Table of Contents - Framingham€¦ · Lever 2.2 Collaborative lesson planning and reflection:...

FraminghamPublicSchoolsCollectiveTurnaroundPlan2017-2018 2

TableofContents

ExecutiveSummary 3

Introduction 5

TurnaroundPractice#1 10




StakeholderInput 43

References 45

AppendixAHighLeverageGoalsandLevers46

AppendixBTurnaroundLeadersCompetencies47

AppendixCData48

AppendixDTurnaroundSiteVisitSummaries54

AppendixETurnaroundPlanningProcess55

AppendixF AssessmentPrinciples56

AppendixGWeBelieveStatements57

AppendixH RootCauseAnalysis58

AppendixI Co-TeachingModels59


ExecutiveSummaryBrophy,McCarthy,andWilsonElementarySchools,locatedintheFraminghamPublicSchoolDistrict,supportadiversestudentpopulationingradesK-5.Brophy(67%),McCarthy(66%)andWilson(86%)hostalargepopulationofhighneedsstudents,surpassingthedistrict(54%)andstate(45%)averages.(seeadditionalschoolanddistrictdemographicsintheIntroduction).ThroughInternationalBaccalaureate,TransitionalBilingual,StructuredEnglishImmersion,andSpecialEducationprograms,theschoolstakeprideintheiracademicandnon-academicprogramofferingstosupportthediverseneedsandinterestsoftheirstudents.Followingacomprehensiveanalysisofstudentassessment,staffsurveys,andclassroomobservationdata,thethreeschoolshaveformedasharedvisionandcollectivetheoryofactiontotargetsimilarchallengestosupportingstudents.Iftheschoolsdevelop(1)sharedleadershipfocusedonimprovingstudentachievement,and(2)asharedunderstandingofhighqualityinstructionbyallstaffandexecutedinallclassroomsandinstructionalsettings,webelievethiswillresultinimprovedoutcomesforstudents.Thesegoals,supportedbyspecificsub-goals,orlevers,directlysupporttheachievementofeachgoal(seebelowandAppendixAHighLeverageGoalsandLevers).HighLeverageGoal1Sharedleadershipthroughgradelevelandleadershipteams,focusedonimprovingstudentachievement(TurnaroundPractice1)Lever1.1:Collective,distributedleadershipstructuresforimprovingstudentachievement:collaborativeplanning,PLCs,instructionalleadershipteamsLever1.2:Cohesiveinstructionthroughfrequentandtimelyformativefeedbackonbestpracticeandwhatrigorousinstructionlookslike:administrationandpeerobservationandformativefeedbackfocusedonhighqualityinstructionleversHighLeverageGoal2Sharedunderstandingofhighqualityinstructionincludingcontent,instructionalstrategiesandpedagogybyallstaffandexecutedinallclassroomsandinstructionalsettings.(TurnaroundPractice2)Lever2.1DeepencontentknowledgeinELAandMathstandardsandshifts:knowledgeoftheprogressionofstandardsacrossgradelevelsLever2.2Collaborativelessonplanningandreflection:gradelevelcollaborationtodevelop,implement,reflect,andrefinecommonlessonsandtheuseofacommonlearningplantemplate;useofacommonlearningplantemplateLever2.3Multiple,variedgroupingswithmeaningfullearningtasks:supportingallstudentsinacademicsandsocialemotionaldevelopmentarepartofthedesignLever2.4Assessmentstodifferentiateandadjustinstruction:useofassessmentstoadjustpractice


Alignedwithourtheoryofactionandinsupportofourgoalsandlevers,Brophy,McCarthy,andWilsonSchoolshavedevelopedacollectiveturnaroundplanwiththefollowingactions:● Createandre-launchteamingstructures(ILTs,PLCs,PBIS,LanguageAssessment,Academic

Review,andgradelevelteams)toidentifyandsolveproblemsofpractice,supporttheimplementationofeffectiveinstruction,andmonitortheimplementationoftheTurnaroundplan;

● Developsystemsandstructuresformonitoringschoolandstudentimprovementandmakemid-courseadjustmentsasneeded;

● Provideadditionalsupportsforimprovingteacherknowledgeandpedagogy,includingprofessionaldevelopment,lessonstudy,anewteacherorientationandmentoringprogram,andregularobservationandfeedbackfrominstructionalleaders;

● Establishasystemandstructuresforpeerobservationtosharebestpracticesandsupporttheconsistencyofinstructionacrossclassrooms;

● DevelopacommonunderstandingofhighqualityinstructioninELAandmaththroughprofessionaldevelopment,peerobservation,andcoaching;

● SupportadeeperunderstandingoftheELAandMathMassachusettsCurriculumFrameworksthroughtheunpackingofstandardsanddevelopmentofalignedinstructionaltasksandformativeassessments;

● Developstructuresfortheregularcollection,reviewanduseofarangeofdata,includingLearningWalkthroughs,classroomobservations,studentassessment,andgradelevellessons;and

● Revisetheexistingschoolscheduletomaximizeinstructionaltime,allocatestafftosupportstudentsusingaco-teachingmodelwherepossible,provideopportunitiesforteammeetingsandembeddedprofessionaldevelopment,andcreatevariedgroupingsofstudents.

AsaresultofsuccessfulimplementationofthisTurnaroundplan,studentswill:● Becomeactivelearners,cognitivelyengagedinauthentic,rigoroustaskstightlyalignedwiththe

MACurriculumFrameworks;● ReceivegreaterinstructionalsupportthroughmultiplevariedgroupingsinELAandmath;● Receivehigh-qualityinstructionbasedonformativeassessmentdataandadjustedtomeettheir

individualneeds;and● Developself-management,self-awareness,socialawareness,relationshipskills,andresponsible

decisionmaking(CASEL,2017)astheyconstructtheirownlearningtowardwell-definedlearningandlanguageobjectives.


IntroductionLeadershipBrophyLeadershipFrankRothwellhasbeenthePrincipaloftheBrophyElementarySchoolsince2010.Priortothat,heworkedasaviceprincipal,departmenthead,andhistoryteachersince1999atFraminghamHighSchoolandasahistoryteacherinthetownofPlymouth,MAsince1992.Hehasover26yearsofexperienceinpubliceducation,17asaneducationleaderand14asabuildingadministrator.Mr.RothwellisadoctoralcandidateatLesleyUniversitywithafocusonEducationLeadershipandtheinstructionofEnglishLanguageLearners.CynthiaPageistheAssistantPrincipaloftheBrophyElementarySchoolandwasappointedin2016.Ms.PagehasworkedintheFraminghamPublicSchoolsfor29yearsasaMusicSpecialist,HeadTeacher,Mentor,and,mostrecently,AssistantPrincipalatBrophy.Amongheraccomplishments,sheparticipatedinaTurnaroundLeadershipAcademywithextensiveworkinleadingschoolchange.McCarthyLeadershipMattHanlon,principaloftheMcCarthySchoolforsevenyears,willreturntoateachingpositionSeptember2017.JeanNolan,formerlytheAssistantPrincipalforfiveyearswiththeMcCarthyElementary,hasbeennamedtheinterimPrincipal.Ms.Nolanhasbeenanintegralpartoftheproactiveturnaroundprocessandiswellequippedtocarrythisworkforwardwithhercolleagues.ShepreviouslyservedinFraminghamPublicSchoolsasamiddleschoolsocialworkerforthirteenyears.Ms.NolanisbilingualinEnglishandSpanish,andparticipatedintheCommonwealthLeadershipAcademy.WilsonLeadershipJohnHaidemenos,Jr,istheprincipalatWoodrowWilsonSchoolandwasappointedtoleadtheschoolinJulyof2013.PreviousexperiencesincludeturningaroundelementaryschoolsinPawtucket,RhodeIslandandleadingRhodeIsland’sonlypublicartshighschool.Intotal,hehasbeeninschoolleveladministrationforovertwentyyears.MichelledaCostaistheAssistantPrincipaloftheWoodrowWilsonSchoolandwasappointedin2013.Ms.daCostahasworkedintheFraminghamPublicSchoolssince1993servingasaBilingualTeacher,EnglishasaSecondlanguagecurriculumspecialist,andInternationalBaccalaureatePrimaryYearsProgramcoordinator.Additionally,shehasservedonthedepartmentofeducationbilingualadvisorycommittee,MTEL/MCASdevelopment,andasMATSOLadvocacychair.Ms.daCostaisbilingualinEnglishandPortuguese.AccordingtoSteiner, Hassel, & Hassel (2008),“Evidencecollectedoverthelast30yearssuggeststhateffectiveschoolleaderssignificantlyinfluencestudentlearningandotheraspectsofschoolperformance.RecognizingthatTurnaroundrequiresabroadbaseofleadershipcompetenciesandthatstrengthsarebuiltuponandsupportforfurtherdevelopmentinallcompetenciesisasharedresponsibilityamongPrincipals,allPrincipalscompletedaself-assessmentevaluatingtheircompetenciesasTurnaroundleaders(seeAppendixBTurnaroundLeadersCompetencies).


