needs of all students, even
identifying short-term school-wide or goals and embedded PD. March 2013 Cycle III begins. Schools utilize rubric to provide feedback on school-wide walkthroughs and to individual teachers. SRV partners use rubric to collect observational data on classroom practice. SRV Partners March 2013 May 2013 n/a May 2013 Data from walkthroughs is compiled into SRV Report out of Cycle III, with specific attention to identifying short-term school-wide or goals and embedded PD. SRV Partners May 2013 May 2013 n/a June 2013 Data collected on instructional rubric is embedded to the School Improvement Plan for SY 14. Principals June 2013 June 2013 n/a September 2012 October 2012 November 2012 January 2013 March 2013 May 2013 August 2013 P O A. District Strategic Objective 2: Ensure success for all students through high quality, rigorous teaching and learning leading to high academic achievement. B. Overall Lead (Objective): Fran Roy, Chief Academic Officer C. Initiative Number and Description: SO2.3 Provide differentiated support to students based on identified academic needs. Our data indicates that we are not meeting the academic needs of far too many of our students. The Massachusetts Tiered System of Support (MTSS) provides a framework to help us identify “cracks” in the instructional system. The first of these is the implementation of a rigorous viable curriculum to all students. Strategic Objective 2, Initiatives 1 and 2 are targeting that goal. Even with consistent effective core instruction, some students (approximately 15%) need supplemental or differentiated support. This strategic initiative aims to outline the structures that need to be in place to ensure that the needs of all students, even D. term and Final Outcomes from the Initiative: Short Term Outcomes All District Benchmarks (K-12) show a 10-15% decrease in students scoring at the Warning Level, in the aggregate and for all subgroups. These Benchmarks are given regularly throughout the year and are compiled quarterly by the Office of Instruction and then are reported out at Principals’ Meetings and to the School Committee. ELL benchmark data from Keystones and Avenues show a 10-15% increase in performance (baseline 2012). Final Outcomes E. Overall Lead (Initiative): Pam Pacheco, Director of Professional Development Ivone Medeiros, Executive Director of Special Education
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