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 Early Evidence of Change: expectations for teaching and learning by: 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 Initiatives: Implement a common set of high quality instructional sampled lesson plans and reported to the AIP team; 90% by May 1. expectations and practices on behalf of all students Principals, with the support of partners (e.g. TLA), will report Refine and implement the PreK-12 curriculum aligned with to the AIP team, the percentages of classrooms demonstrating the MA Curriculum Frameworks and Common Core each of the four focus-characteristics of the Expectations for Teaching and Learning (including the embedded literacy 1.3 Refine and implement a comprehensive system of practices initiatives components.) The reporting will be based on the six and supports to improve the performance of all students IRs per school using a district developed protocol. Percentages including high need students 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 check” CPI being at least within “temp 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 check” CPI of 20 points “temp or less, and a gap in average A4 check” CPI of “temp 15 points or less.
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.
2013-0258.docx