ProactiveTurnaroundOpportunityBrophy,McCarthy,andWilsonElementarySchools,recognizinganurgentneedforchangethatcannotbecompletedasindividuals,joinedtogetherinthefallof2016asanetworkofthreeschoolsengagedintheproactiveTurnaroundopportunityofferedbyESE.Throughthisnetworkingopportunity,Principals,instructionalcoaches,andteachersengagedinexaminingTurnaroundPractices,learningaboutTurnaroundCross-PracticeThemes,researchedhigh-qualityinstruction,andjoinedinobservationandconsultancywithaCommendationSchoolthathasmadepositive,incremental,andconsistentimprovementinstudentachievementovermultipleyearstobetterunderstandTurnaroundinaction.Throughtheircollaboration,andfurtherthroughtheTurnaroundSiteVisits(TSV)andthedraftingofindividualschoolplans,theBrophy,McCarthy,andWilsonElementarySchoolsnetworkdevelopedacollectiveefficacybuiltupontheircommonstrengthsandidentifiedmutualareasforimprovement(seeAppendixDTurnaroundSiteVisitsSummaries).Acknowledgingthatthethreeschoolshadmoresimilaritiesthandifferences,Brophy,McCarthy,andWilson,withthesupportofDSAC,contactedESEandFraminghamPublicSchoolsseniorleadershipforpermissiontowriteaCollectiveTurnaroundPlan(CTAP)asacohortofschoolsthatreflectstrendsacrosstheschoolsandcommonstrategiesthattheywillimplementandprogressmonitor.Adynamiccohesivenessnowexistswithinthiscohortbasedontheirabilitytohonestlylearnandreflectwithasharedgoalofbecomingthechangeleadershipthattheschoolsanddistrictsodesperatelyneed.Thiscohortofschools,throughtheirexperiencestogether,developedintoaProfessionalLearningCommunity(PLC)thatwillcontinuetomaximizetheircollectiveefficacybymeetingtogetherregularlythroughouttheCTAPimplementationtoidentifyandworkthroughcommonproblemsofpracticeswhilecontinuingtodevelopadeepening,collectiveexpertiseandadvocacyfortheirschools.AstheCTAPisimplementedwithinthethreeschools,werecognizethatsomeactionsandbenchmarks,astheyaredefinedmoregranularlywithineachschool,willbecustomizedattheindividualschoollevel.ThiscustomizationisnotedthroughouttheCTAP.HistoryandKeyDataFraminghamPublicSchools(FPS)ishometoadiversecommunity,serving8,609studentsPK-12.Thisisreflectedinthe43%ofstudentswhospeakafirstlanguageotherthanEnglish,anincreaseof7percentagepointsinthelastfiveyears.NineteenpercentofstudentsinthedistrictareidentifiedasEnglishlanguagelearnersand22.2%receivespecialeducationservices.FraminghamPublicSchoolsoffersaschoolchoiceprogram,whichencouragesdiversityofacademicprogramsacrossitsindividualschools.TheWilsonElementaryisanInternationalBaccalaureateK-5school,andhostsPortugueseBilingualandStructuredEnglishImmersion(SEI)programs.BrophyElementaryprovidesTransitionalBilingualandSEIprograms,primarilyforSpanishspeakingstudents.McCarthyElementaryoffersalanguage-basedlearningdisabilityprogram.AllthreeschoolsalsoprovideSAGEprogramstosupportgiftedstudents.WhileFraminghamhostslargeEnglishlanguagelearner(19%)andEconomicallyDisadvantagedpopulations(32%),thesesubgroupsaremoreheavilyrepresentedattheBrophy,McCarthy,andWilsonElementarySchools.Brophy(36%)andWilson’s(49%)ELLpopulationsarealsonearlydoublethedistrictaverage(19%).Fifty-eightpercentofstudentsatBrophyand79%atWilsonspeakahomelanguageotherthanEnglish,comparedwiththedistrict’saverageof43%.WhileMcCarthy’sELLpercentageislowerthanthedistrictaverage,33%oftheirstudentsqualifyforspecialeducationservices,


comparedwiththedistrictaverageof22%.(SeeAppendixCData,Figure1)

Overthepastfouryears.Brophy,McCarthyandWilsonSchoolshaveexperiencedanincreaseintheirannualchurnrates-the number of students transferring into or out of a public school throughout the course of a school year.BrophyandWilsonSchoolshavethehighestchurnratesofthenineFraminghamelementaryschools.Infact,onlythedistrict’shighschoolexperiencedalargerchurnratecomparedwithBrophyandWilson.McCarthyhasthefifthhighestchurnrateinthedistrict.BasedonregistrationdatafromOctober2016-March2017,studentsenteringBrophyandWilsonareprimarilyenrollingintransitionalbilingualorSEIprogramsafterthestartoftheacademicyear.6.7%ofBrophy,52.4%ofMcCarthy,and33.3%ofWilsonstudentsenteringafterOctober1,2016enrolledinageneraleducationprogram.Theschools’churnrateoverthepastfouracademicyearsisprovided(seeAppendixCData,Figure2).Completedatafor2016-17isnotyetavailable.BrophyandWilsonElementarySchoolshavebeenidentifiedasLevel3schoolssince2012,andMcCarthyElementarysince2013.Theseschoolsarecategorizedasperforminginthebottom6-7%inthestate.Overall,performanceinELA,MathandScienceontheMCASandPARCCassessmentshasdeclinedsince2011andisfarbelowschool-leveltargetssetbytheMADepartmentofElementaryandSecondaryEducation(ESE)(seeAppendixCData,Figure3).TheTurnaroundProcessBeginninginNovember2016,Brophy,McCarthy,andWilsonPrincipals,withthesupportofActingSuperintendent,EdGotgart,andDSAC,enteredintoaproactiveopportunitytore-envisiontheirschoolsbasedonTurnaroundPracticesresearch(seeAppendixETimeline).Principalsmetbimonthlyasanetwork.Topicsandresearchstudiedincluded:● 2014TurnaroundPracticesinAction● Turnaroundleadercompetencies● Establishingasenseofurgency● GuidedSchoolObservationI(Schoolvisits)● ConsultancywiththeChelseaPublicSchoolsEdgarHooksSchools,a2017CommendationSchool● AssessmentCollaborationbetweenChelseaPublicSchoolsandFraminghamPublicSchoolDistrict

andSchoolLeaders(seeAppendixFAssessmentPrinciples)● IdentifyingtheguidingteamtobetheTurnaroundTeam

Askeymembersoftheteamguidingthechangeateachschool,ELA,ELL,andMathcoachesjoinedthenetwork.Topicsandresearchstudiedincluded:● Envisioningthefutureoftheorganization● 2016TurnaroundPracticesFieldGuide● GuidedSchoolObservationII(Schoolvisit)● UnderstandingHighQualityInstructionthroughresearchandconsultancy● Definingcommonbeliefsabouthighqualityinstruction(seeAppendixGWeBelieve)● CommunicatingtheVision● The4DisciplinesofExecution

DuringtheMarch2017meetingwithActingSuperintendent,EdGotgart,DSACinsyncwiththePrincipals,requestedthataseniordistrictadministratorwiththeabilitytomakedecisions,givepermissionalongwithguidance,identifydistrictresources,andfollow-upwithotherdistrictlevelleaderstoanswertheirquestionsandhelpthemunderstandtheirrolesandaccountabilitytosupportandnotimpedetheimplementationoftheTurnaroundPlan,beidentifiedtotakeonthisroleandjointheTurnaroundworkwiththePrincipals.Anoften-statedconcernbyteachersisthatallthisworkwillbedoneandtheDistrictwillnotsupportit.Achallengetobeworkedthrough,astatedsecondstepinESE’s


PlanningforSuccessmodel,isaligningsystemstotheplan. ActingSuperintendentEdGotgartdesignatedAssistantSuperintendent,Dr.FrankTianointhisrole.DirectorofCurriculumandInstruction,Dr.GraceWaicontinuestobeengagedincurriculumandinstructionaspectsofthework.EachschoolhasestablishedaTurnaroundTeamthatincludesadministrators,coachesandteacherswhoattendedtheprioritizationmeetingaspartoftheTSV.Duringthethreeprioritizationmeetings,cleartrendsacrossthethreeschoolsemerged.Thefirstidentifiedwasthelackofacommonunderstandingofhighqualityinstruction.Asecondcommon,keyfindingwasthateachschoolhadestablishedsomestructuresforteaming.However,theTSVreportsstated,“Whilethereisformalweeklycollaborativetime,thetimeisnotconsistentlyusedinawaythatteachersfeelhasaclearimpactonstudentachievement.”Finally,acommonstrengthacrossallthreeschoolswasthatteachersandadministratorshaveestablishedacaring,inclusive,andrespectfulenvironmentforallstudents.TheseidentifiedtrendscorroboratedfindingsDSACsharedwithseniorleadershiponDecember20ththatincludedtheneedfor:● senseofurgency,expertise,andrelationalleadershipskills● improvementmindsetthatpermeatesallschoolbehaviors,decisions,discourse,andactions● highlyconsistent,aligned,andrigorousinstructionalpractices● datadrivenresponsestoimproveinstruction

