Brophy, McCarthy, Wilson CTAP Framingham Public Schools Where - PowerPoint PPT Presentation

Brophy, McCarthy, Wilson CTAP Framingham Public Schools Where every child can and will reach high levels of achievement

Standard I: Curriculum, Planning, and Assessment “Promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives” Massachusetts Department of Elementary & Secondary Education (2012)

HIGH LEVERAGE GOAL Shared leadership with Instructional Leadership Team [ILT] and Grade Level Teams focused on improving student achievement (Turnaround Practice 1) Lever 1.1: Collective, distributed leadership structures for improving student achievement: collaborative planning, PLCs, instructional leadership teams Lever 1.2: Cohesive instruction through frequent and timely formative feedback on best practice and what rigorous instruction looks like: Administration and peer observation and formative feedback focused on high quality instruction levers

Action Steps & Timeline TP1 Benchmark: By October, 100% of classrooms across a grade will be engaged in similar standard-aligned tasks within a few days of one another, as evidenced by classroom observations and learning plans. TP1 Benchmark: By November, 100% of teachers will have a shared professional practice goal aligned with the High Leverage Goals TP1 Benchmark: By November, 100% of PLC teams will identify a PLC goal related to teacher learning to improve student outcomes, and identify the data they will use to measure student outcomes.

Action Steps & Timeline TAP1 Benchmark : By January, 50% of teachers will have participated in a peer observation to observe the four levers from TAP2, as evidenced by peer observation forms. TAP1 Benchmark : By January, 80% of staff indicate on the Turnaround Survey that the following practices are consistently implemented throughout the school: a common sense of urgency and ownership for the success of all students, the majority of staff have high expectations, the majority of staff are aware of instructional priorities, and instructional leaders and coaches conduct frequent classroom observations focused on strengthening teachers’ practice. TAP1 & TAP2 Benchmark : By March, 75% of teachers will have participated in a peer observation to observe the 4 levers from TAP2, as evidenced by peer observation forms. TAP 1 & 2 Benchmark : By June, 100% of teachers will have participated in a peer observation to observe the four levers from TAP2, as evidenced by peer observation forms.

Expected Outcomes Brophy All Reading and Math lessons and some Writing lessons are co-planned with grade-level teams, ● consisting of classroom teachers, ESL and SpEd teachers. A coach is an integral part of this team as well to ensure all lessons are rigorous and standards based. ● Special Education and ESL teachers “push-in” to classrooms and meet the needs of the students they serve within the context of the Standards-based curricula they are learning. ● Grade level teams are currently participating in a peer observation cycle. McCarthy ● All Reading and Math lessons are co-planned by grade-level teams, with facilitation support from coaches. ● McCarthy faculty have engaged in school-wide initiatives to promote the use of effective practices in standards-based instruction (objectives, formative assessment). These initiatives have been supported by school-based PD featuring McCarthy models of practice. The newly-formed McCarthy Instructional Leadership Team is currently working to build out a more ● robust set of instructional expectations for the 2018-19 school year.

Expected Outcomes Wilson : Wilson teachers co-plan on a regular basis specifically in reading and writing that standards based ● and led by the coaches. Wilson uses inclusive practices for most services with the exception of foundational ESL students. ● ● Teachers across grade levels have common lessons written a common lesson template that includes content and language objectives, lesson content, multiple varied groupings, and activities. ● Teachers are receiving professional development in co-teaching and are engaging in the co-teaching model.

Standard II: Teaching All Students “Promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency” Massachusetts Department of Elementary & Secondary Education (2012) We understand that when we attend to the social and emotional learning needs of our students, then our students are empowered to construct their own learning

HIGH LEVERAGE GOAL Shared understanding of high quality instruction including content, instructional strategies, and pedagogy by all staff and executed in all classrooms and instructional settings (Turnaround Practice 2) Lever 2.1 Deepen content knowledge in ELA and Math standards and shifts: knowledge of the progression of standards across grade levels Lever 2.2 Collaborative lesson planning and reflection: grade level collaboration to develop, implement, reflect, and refine common lessons and the use of a common learning plan template; use of a common learning plan template Lever 2.3 Multiple, varied groupings with meaningful learning tasks: supporting all students in academics and social emotional development are part of the design Lever 2.4 Assessments to differentiate and adjust instruction: use of assessments to adjust practice

Action Steps & Timeline TP2 Benchmark: By November, 100% of grade/classroom learning plans will be rated a 3 on the Learning Plan Rubric in each of the following areas: standards-aligned instruction, multiple varied groupings, meaningful tasks, and the use of formative assessment data to adjust or differentiate instruction. TP2 Benchmark: By November, 40% of administrator observations of classroom instruction will be rated a 3 in each of the following areas: standards-aligned instruction, multiple varied groupings, meaningful tasks, and the use of formative assessment data to adjust or differentiate instruction. TP2 Benchmark: By November, 100% of grade K-5 teachers have administered and analyzed data from at least one ELA common assessment. By November, 100% of grade K-5 teachers have administered and analyzed data from at least one math assessment. TP2 Benchmark: By December, 100% of classrooms implement small group instruction with a standards-based learning objective in math and ELA informed by student assessment data, as evidenced by classroom observations and learning plans. T P2 Benchmark: By December, 100% of students are observed working in multiple varied groupings during ELA and math instruction, as evidenced by classroom observations and learning plans.

Action Steps & Timeline TAP2 Benchmark: By January, 60% of administrator observations of classroom instruction will be rated a 3 in each of the following areas: standards-aligned instruction, multiple varied groupings, meaningful tasks, and the use of formative assessment data to adjust or inform instruction. TAP2 Benchmark: By April, 80% of administrator observations of classroom instruction will be rated a 3 in each of the following areas: standards-aligned instruction, multiple varied groupings, meaningful tasks, and the use of formative assessment data to adjust or inform instruction. TAP2 Benchmark: By June, 100% of administrator observations of classroom instruction will be rated a 3 in each of the following areas: standards-aligned instruction, multiple varied groupings, meaningful tasks, and the use of formative assessment data to adjust or inform instruction.

Expected Outcomes Brophy Our co-planned lesson planning has evolved significantly over the course of this one year. Teachers ● have a much greater grasp of the standards and are using and aligning their instruction to target these standards. ● iReady assessment data has allowed teachers to further manipulate their groupings within the classroom to better specifically target children’s needs. Teachers are now using the instructional component of iReady to support students in the classrooms. We are using formative assessment data to create multiple varied groupings and better differentiated ● center-based learning experiences for students. McCarthy The co-planning structure has significantly improved McCarthy’s pacing of the ELA and math curricula ● and resulting coverage of the curriculum standards. Our school-wide initiative on formative assessment in math has enabled teachers to move toward ● flexible groupings on the basis of daily formative assessment data. Next year, we will design our master schedule to optimize our co-teaching resources across ● classrooms in each grade level, and to support a shift toward more push-in supports for multiple varied groupings.

Expected Outcomes Wilson After review of i-Ready data, we are focusing on the bottom quartile to assist teachers in forming ● acceleration groups to provide targeted interventions. Teachers are working to better develop multiple varied groupings, “dip sticking” during lessons to ● facilitate adjustments to practice, and ensuring that students are moving fluidly through the intervention groups.