Students’ non-academic development is addressed in the district with support programs in class and interventions outside the classroom. Interviewees reported that in addition to the BBST the elementary school has a family resource team, the middle school has a case management team, and the high school has regular principal’s meetings to address student non-academic needs. Interviewees described in-class support programs, including Al’s Pals, Open Circle, and Responsive Classroom in the elementary school; and Responsive Classroom, Steps to Respect, and Second Step in the middle school. Other interventions described by interviewees include “lunch bunch,” social skills groups, counseling and support for the families through the Assabet Collaborative. The district has created avenues to meet the needs of students who are ready for accelerated work. The review team was told by central office administrators that the district is part of the Johns Hopkins University Center for Talented Youth (CTY). The Center enrolls top students nationwide from grades 2 to 8 and is a gateway to participate in CTY’s summer programs and online courses. Interviewees reported that ten grade 5 students who were ready for more challenging math work were selected to work with the a grade 7 teacher who agreed to provide enrichment for them during a free period. The team was told that the ten advanced placement classes are open to all students. Team members also were told by staff and students about the availability of courses through the Virtual High School. Interviewees said this high school is fully subscribed with 25 students. Impact: Because the district has a reliable system to respond to students’ academic and non-academic needs and because it has made provisions for students who are struggling or ready for accelerated work, the district is better able to improve their level of achievement. The district has created a supportive environment for students with clearly communicated behavior expectations and positive behavior interventions. The district has created a supportive environment. 1. Principals said that students often come to school with a lot on their plates and “we nurture them and support them.” Others described their role as leaders as “being supportive.”
Students’ non-academic development is addressed in the district with support programs in class and interventions outside the classroom. Interviewees reported that in addition to the BBST the elementary school has a family resource team, the middle school has a case management team, and the high school has regular principal’s meetings to address student non-academic needs. Interviewees described in-class support programs, including Al’s Pals, Open Circle, and Responsive Classroom in the elementary school; and Responsive Classroom, Steps to Respect, and Second Step in the middle school. Other interventions described by interviewees include “lunch bunch,” social skills groups, counseling and support for the families through the Assabet Collaborative. The district has created avenues to meet the needs of students who are ready for accelerated work. The review team was told by central office administrators that the district is part of the Johns Hopkins University Center for Talented Youth (CTY). The Center enrolls top students nationwide from grades 2 to 8 and is a gateway to participate in CTY’s summer programs and online courses. Interviewees reported that ten grade 5 students who were ready for more challenging math work were selected to work with the a grade 7 teacher who agreed to provide enrichment for them during a free period. The team was told that the ten advanced placement classes are open to all students. Team members also were told by staff and students about the availability of courses through the Virtual High School. Interviewees said this high school is fully subscribed with 25 students. Impact: Because the district has a reliable system to respond to students’ academic and non-academic needs and because it has made provisions for students who are struggling or ready for accelerated work, the district is better able to improve their level of achievement. The district has created a supportive environment for students with clearly communicated behavior expectations and positive behavior interventions. The district has created a supportive environment. 1. Principals said that students often come to school with a lot on their plates and “we nurture them and support them.” Others described their role as leaders as “being supportive.”
2014-0174.docx