Assuch,andwithguidancefromESEtoprioritizetwoturnaroundpracticesanddevelopaplanforeach,Brophy,McCarthyandWilsonchosetofocusondevelopingdetailedplansforTurnaroundPractices1and2.FocusingtheTurnaroundplanisfurthersupportedbytheresearchofSeanCoveyandChrisMcChesneyinThe4DisciplinesofExecution:AchievingyourWildlyImportantGoals:

Theresultisthatthecohortofschoolsidentified2HighLeverageGoalsandasmallnumberofLeversorsub-goalsthatdirectlysupporttheachievementofeachgoal,andisdescribedbelow.TheTurnaroundPlanthatfollowsidentifies:● thecurrentandpreferredstaterelatedtoeachgoal● thetheoryofaction● therationaleforeachlever● theactionsandresourcesassociatedwitheachlever● thebenchmarksasleadmeasuresofchangetoaccomplishthegoals


HighLeverageGoal1Sharedleadership(gradelevelteams,leadershipteams)focusedonimprovingstudentachievement(TP#1)Lever1.1Collective,distributedleadershipstructuresforimprovingstudentachievement:Collaborativeplanning,PLCs,leadershipteamsLever1.2Cohesiveinstructionthroughfrequentandtimelyformativefeedbackonbestpracticeandwhatrigorousinstructionlookslike:Admin.andpeerobservationandformativefeedbackfocusedonhighqualityinstructionleversHighLeverageGoal2Sharedunderstandingofhighqualityinstructionincludingcontent,instructionalstrategiesandpedagogybyallstaffandexecutedinallclassroomsandinstructionalsettings.(TP#2)Lever2.1DeepencontentknowledgeinELAandMathstandardsandshifts:knowledgeoftheprogressionofstandardsacrossgradelevelsLever2.2Collaborativelessonplanningandreflection:gradelevelcollaborationtodevelop,implement,reflect,andrefinecommonlessonsandtheuseofacommonlearningplantemplate;useofacommonlearningplantemplateLever2.3Multiple,variedgroupingswithmeaningfullearningtasks:supportingallstudentsinacademicsandsocialemotionaldevelopmentarepartofthedesignLever2.4Assessmentstodifferentiateandadjustinstruction:useofassessmentstoadjustpracticeInApril2017,theFPSSchoolCommitteeappointedDr.RobertTremblayasSuperintendent.Dr.TremblayformerlyservedasSuperintendentforthetownsofWestonandMilford.Dr.Tremblayimmersedhimselfintheworkofthedistrictbycompletingweek-longresidenciesineachofthethreeschools.Dr.TremblaymetwiththeDSACteamonApril11thontheirsupportoftheTurnaroundPlandevelopment.Atthetimeofhisappointment,theTSVswereinprogressandhewasabletoattendtheprioritizationoftheMcCarthySchoolonApril26,2017.UponhisarrivalinFramingham,Dr.Tremblaybegan,andisexpectedtocontinue,toprioritizetheneedsofthethreelevel3schools,creatingaforumwithalldistrictleadershipforprincipalstopresentthestatusoftheTurnaroundwork,participatinginacollaborationwithChelseaPublicSchoolsregardingassessment,andincludingtheiridentifiedneedsinthe2017-18budget.Dr.TremblayiscommittedtotheTurnaroundPlansservingasthefoundationofschoolimprovementineachofthethreeschools.DSACandschoolleadershipmetwiththeFraminghamTeachersAssociation(FTA)onthreeoccasions(March1,April6,June14)toprovideinformationalupdatesontheTurnaroundprocess,includingasummaryandlinkstotheTurnaroundFieldGuide,PowerPointfromProactiveTurnaroundOpportunitywebinar,andthesummaryoftheCollectiveTurnaroundPlan.Eachmeetinghadtimeforconversationandquestions.DuringtheJune14thmeetingthePrincipalsandDSACpresentedtotheFTAtheidentifiedautonomiesthatsupporttheCTAP.Autonomiesinclude:collaborativeplanningtime,commonlessonplanning,developmentanduseofformativeassessments,additionofonestaffmemberassignedtoeachbuildingtosupporttheschedulesandgoals(socialworkerorscienceteacher;noadditionaladministrativeorteachingstaffisrequestedorneededforimplementation),professionaldevelopmentmatchedtotheCTAP,revisedschedulesforcoaches,andpeerobservations.ThesharedunderstandingfromthemeetingsandconversationsbetweenthePrincipalsandtheFTACo-ChairsandrepresentativesfromeachoftheschoolswasthattheCTAPisdesignedtoleverageteachers’readinessandwillingnesstodothenecessarywork;toinvestinteachers.


TurnaroundPractice#1Leadership,sharedresponsibilityandprofessionalcollaboration

DescriptionofCurrentStateatBrophy,McCarthy,andWilsonSchools

BrophyElementaryCurrentState

BrophySchoolisidentifiedasaLevel3school,currentlyrankedasperforminginthebottomseventhpercentileinthestate.AllstudentsandsubgroupsarestrugglingtomakeconsistentgainsinELAandmath,andtomeetmediangrowthtargetsinmath.ScienceMCASresultsshowasteadyincreaseinstudentperformancefrom2014-2016.MCASandPARCCCPIdatafor2012-2016furtherreflectsadifficultyinconsistentlyclosinggapsbetweenAllStudentsandtheperformanceofspecificsubgroups.In2016,thegapbetweenAllStudentsandStudentswithDisabilitieswas20.7percentilepointsinELA,and21.8inmath.Englishlanguagelearnersperformed26.4percentilepointsbelowtheAllStudentcategoryinELA,and15.8pointsbelowAllStudentsinmath.InMarch2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisit(TSV)atBrophyElementarySchool.Thefollowingchallengeswerepresentedasfindings.AccordingtotheTSV,therearenosystemstomonitortheeffectivenessofschool-wideprogramsandpractices.Schoolleadershipandtheinstructionalleadershipteam(ILT)arefocusedongatheringfeedbackfromteachers,andtheILTisseenasthe“steeringship.”However,whiletheILTfocusesongeneraltrendsinachievement,suchasdatafromassessments,thereisnocomprehensiveordeliberateplantoassessandmonitortheeffectivenessofschool-wideinstructionalprograms–forexample,LLI,Fundations,oranyotheracademicinterventions.AccordingtoTSV,commongrade-levelplanningtimeprovidesastructureforcollaboration.Gradelevelcollaborationtimeexistsformallyonceaweek.Thesemeetingsareledbyadifferentcoacheachweek–literacy,mathematics,andPBIS(positivebehaviorinterventionsystem)coach–withonemeetinglefttothegradeleveltouseastheyseefitinthebestinterestsoftheirinstructionandtheirstudents;thecycleofmeetingslastsapproximatelyfour-to-fiveweeks.Thetimeisnotconsistentlyusedinawaythatteachersfeelhasaclearimpactonstudentachievement.Morespecifically,becauseinstructionalcoachesandtopicsrotateeveryweek,thisisperceivedbyteachersasabarriertoongoingcollaborationonaparticulartopic;theconversationbeginsanddoesnotreconveneuntilthegroupiswiththesamecoachapproximatelyfour-to-fiveweekslater.Inaddition,thetopicandfocusofeachmeetingisdeterminedbythecoachandnotgroundedontheidentifiedinstructionalneedsasperceivedbyteachers.Finally,therearenoformalstructurestoensureverticalalignmentofcommonpracticesortoensurethatteachersdiscussinstructionandassessmentsacrossthegrade.Apartfromtheseformalweeklymeetings,allgradelevelteammemberssharecommonpreparatorytimeduringtheweek;onoccasion,someteamsusethistimetoconferwithoneanotheronlessons,assessments,andpractices.Whileformalteacherevaluationsoccur,teachersdonotseethisfeedbackfromadministratorsorcoachesasroutineorassomethingthatishelpingtoimprovetheirprofessionalpractice.Further,thelackofaclearexpectationforspecificinstructionalpracticesimpactstheabilityofleadershiptolookforspecificpracticesusedbyteachersandevidencedinstudentworktoprovidemeaningfulfeedbacktoteachers.Teachersreportedadesireforadministrationandcoachestoprovidemorefrequent,even


ifinformal,observationswiththeprovisionofbothappreciationandfeedback.Lastly,teachersreportedtherearelimitedsystemstoreceivefeedbackonunitorlessonplans,aswellastoconductpeer-to-peerobservations.AccordingtoTSV,thereisnotacollective,school-wideplantoincreasestudentachievementthroughoutthebuilding.BrophyElementarylacksanunderlyingvisionandtimelineforincreasingstudentachievement.TheadministrationandILThavenotestablishedaculturethatfocusesonacohesive,singularschool-wideapproachtosignificantlyraiseachievement,includingasharedfocusoninstruction,useofcommonplanningtime,andtheuseofassessmentsandinterventionsthatcanhaveasignificantimpactonstudentachievement.Teachersclearlystatedacommitmenttomoveforward,butalsostatedthattheyneededavisionandleadershiptodeterminehowtheycoulddosoasaschoolcommunity.

