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

Framingham Public Schools

Where every child can and will reach high levels of achievement

Brophy, McCarthy, Wilson

CTAP

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

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

• wnership 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

• bservations focused on strengthening teachers’ practice.

TAP1 & TAP2 Benchmark: By March, 75% of teachers will have participated in a peer observation to

• bserve 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

• bserve the four levers from TAP2, as evidenced by peer observation forms.

Action Steps & Timeline

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

• bjective in math and ELA informed by student assessment data, as evidenced by classroom observations and learning

plans. TP2 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.

Standard III: Family and Community Engagement

“Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and

• rganizations”

Massachusetts Department of Elementary & Secondary Education (2012)

School Improvement Goal

Increase family engagement through outreach and participation at school events.

Action Steps & Timeline

Brophy

• Summer Reading Nights at the downtown library will continue this summer.
• This past year we piloted schoolwide and per grade texting as a means to communicate which increased our parent

participation for some events by over 100% during school year 17-18.

• Principal recently joined the Citywide Athletic Council. Brophy student participation in city organized sports is low

compared to most of the other schools.

• PTO meetings on Friday nights paired with a movie or other “fun, kid-friendly” activity. Pairing Art expo with Evening

Conferences.

• Starting a partnership with Jewish Family Services to increase support for our students. Spring 2018
• We work hard to foster a good relationship with our PTO.

McCarthy

• This year, we have launched text-based school-level communications with families through the Remind app. We also

are conducting a small pilot of the Class Dojo home-school communication app for possible schoolwide implementation in the 2018-19 school year.

• Our PTO continues to support a rich array of enrichment activities for families throughout the year. Our PTO is

beginning to undertake long-term strategic discussions about how to best meet the needs of our increasingly diverse community of McCarthy families.

School Improvement Goal

Increase family engagement through outreach and participation at school events.

Action Steps & Timeline

Wilson

• Continue the Parent University/Parent Involvement Monthly Workshops that address the specific needs of families
• Strengthen the partnership with Jewish Family Services of Metrowest to increase the support for Wilson Families
• Continue providing families with tours when they register and inform them of all the resources the school has to provide
• Survey parents on which topics they are interested in having addressed during our monthly workshops

Expected Outcomes

Brophy

• Better partnerships with parents and families that will lead to stronger supports for children academically, socially, and

emotionally.

• Increase teacher-parent engagement during summer months. Teachers model reading strategies for parents and help

students to select just right books.

• More students and families involved in organized youth sports.
• Teachers will get to meet and greet staff at library and get to work with them to find just-right books for their children

hopefully to stave off “summer slide.”

McCarthy

• Increased parent involvement in school events for families.
• Increased communication between teachers and families about student learning activities and
• utcomes in school.
• New PTO initiatives aimed at engaging and supporting our increasingly diverse population of families.

Expected Outcomes

Wilson

• Increased parent involvement in PTO meetings and Parent University
• Increased services for students and families with a thriving partnership with Jewish Family Services of

Metrowest

• With personal tours, parents are making better connections with the school. This practice take place

for every new family that arrives at Wilson.

Standard IV: Professional Culture

“Promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice”

Massachusetts Department of Elementary & Secondary Education (2012)

School Improvement Goal

Teachers will continue to engage in co-planning that results in common lesson plans throughout the grade

• level. In addition, teachers will regularly meet in a PLC (Professional Learning Community) at each grade

level to discuss student achievement and review student work.

Action Steps & Timeline

• Co-planning will be completed weekly
• PLCs will meet weekly for at least 45 minutes
• The Vertical PLC, comprised of representatives from each grade level, will meet bi-weekly
• The ILT (Instructional Leadership Team) will meet bi-weekly for one hour

Expected Outcomes

Increased student achievement on multiple assessments administered throughout the year Reduction in special education referrals focusing on academic learning disabilities.

Brophy Reflections on 2017-2018

• 100% of our Reading and Math lessons and most of our Writing lessons are co-planned

creating equitable opportunities for all students

• 100% of teachers at Brophy who are in the Goals cycle have a shared professional

practice goal that is aligned to the CTAP levers.

• For each grade team there is a trained PLC facilitator; PLC’s look at data and this drives
• instruction. Grade teams research problems of practice and use protocols to learn and

refine strategies for improved instruction.

• We follow an academic “push-in” model. Teachers’ schedules are designed for them to

move to the students, not for the students to move to the teachers. This has profoundly impacted students’ learning experiences as transitions have been reduced and through co-teaching, students’ needs are being met within the context of the Standards-based lessons.

• We follow a behavioral “push-in” model as well. Support staff go to the classroom with

the goal of stabilizing a child so they are not removed from the classroom.

McCarthy Reflections on 2017-2018

• Co-planning of Reading and Mathematics lessons has significantly improved

the consistency, pacing and standards alignment of our instruction at all grade levels.

• We are developing a model for school-based professional development that

taps the expertise of McCarthy faculty to provide concrete models that support school-wide initiatives.

• Through multiple initiatives, we are building our capacity to engage our

families more frequently and meaningfully in the daily work of our school.

Wilson Reflections on 2017-2018

• Increased commitment to instructional practices as identified in our CTAP
• Increased student participation in academic conversations and tasks
• Increased the number of students receiving the Seal of Biliteracy
• Expanded our Parent Involvement work with parents
• Established a vertical PLC (Professional Learning Community) comprised of

teacher representatives from each grade level

• Increased the use of protocols to facilitate meetings and discussions
• Students preparing their year end exhibition projects as part of our IB

commitment

Questions?