McCarthyElementaryCurrentState

McCarthySchoolisidentifiedasaLevel3school,currentlyrankedasperforminginthebottomseventhpercentileinthestate.AllstudentsandsubgroupshaveseenasteadydecreaseinELA,mathandscienceperformance(CPI)andELAgrowth(SGP)from2012-2016.MCASandPARCCCPIdatafor2012-2016reflectsadifficultyinclosinggapsbetweenAllStudentsandtheperformanceofspecificsubgroups.In2012,thegapbetweenAllStudentsandStudentswithDisabilitieswas18.3percentilepointsinELA,and14.3inmath.In2016,thatgapbetweenAllStudentsandStudentswithDisabilitieswas18.5inELAand17.1inmath.HighNeedsstudentsconsistentlyperformapproximately10percentilepointsbelowtheaggregatedAllStudentscategoryinbothELAandMath.Basedonthesescoresandrankings,McCarthy,withtheDSACandtheotherFraminghamlevel3elementaryschools,begancraftingaturnaroundplaninNovember2016.InApril2017,SchoolWorksfacilitateda“TurnaroundSiteVisit”todeterminekeyfindingsalignedwithMassachusetts’“TurnaroundPractices.”Inaddition,inMarch2017,DSACadministereda“TurnaroundPracticesSelf-AssessmentSurvey”toallMcCarthystaff.Basedonthesereports,thefollowingfindingsdescribeMcCarthy’scurrentstateandhighprioritychallengesinregardstoTurnaroundPractice1:Leadership,sharedresponsibilityandprofessionalcollaboration.Thefirsthigh-priorityneedforTurnaroundPractice1istheneedforleadershiptofocusonstudentachievement.Ontheself-assessmentsurvey57%ofMcCarthyteachersdonotfeelthatstaffingandschedulingdecisionshaveapositiveimpactonthequalityofteachinginlearning.Similarly,accordingtotheSchoolWorkssitevisit,administratorshaveestablishedcollaborativeteamingstructures;however,thesestructuresdonotincludespecificexpectationsforteamingprocessesandoutcomesforpursuingstudentachievement.Forexample,theschoolhasanestablishedILTandgrade-levelteamswithsomekeystructures,includingregularlyscheduledmeetingtimes(monthlymeetingsfortheILTandweeklymeetingsforgrade-levelteams).However,schoolleadershavenotestablishedclearoreffectiveprocessesfortheseteamstoimpactstudentachievement.Specifically,theILTdoesnothaveeffectivesystemsforregularlymonitoringstudentprogressandlookingatdata.Inaddition,althoughthecoacheshaveestablishedaneight-weekcycleforeachgradeleveltoworkonatopicrelatingtomathandliteracyasateam,therearenoclearexpectationsforimpactingstudentachievementduringthesecycles.Anotherhigh-prioritychallengeregardingleadership,sharedresponsibility,andprofessionalcollaborationisalackoffeedbackfromadministratorsandcoaches.Ontheself-assessmentsurvey,


66.6%ofstafffeelthatthereisalackofconsistentpracticeofinstructionalleadersandcoachesconductingclassroomobservationsfocusedonstrengtheningteachers’instructionalpractices.Inaddition,teachersfeeltheydonotgettimely,specificand/oractionablefeedback.ThissurveyitemwasratedamongthelowestinitemsrelatingtoTurnaroundPractice1,andthemajorityofrespondentsfeltthatsomeevidenceofthispracticeexistedintheschool,butattheindividuallevelorin“pockets”ratherthanasaschool-widepractice.Similarly,accordingtotheSchoolWorkssitevisit,“leadersconductwalkthroughandpop-invisitsonoccasion,”but“teachersrarelyreceivefeedbackfromadministrators,otherthanapositiveverbalcomment.”

WilsonElementaryCurrentState

WilsonSchoolisidentifiedasaLevel3school,currentlyrankedasperforminginthebottomsixthpercentileinthestate.AllstudentsandsubgroupsarestrugglingtomakeconsistentperformancegainsinELAandscience.In2016,allstudentsandsubgroupsfailedtomeetmediangrowthtargetsinELAandmath.MathMCASperformanceresults(CPI)showasignificantincreaseinstudentperformanceform2012-2013,butstagnantstudentperformancesince2013.Basedonthesescoresandrankings,Wilson,withDSACandtheotherFraminghamLevel3elementaryschools,begancraftingaTurnaroundPlaninNovember2016.InMarch2017,SchoolWorksfacilitateda“TurnaroundSiteVisit”todeterminekeyfindingsalignedwithMassachusetts’“TurnaroundPractices.”Inaddition,inMarch2017,DSACadministereda“TurnaroundPracticesSelf-AssessmentSurvey”toallWilsonstaff.ThefindingsshowedthatwhileWilsonhasputsomestructuresinplace,thereareanumberofhigh-priorityneedsregardingTurnaroundPractice1:Leadership,sharedresponsibilityandprofessionalcollaboration.ThehighestpriorityforWilson,identifiedbySchoolWorks,isforcollaborativetimetobeusedmoredeliberately,namelyusingcommongradelevelplanningtimeeffectivelytodevelopcommonlessonsthatdirectlylinklessoncontent,academiclanguage,andinstructionalstrategiesacrossgrades.Whiledaily(4xaweek)commonprepperiodscurrentlyprovideeachgradelevelwithsharedtimethatcanbeusedforcollaborativeplanning,thetimeisusedinconsistentlyandinsomegradesisnotusedforcollaborativeplanning.Thecoach-drivencollaborativeblock(1dayaweek)showspromise,asnotedbyteachers,coaches,andadministrators,tosupportavarietyofcollaborativeworkineachgradelevel.However,duetotherotationofcoachesacrossgrade-levels(onafour-weekcycle),thereislittleevidenceofeffortstoverticallyalignlessonsandinstructionwithincontentareas.Thefocusofformalcoach-drivengrade-levelmeetingsisdependentontheneedsofthegradeandnotnecessarilyalignedwithschool-wideinitiatives.Additionally,teachersreportedthatcommonpreptime(3daysaweek)isusedinconsistentlywithinandacrossgrades.Inafewgrades,teachersarevoluntarilyworkingtogethertodevelopcommonlessons,andco-planunits,andexaminestudentdata.Inothergrades,teachersdeveloplessonsandassessmentsindividually,andwhileteachersreportanincreaseinsharedresponsibilityfortheachievementofstudents,thereisminimalcollaborationwithteachersorwithspecialeducationorESLteacherswhomaysharestudentsorbeinvolvedinco-teachinganinclusionclassroom.Teachersnotedthatleadershiphasnotsetclearexpectationsfortheexpectedoutcomesofthedailycommonplanningtime,suchasexpectingthatteachersdevelopandusecommonlessonsthatincorporatesharedinstructionalpracticesandcommonassessments.AsecondchallengeforWilsonisthelackofsystemsforevaluatingandmonitoringkeyimprovementstrategies.Accordingtoschoolleadershipandtheinstructionalleadershipteam(ILT),leadershipisfocusedonprogressmonitoringtheimplementationofitsAcceleratedImprovementPlan(AIP)andplanningandimplementingtheIBprimaryyearsprogramacrosstheschool.However,therewaslittle


evidenceduringtheSchoolWorksvisitofleadershipandILTsystematicallymonitoringandassessingtheeffectivenessofschoolwideimprovementinitiatives,suchasuseoftheReadingandWritingworkshopmodelandtheTitleIinterventions.AthirdchallengefoundbySchoolWorksisthelackofaclearsystemforteacherobservationandfeedback.AccordingtothePrincipalandAssistantPrincipal,leadershipstrivestoconductabriefandinformalvisittoeachclassroomabout2timesaweek.However,someteachersnotedtoSchoolWorksthatalthoughtheyvalueandwouldlikeconstructivefeedback,thecurrentmethodofreceivingfeedback(throughbriefnotes)maynotbeasfrequentorasspecificasneededtoimprovetheirprofessionalpractice.Thelackofclearexpectationsforspecificinstructionalpracticesimpactstheabilityofleadershiptolookforspecificpracticesusedbyteachersandevidencedinstudentwork.

CollectiveCurrentStateStrengthsandAreasforImprovement:DuringMarchandApril2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisit(TSV)atBrophyElementarySchool,McCarthyElementarySchool,andWoodrowWilsonElementarySchool.TheobservingteamsidentifiedthatBrophy,McCarthy,andWilsonhasstructuresidentifiedthatsupportcommonpreptimeforteachers(180minutesofcommonplanningtimeand45minutesofcollaborationtime).Inallschools,theinstructionalcoachesrotateweekssothatonecoachwillgofourormoreweeksbetweenplanningtimewithgrade-levelteams.Thisdoesnotallowfordeep,continuousfeedbackloopsbetweencoachesandteachers.Whilesomegradelevelteamschoosetocollaborativelyplanlessonsduringcommonplanningtime,thereislittleevidenceofconsistencyofcommonlyplannedlessonsacrossgradelevels.Observersnotedinconsistencyinthewaycoachesleadcollaborativetime.Thesecoach-facilitatedmeetingsareusedinavarietyofways,including:coachingcycles,unitplanning,lookingatstudentworkandprofessionallearning.Althoughthestructuresforcollaborationareinplaceandsomeprotocolsareusedattimes,theonce-a-weeknon-negotiablecollaborativemeetingtimeforgrade-levelteamsisnotbeingusedtoacceleratestudentachievement.InMarchof2017,DSACadministeredaTurnaroundSelf-AssessmentSurveytocollectstaffperspectivesofcurrentschool-widepracticesrelatedtoeachofthefourTurnaroundPractices.IntheareaofLeadership,SharedResponsibilityandProfessionalCollaboration(TP1),teachersfromacrossthethreeschoolspredominantlyratedpracticesasexistingattheindividuallevelorin“pockets”attheteamorgradelevel.Staffratingsindicatedthattherewasnotasharedexperienceofconsistencyintermsoffeedbackonclassroomobservations,schedulingandstaffingdecisionsimpactingthequalityofteachingandlearning,andstructuresinplaceforstaffinput(seeAppendixCData,Figure4).


Arootcauseanalysisdeterminedthreeareasofinquiry,resultingfromtheanalysisofthecurrentstateatBrophy,McCarthy,andWilsonschools(seeAppendixHRootCauseAnalysis).

AreaofInquiryI AreaofInquiryII AreaofInquiryIII

instruction/pedagogy collaboration shared,distributedleadership

rootcauseprocess rootcauseprocess rootcauseprocess

5WhysProtocol

analysisofTurnaroundPracticesSelf-AssessmentdataTurningDataintoActionProtocol

Comparisonof1)findingsfromTextRenderingProtocol/distributiveleadershiparticles,2)whatwasobservedinHooksSchoolPLCs,3)whatwasheardfromHooksSchoolTeacherPanel-withthecurrentstateofILTsandgradelevelmeetings

problemofpractice problemofpractice problemofpractice

time/qualityinstructionisinconsistentacrossclassroomsatsamegradelevel/withineach

specificexpectationsforgradelevelorcontentlevelmeetingsoroutcomes

thereisanurgencyforteamingstructures,leadership,andsharedbeliefsandpracticesacrosstheschools(noterepresentationontheInstructionalLeadershipTeamswasrevisedthisyearforbetterrepresentation;thecoacheshaveevolvedintoleaders)

redflags redflags redflags

schedulesnotfollowedwithfidelity;wholegroupinstructioncommon;fewgroupings;tasksnotvaried/aligntoobjectives;itisnotclearwhatisexpected/whatishighqualityinstruction

gradelevelsmeetonceperweek;therearenotagendas,actionssteps;teachersplanindividually;teachersdonotregularlycollaborateoruseprotocols

everybodynottalkingthesametalk;seekingbuy-invsmovingwithlikeminds;focusnotonteachingandlearning;datanotaswell-usedascouldbe

rootcause rootcause rootcause

individualautonomyvs.collectiveautonomy;noexpectationsforholdingeachotheraccountableorgiving/gettingfeedback

teachersdonotmeetregularlyasteamsorPLCstoshareresponsibilityforstudentachievement

theILTandgradelevelteamsdonotfunctioninwaysthatwillmovetheschoolsfromcurrentstatetopreferredstate(preferredstatearrivedatviaaFutureProtocol)

thingstoconsider thingstoconsider thingstoconsider

agreeon/holdeveryoneaccountableforhighqualityinstruction

setexpectations,commitments,andteamingpracticesandprotocols

schedulethatincludesdailycollaboration/PLCtime;PLCtraining

didthisshowupintheTurnaroundPlan? didthisshowupintheTurnaroundPlan? didthisshowupintheTurnaroundPlan?

TurnaroundPlanLevers1.1,1.2 TurnaroundPlanLevers1.1 TurnaroundPlanLevers1.1,1.2


PreferredState:Anestablishedcommunityofpracticethroughleadership,sharedresponsibility,andprofessionalcollaborationwhereadministratorsandteachers(throughteacherteamsorinvolvementintheILT)areactivelymonitoringandassessingtheimplementationandimpactofkeyimprovementstrategiesandclassroominstructionalpractices.TheoryofAction:Ifteachersandadministratorsdevelopandexecuteadeepunderstandingofprofessionallearningcommunitiesfocusedonimprovinginstruction,curriculum,andassessmentusingPLCtools,protocols,andpracticestoimproveinstructionalpracticeandstudentoutcomesthenteachercollaborationanduseofeffectiveinstructionalpracticesinclassroomswillincreaseandleadtoimprovedstudentachievement.HighLeverageGoal1Developsharedleadershipusinggradelevelandschoolleadershipteams,focusedonimprovingstudentachievementLever1.1Collective,distributedleadershipstructuresforimprovingstudentachievement:Collaborativeplanning,PLCs,schoolleadershipteam.Rationale:EachschoolcurrentlyhasanInstructionalLeadershipTeam:● BrophyILT7membersincludingcoachesandadministrators● McCarthyILT13membersincludesteachers,coachesandadministrators● WilsonInternationalBaccalaureate(IBTeam)12membersincludingteachers,coachesand

administratorsAlthoughtheteamsmeetregularlyandestablishedmeetingstructures,accordingtotheTSVreport,“Theschoolshavenotestablishedandexecutedconsistentexpectationsorprotocolstoensurekeyinitiativesandplansarecarriedthroughtocompletionandgoalsaremet.”Further,“SchoolleadershipandILTarenotsystematicallymonitoringtheeffectivenessofkeyschoolwideimprovementinitiatives,suchasuseoftheReadingandWritingworkshopmodelandTitleIinterventions.”Lever1.1Actions Resources● Re-launchaformofILT/Schoolleadershipteams

withspecificroleexpectationsreflectingresponsibilitiesofimplementingandmonitoringturnaroundplan.

● ProfessionalLearningCommunitiesateachgrade

levelandamongleadershipteamtoidentifyandsolveproblemsofpractice.TeacherswillusePLCmeetingsandprotocolsforactivitiessuchas:tounpackthestandards,analyzestudentdata,lookingatstudentwork,professionalreading,etc

● Professionaldevelopmentprovidedby

CEEJune28,29withthreeadditionalworkshopsFall,Winter,Springandschoolbasedcoaching


● CollaborativeplanningatgradelevelsforReading

andMathweeklytoincludeformalstructures(whoisresponsibleforwhat,bywhen)

● Developasystemforfrequentlymonitoringand

assessingtheimplementationandimpactofkeyimprovementstrategiesandsubsequentprovisionofsupportsandmid-courseadjustmentsthatareprovidedimmediately,notattheendoftheyear.

● Developastructureddatacollectionsystemthatthe

ILTwillusewithregularlyscheduleddatacycles(30dayintervals)ateachILTmeetingtomonitorstudentachievement.

● BeginninginApril2018,developnewteacher

orientationandmentoringprogramfor2018-2019thatfocusesontheturnaroundplanunderstanding,implementationandsupports.

● Provideaformalsummerretreat2018for

communitybuilding,reinforcingteachers’collectiveagency,andfocusedworkondevelopingcurriculumandinstruction.

● AdministertheTAPSelf-AssessmentSurveyannually

● Commonlearningplantemplate● DSACsupporttocreateactions

calendarandbenchmarkingforprogressmonitoring

● DirectorofTechnologytodevelopa

dataspreadsheet/display/dashboardforeachschool

● Stipendsforteamofmentorteachers

acrossschoolstodeveloporientationandmentoringprogrambasedonCTAP

● Augustprofessionaldevelopmentdays

Lever1.1CustomizationtoIndividualSchoolSettings

Brophy McCarthy Wilson● Schoolleadershipteam

(SLT)comprisedoftheprincipal,assistantprincipal,andthecoacheswillmonitortheimplementationandmakedecisionsthatimpactoftheTurnaroundPlan.TheSLTwillmeetweekly.

● TheInstructionalLeadershipTeam,ILT,comprisedofthePrincipal,AssistantPrincipal,coaches,andeachgradelevelanddepartmentrepresentativeswillberesponsibleforoverseeing

● TherewillbeProfessionalLearningCommunity(PLC)teamwhichwillleadgrade-levelPLCsthroughouttheyear.ThePLCteam(comprisedofthePrincipal,AssistantPrincipal,ELAcoach,mathcoach,ELLcoach,1specialistteacherand1teacherfromeachgradelevel)willreceivetrainingandongoingcoachingthroughtheCenterforCollaborativeEducation.ThePLCteamwillmeetonThursdayafternoonstoplantheupcomingPLCsand

● TeamplanningwillmeettherequirementsoftheIBStandardC1:CollaborativePlanning.

● Co-planningamonggradelevelswillincludeworkonIBunits.


thecontinuedimplementationoftheTurnaroundPlan.TheILTwillcontinuouslymonitortheinstructionalprioritiesintheplanandsupportthedevelopmentofthosecoreinstructionalpracticesacrossclassrooms.Thisteamwillmeetmonthly.

● TherewillbeaProfessionalLearningCommunityTeamwhowillsupportgradelevelteamstostructurecollaboration(PLC’s)toimprovestudentachievementandadvancethestrategiesoftheTurnaroundPlan.TheywillfollowtheCenterforCollaborativeEducationprofessionaldevelopmentandcoachingscheduletofacilitatethiswork.

● Gradelevelteamscomprisedofgradelevelclassroomteachers,specialeducationandELDteacherswillco-planreadingandmathlessonsweeklyduringco-planningtime,usingalearningplantemplate.

● TheAcademicReviewTeamcomprisedofcoachesandsupportstaff/guidancewillmeetweeklytodiscussstrugglingstudentswhohavebeenbroughttotheteambytheclassroomteachers.TheARTwillrecommendinterventions,developaplanforimplementationandmonitorprogress.

identifyareasforfutureprofessionaldevelopment.MembersofthePLCteamwillco-facilitatePLCswiththeirteamsonTuesdaysduringcommon-planningtime.

● Thegrade-levelteamswillcontinuetoexistbuttheirstructureandfocuswillchange.Startinginthefallof2017-18,thegrade-levelteamswillmeettwotimesaweektoco-planformathandreading.Theco-planningwillincludeunitandlessonplanning,unpackingstandards,andlookingatstudentwork.Everyoneonthegrade-levelteamwillhavearoleinthegradelevel.� TheLDstrandwillmeet

withtheirgrade-levelteamsforco-planningreadingandmathtwotimesaweek.Duringtheseco-planningtimes,theymayworkseparatelywithotherLDorspecialeducationteachertomodifylessonsfortheirstudentsasneeded.

� Thespecialistswillmovetowardco-planningwiththeirareacounterparts.

● McCarthywillalsohavemathandliteracyteamswithanewfocusandstructure.Thesecommitteeswillmeetmonthlyafterschooltolookatthestandardsandworkonverticalalignment.Thesecommittees,ledbycoaches,willincludegradelevelrepresentatives.

● Inordertoaddressstudent-specificneeds,McCarthywill


● ThePBISTeam,comprisedoftheviceprincipal,PBISCoaches,socialworkers,nurse,specialareateachers,andclassroomteacherswillimplementandassiststaffwithTier1behaviorsystemsandcreate/monitorTier2interventionsandsupports.Thisteamwillmonitordataandprogress.

● EarlyLiteracyTeamESEcomprisedofrepresentativeteachersK-3andcoaches.Theywillsupportgradelevelteamsbysharing/leadinglearningfromregionalmeeting.SupportedbytheEarlyLiteracyGrant

createaChildStudyTeam(CST).ThisCSTwillmeetbi-monthlyafterschooltoreviewtheacademicsocial/emotional,andbehavioralneedsofstrugglingstudents.TheCSTwillrecommendinterventions,developaplanforimplementationoftheinterventionsandmonitorprogress.

● TheTurnaroundteam,comprisedofthePrincipal,AssistantPrincipal,coaches,andtwoteachers,willberesponsibleforoverseeingthecontinuedimplementationoftheTurnaroundPlan.TheTurnaroundteamwillmeetweeklytocontinuouslymonitorthebenchmarkdatapointsoftheTurnaroundPlan.

● ThePBISteamwillmeetmonthlytooverseePBISimplementationatMcCarthy,andtherolloutofTier2interventionsandsupports.

● Finally,theSchoolClimateTeam,comprisedofteachersandrepresentativesfromavarietyofareaswillberesponsibleforgrowthmindsetdevelopmentforteachersandstudents.TheywilloverseethegrowthmindsetlessonsandrecognizestafflifeeventsasawaytomaintainoursenseofcommunityatMcCarthy.


Lever1.2Cohesiveinstructionthroughfrequentandtimelyformativefeedbackonbestpracticeandwhatrigorousinstructionlookslike.Rationale:Definingthespecificpracticesthatteachersareexpectedtouseandprovidingtargetedfeedbackandsupport(e.g.,coaching,peer-observations,modeling)toteachersontheuseofthesepracticeswillresultinasystemthatteachersfeelisusefulandeffectiveinimprovingtheirclassroominstructionandpromoteseffective,cohesiveinstructionthatwillincreasestudentachievement.Lever1.2Actions Resources● Establishapeerobservationandfeedbackform

andprotocol● Developasystem,scheduleandexpectationsfor

peerobservations● ContinuetobuildcommonunderstandingofHigh

QualityInstructioninELAandMaththroughobservationanddiscussion

● Administrationcreatesadailyschedulethat

includes5formativeobservationswithfeedbacktotheteacher.

● Building-basedsubstitutesandadditional

substituteswillbeprovidedbythedistricttosupportpeerobservationsandminimizedisruptionstohigh-qualityinstructionforallstudents.

● Onepermanentschool-basedsub5days

perweekineachschool.● Staffmeetingswillincludethe

opportunitytocollectivelyviewanddiscusshighqualityinstructioninELAandMath

● VideosofHighQualityInstructioninELAandMath

● Viewinganddiscussionprotocol● Professionaldevelopmentthrough2

guidedschoolobservationsfocusesonTurnaroundpractices1and2inschoolsthathavemadeconsistent,multi-yeargainsoridentifiedashighperformingschoolsinstudentachievement.

● Guidedobservation/Schoolvisitprotocol● Identifysupportstafftoprovidecoverage

duringobservationtimes● Trackingformtotrackprofessional

developmentandcoachingtimeoutofclassroom

● Communicationplantodescribe

feedback● Developadatacollectionsystemtotrack

school-levelprogressmadeinclassroomobservationstowardthe4leversonamonthlybasis


● Staffshareresearchbased,bestpracticesofhigh

qualityinstructionimplementedattheirgradelevelat2teachingandlearningshowcases.

● CommonEducatorgoalsfocusedonHighLeverage

Goals1and2● LessonStudyasembeddedprofessional

developmenttrainingSpring2018.(implementation2018-19)

● TargetedLearningWalkstofocusonhighquality

instruction

● Earlyreleaseprofessionaldevelopment

andcoachingdaysorstaffmeetings● Administrationprovidesabankofteam

goalscloselyrelatedtotheactionsidentifiedintheschool’sTurnaroundPlanthateducatorswillconsidertoselectandfocusonthroughouttheyear.

● PLCprofessionaldevelopmentand

coachingprovidedbyCCE● Identifyteamandcoverageasneeded


Brophy McCarthy Wilson

professionaldevelopmentandcoachingwillincludeimplementationofhighqualityinstructionusingIBpractices.

BenchmarkingProgress:Leadership,sharedresponsibilityandprofessionalcollaboration

Whatwillbedifferentinclassroomsifthisplanissuccessful?

InterimBenchmarksforTeachers/Practitioners

Benchmarks:1. Eachmonth,administratorswillprovidefeedbacktoeach

teacher,usingthedaily5formativeobservations,basedonclassroomobservationsandlearningplans.forthepurposeofmonitoringinstructionbasedonstandards,theuseofmultiple,variedgrouping,meaningfultasks,andassessments

2. TheInstructionalLeadershipTeamswilluseadatacollectionsystemanddatacyclesmonthlyreviewinglearningplanandaggregatedformativeobservationdatatomonitorchangesinteacherandstudentbehaviorandknowledge,asevidencedbytheILT/TAPteamagendasandminutes,toassesstheimpactofkeyschoolimprovementstrategiesandadjustsupportsasneeded.

3. Teacherswillmeetweeklytocollaborativelyplancommonreadingandmathlessonsusingthecommonlearningtemplate


andinformedbythefeedbackrubric,asevidencedbysubmittedlearningplans,andgradelevelmeetingagendasandminutes.

4. ByNovember,100%ofteacherswillhaveasharedprofessionalpracticegoalalignedwiththeHighLeverageGoals.

5. ByJanuary,50%ofteacherswillhaveparticipatedinapeerobservationtoobservethefourleversfromTAP2(standards-alignedinstruction,multiplevariedgroupings,meaningfultasks,useofformativeassessments),asevidencedbypeerobservationforms.MarchTarget=75%;JuneTarget=100%

6. ByJanuary2018,80%ofstaffindicateontheTurnaroundSurveythatthefollowingpracticesareconsistentlyimplementedthroughouttheschool:acommonsenseofurgencyandownershipforthesuccessofallstudents,themajorityofstaffhavehighexpectations,themajorityofstaffareawareofinstructionalpriorities,andinstructionalleadersandcoachesconductfrequentclassroomobservationsfocusedonstrengtheningteachers’practice.

7. ByNovember,100%ofPLCteamswillidentifyaPLCgoalrelatedtoteacherlearningtoimprovestudentoutcomes,andidentifythedatatheywillusetomonitorstudentoutcomes.

InterimBenchmarksforStudents

Benchmarks:1. ByOctober,100%ofclassroomsacrossagradewillbeengaged

insimilarstandard-alignedtaskswithinafewdaysofoneanother,asevidencedbyclassroomobservationsandlearningplans.

2. Bythefirstgradelevelmathcommonassessment,60%ofstudentsdemonstrate80%masteryoftheassessedstandards.Bythesecondassessment,75%ofstudentsdemonstrate80%masteryoftheassessedstandards.Bythethirdassessmentperiod,100%ofstudentsdemonstrate80%masteryoftheassessedstandards.

3. Aminimumof80%ofstudentswilldemonstrateannualgrowthontheliteracy(i.e.BAS,DRA,Rigby)benchmarkassessmentbyJune2018.


TurnaroundPractice#2Intentionalpracticesforimprovinginstruction


BrophyElementaryCurrentState

BrophySchoolisidentifiedasaLevel3school,currentlyrankedasperforminginthebottomseventhpercentileinthestate.AllstudentsandsubgroupsarestrugglingtomakeconsistentgainsinELAandMath,andtomeetmediangrowthtargetsinmath.ScienceMCASresultsshowasteadyincreaseinstudentperformancefrom2014-2016.InApril2017,SchoolWorksfacilitateda“TurnaroundSiteVisit”(TSV)todeterminekeyfindingsalignedwithMassachusetts’“TurnaroundPractices.”Inaddition,intheSpringof2017,DSACadministereda“TurnaroundPracticesSelf-AssessmentSurvey”toallBrophystaff.Basedonthesereports,thefollowingfindingsdescribeBrophy’scurrentstateandhighprioritychallengesinregardstoTurnaroundPractice2:Intentionalpracticesforimprovinginstruction.MCASandPARCCCPIdatafor2012-2016furtherreflectsadifficultyinconsistentlyclosinggapsbetweenAllStudentsandtheperformanceofspecificsubgroups.In2016,thegapbetweenAllStudentsandStudentswithDisabilitieswas20.7percentilepointsinELA,and21.8inmath.Englishlanguagelearnersperformed26.4percentilepointsbelowtheAllStudentcategoryinELA,and15.8pointsbelowAllStudentsinmath.ThefollowingchallengeswerepresentedasfindingsaccordingtotheTSV.Therearenosystemstomonitortheeffectivenessofschool-wideprogramsandpractices.Schoolleadershipandtheinstructionalleadershipteam(ILT)arefocusedongatheringfeedbackfromteachers,andtheILTisseenasthe“steeringship.”However,whiletheILTfocusesongeneraltrendsinachievement,suchasdatafromassessments,thereisnocomprehensiveordeliberateplantoassessandmonitortheeffectivenessofschool-wideinstructionalprograms–forexample,LLI,Fundations,oranyotheracademicinterventions.Theschooldoesnothaveaninstructionalframeworktocontinuallyassess,modify,andimproveitspracticesforthebenefitofgreaterstudentachievement.Thereisnotashared,comprehensivevisionofhigh-qualityinstructionalpracticeatBrophyElementary,noristhereacleardescriptionofwhathigh-qualityinstructionshouldlooklikeschool-wide.Theschooldoesnothaveasharedunderstandingofwhathighqualityinstructionlookslike,noraretherenon-negotiablestandardsforwhateverylesson,ineveryclassroom,shouldinclude.Forexample,someclassroomshaveclearpostedagendaswithspecificoutcomes,whileothersdidnot.Further,teachersdidnotspeakaboutacommonexpectationforparticularpracticessuchasguidedreading,gradualrelease,orimplementationoflarge,smallgroup,andindividualpracticeopportunities.AccordingtotheTSV,therearenosystemstocollectandusestudentdatatoimproveinstructionalstrategiesandpracticestomeettheneedsofstudents.WhiletheILTandcommonplanningtimesaresometimesusedtodiscusstrendsinstudentachievement,theschoolhasnocomprehensivesystemforregularassessments,tocollectdatafromcommonassessments,anduseittoinforminstruction.Therefore,theschoolhasbeenunabletocollectandusestudentdata.


McCarthyElementaryCurrentState

BasedontheMCAS/PARCCscoressitedaboveaswellasthedatafromtheSchoolWorksvisitandself-assessmentsurvey,McCarthyworkedwiththeDESEandthelevel3cohortschoolstoalsoidentifyprioritiesregardingTurnaroundPractice2:IntentionalPracticesforImprovingInstruction.ThehighestpriorityneedatMcCarthyistodefineandimplementhigh-qualityinstructionalpracticesthroughouttheschool.TheTurnaroundPracticesSelf-Assessmentindicatedthatoverhalfofthestaff(55.3%)reportedonlysomeevidenceof“specificorpreciseexpectationsforhigh-qualityinstruction[being]communicatedandunderstoodbymoststaff,monitoredbyschoolleaders,andconsistentlyimplementedbymostteachers.”Thelackofexplicitexpectationsregardingtheprovisionofhigh-qualitycoreinstructionalpracticesresultsinteachersnotdevelopingandsharinglearningobjectiveswithstudents,nordotheyfollowthemathorELAscopeandsequencewithfidelity.Inaddition,mostlearningtasksarenotmeaningfulorbasedinstandards.Rather,teachersplanindependentworkthatisinthe“activity”stage.SchoolWorksreportedthattherewasnoevidenceofhigher-orderthinkingortasksinanyoftheirobservations.AsecondchallengeatMcCarthyisthelackofformalandinformalclassroomobservationsinregardsto“IntentionalPracticesforImprovingInstruction”.Thisresultsinteachersrarelyreceivingformalclassroomobservationsorfeedbacktheirinstruction.AccordingtotheSchoolWorksReport,theprincipalandassistantprincipalaresporadicallyinclassroomsforwalkthroughsorpop-invisitsforafewminutesatatime.Theyoccasionallygivefeedbackintheformofapositivecomment.Manyteachersnotedtheyhavenotreceivedanyfeedbackthisyear,andtherefore,areunsureofhowtoadjusttheircurrentpracticeforstudents.Similarly,theDSACTurnaroundPracticesSelf-Assessmentshowedthatover70%ofthestafffelttherewasonlysomeevidence,attheindividuallevelorinpockets,of“specificandactionablefeedbackfocusedonthequalityandeffectivenessofinstruction[that]isprovidedtoindividualteachersandteacherteams.”Finally,teacherscommentedthatthelackoffeedbackextendstocoachesaswell.Specifically,accordingtotheSchoolWorksReport,coachesvisitclassroomsonceaweekoronceeveryotherweekduringeight-weekcyclestomodel,co-teach,orobserve,butdonotconsistentlyprovidefeedback.Thethirdandfinalhigh-prioritychallengeatMcCarthyistheneedforasystemformonitoringstudentprogress.ThisfindingwasreflectedinboththeTurnaroundPracticesSelf-AssessmentandtheSchoolWorksSiteVisit.Althoughteacherscollectliteracyassessmentdata(BenchmarkAssessmentSystem,LetterID,HearingandRecordingSoundsinWords,WordsTheirWayspelling)2-3timesayear,teachersdonotfrequentlyreviewthisdatatoprovidetimelyinterventions.Inaddition,thereiscurrentlynosystematiccollectionofmathdata.Mostimportantly,teachersdonotadjustpracticebasedonon-thespot,studentdata.Finally,althoughtheacademiccoacheshaveestablishedaneight-weekcycleforeachgradeleveltoworkcollaborativelyontopicsrelatedtoliteracyandmath,therearenoclearexpectationsforhowthisworkimpactsstudentachievement.


WilsonElementaryCurrentState

BasedontheMCAS/PARCCscoressitedaboveaswellasthedatafromtheSchoolWorksvisitandself-assessmentsurvey,WilsonworkedwiththeDESEandthelevel3cohortschoolstoalsoidentifyprioritiesregardingTurnaroundPractice2:IntentionalPracticesforImprovingInstruction.ThehighestpriorityneedatWilsonisthelackofclearlyidentifiedandsharedexpectationsofhigh-qualityinstructionalpracticestobeusedacrosstheschoolandincontentareas.WhileleadersandteachersreportedtoSchoolWorksacommonunderstandingofcertainexpectationsforclassroompractice–suchasuseoftheWorkshopmodel,instructionthat“makesthinkingvisible,”andincreasingstudenttalkvs.teachertalk–leadersandteacherswerelessclearonwhatthesepracticeslooklikeinclassroomsandwithrespecttostudentwork.Aneffectivelevelofteachers’useofInstructionalStrategieswasobservedin2of16classroomsobservedbySchoolWorks.Furthermore,therearelimitedregularopportunitiesforpeerobservationamongteacherstoobserveandbuildanunderstandingofhigh-qualityinstructionalpractices.Additionally,Wilsondoesnothaveaschool-wideassessmentsystemcapableofidentifyingthespecificacademicneedsofstudentsinELAandMath.TheschoolusesMassachusettsComprehensiveAssessmentSystem(MCAS)data,theFountas&PinnellBenchmarkAssessmentSystem(BAS),andtheDevelopmentalReadingAssessment(DRA)toassessstudentsinreadingandwriting.Accordingtoleadersandteachers,commonassessmentsarenotcurrentlyusedandareintheprocessofbeingdevelopedinmathattheschoollevelandbythedistrict.Individualteachersmayusetheirownassessmentstoidentifystudents’needs,butsuchassessmentsarenotsharedacrosstheschool.TheTSVreportsaneffectivelevelofteachers’useofin-classAssessmentStrategiesobservedin0of16classroomsandaneffectivelevelofteachers’AdjustmentofInstructionbasedonin-classassessmentobservedin0of16classrooms.AccordingtheTSVreport,teachersexpressedadesireforconstructivefeedback,butthecurrentmethodofreceivingfeedbackmaynotbeasfrequentorasspecificasneededtoimprovetheirprofessionalpractice.Thelackofclearexpectationsforspecificinstructionalpracticesimpactstheabilityofleadershiptolookforspecificpracticesusedbyteachersandevidencedinstudentwork.Whileinformalfeedbackisnotoftenprovided,administrationdoesuseinformationgatheredthroughvisitstotargetsupportprovidedbycoaches.

CollectiveCurrentStateStrengthsandAreasforImprovement:DuringMarchandApril2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisit(TSV)atBrophyElementarySchool,McCarthyElementarySchool,andWoodrowWilsonElementarySchool.Theobservingteamsnoteddeepinconsistenciesintherigorofinstructionandtheimplementationofeffectiveinstructionalstrategieswhenlookingforintentionalpracticesforimprovinginstructionacrossthethreeschools.ThetablebelowdescribesrubricratingsandsupportingevidencefromtheTurnaroundSiteVisitreportsrelatedtohighqualityinstructionalpracticesandeffectivelevelsofstudentengagement. Brophy McCarthy Wilson

ComponentC.DefinedExpectationsforHighQualityInstructionalPracticesRubricRating Initial Initial Initial

Evidence:Effectivelevelofteachers’useofInstructionalStrategies

1of14classrooms

5of13classrooms

2of16classrooms

Evidence:Effectivelevelofstudents’CognitiveEngagement

3of14classrooms

4of13classrooms

2of16classrooms


Further,inonly5of43oftheclassroomsobservedacrossthethreeschools(Brophy:3/14;McCarthy2/13;Wilson:0/16)wereteachersusingeffectivelevelsofassessmentstrategies,andinonly1ofthe43classroomsvisitedwerethereobservedadjustmentsofinstructionbasedonin-classassessments.MCAS/PARCCSummativeAssessmentData:EachofthethreeelementaryschoolshasstruggledtoraisestudentperformanceinELAandmathtoinitial2011baselinelevels.Throughoutthepast6years,studentachievement(CPI)andgrowth(SGP)haveseenperiodsofdeclineorstagnantprogress.Whereincreasesinstudentachievementhaveoccurred,theschoolshavebeenunabletosustainthatprogressovertimetoexceedbaselineperformancelevels(seeAppendixCData,Figure5).Currently,Brophy,McCarthy,andWilsonlackasystemforcollectingstudentassessmentdataandmonitoringstudentprogressingradesK-5forELAandK-4formath.Mathcoachesareintheprocessofdevelopingandpilotingfifthgradecommonmathbenchmarkassessments.ArootcauseanalysisidentifiedtwoareasofinquiryresultingfromtheanalysisofthecurrentstateatBrophy,McCarthy,andWilsonschools:studentachievementandinstruction/pedagogy(seeAppendixH).

AreaofInquiryI AreaofInquiryII

studentachievement instruction/pedagogy

rootcauseprocess rootcauseprocess

analysisofPARCCscaledandgrowthscoresdataData-Driven-DialogProtocol

5WhysProtocol

problemofpractice problemofpractice

studentachievementissuchthatitresultsindesignationofschoolsas6th-7thschoolpercentiles

time/qualityinstructionisinconsistentacrossclassroomsatsamegradelevel/withineach

redflags redflags

studentswithminimalgrowth/highscaledscores;highgrowth/lowscaledscore;highpercentagesofstudents

performingbelowgradelevel

schedulesnotfollowedwithfidelity;wholegroupinstructioncommon;fewgroupings;tasksnotvaried/aligntoobjectives;itisnotclearwhatisexpected/whatishighqualityinstruction

rootcause rootcause

instructionisnotconsistentlyplanned/basedgradelevelstandardsandcurriculumshiftsandassessments(daily/interim)arenotwidelyused,thereforeitishardtoknowhowstudentsaredoingwithregardtoachievementorgrowth

individualautonomyvs.collectiveautonomy;noexpectationsforholdingeachotheraccountableorgiving/gettingfeedback

thingstoconsider thingstoconsider

commonplanning,useofassessmentstoadjustinstruction/interventions

agreeon/holdeveryoneaccountableforhighqualityinstruction

didthisshowupintheTurnaroundPlan? didthisshowupintheTurnaroundPlan?

TurnaroundPlanLevers2.1,2.2,2.4 TurnaroundPlanLever2.3

PreferredState:Awelldefined,understoodandimplementedcommonunderstandingofhighquality


instructioninELAandMathisobservableincontent,strategiesandpedagogyamongallstaffatBrophy,McCarthy,andWilsonElementarySchools.TheoryofAction:Ifwedevelopacommonunderstandingofhighqualityinstruction(HQI)includingstandards-basedcontentknowledgeinELAandMath,pedagogyandhighleveragestrategiesamongallstaff,thenstudentswillhaveequitableaccesstorigorousandengagingstandards-basedinstructiontoincreasestudentachievement.HighLeverageGoal2Developasharedunderstandingofhighqualityinstructionincludingcontent,instructionalstrategiesandpedagogybyallstaffandexecutedinallclassroomsandinstructionalsettings.Lever2.1DeepenteacherknowledgeofELAandMathstandardsandshiftsRationale:CompiledobservationaldatafromTSVvisitsacrossthethreeschoolsindicatesthatinstructionalalignmenttotheCommonCorestandardsandshiftsinELA(Brophy1/12,McCarthy0/7,Wilson1/10)andMath(Brophy0/2,McCarthy0/6,Wilson0/6)isnotataneffectivelevelinmostclassrooms.StudentsatBrophy,McCarthy,andWilsonElementarySchoolsarestrugglingtomeettheexpectationsoftheCommonCorestandards,asevidencedby2016PARCCassessmentdata.Ineachofthethreeschools,morethan60%ofstudentsfellbelowLevel4(“MetExpectations”)(seechartbelow).StudentsperformingatLevel1(“DidNotYetMeetExpectations”)rangedfrom14.8-27.8%inELA,andrangedfrom12.3-17.8%inmathacrossthethreeschools(seeAppendixCData,Figure6).Marzano(2003)describesstandards-basedteachinginTheGuaranteed,ViableCurriculumas,“consistingofPowerStandardsandPowerIndicatorsthatfullyoutlinethecontent,concepts,andskillsthatareessentialwithinanacademicdisciplineandateachgradeleveltoensureallstudentshavetheopportunitytoachieveproficiency.”Standards-basedteachingprovidesclarityandguidancetoadministrators,teachers,students,andparentsaboutthecorecurriculumanditsessentialcontentandskills.Individualteachersdonothavetheoptionnottoteachthiscontentandtheseskills,ortoreplacethemwithsomethingelse.Lever2.1 Actions Resources

ELAandMath ● Identifyabodyofresearchtodevelopknowledgeofelementsofhighqualityinstruction.

● Developcommonbeliefs/corevaluesabouthighqualityinstruction

● ResearchcomparedagainstClassroomVisitToolelementsasmonitoringtoolforHQI

ELA ● Coaches/teacherteamsapplyforandparticipateinK-3EarlyGradesLiteracyGrant(ESE)andsupportgradelevelteamsbysharing/leadinglearningfromtheregionalmeetingsduringcollaborativeplanning

● Earlyliteracyconsultantanddataconsultant(ESE)provideschoolbasedsupportimplementation,analyzingscreeningdataandinstructionalnextstepsK-3.● CoachescollaboratewithDSAC

● SubstitutesprioritizedbydistrictandfundsprovidedbyEarlyGradesLiteracyGrantforsubs,stipends,professionalmaterialsrelatedtogrant

● DSACLiteracySpecialist


LiteracySpecialistandprovideprofessionaldevelopmenttogradelevelteamsK-5onunpackingELAstandardsandunderstandingverticalprogressionoflearning

● Coachesplangradualreleaseofresponsibilitysupportinggradelevelteamsinunpackingstandardsandunderstandingverticalprogressionoflearningforcollaborativeplanning

● Coachesparticipateinprofessionaldevelopmentdeepeningunderstandingofincreasingtextandtaskcomplexitywithfocusongrades4-5

● Coachesplangradualreleaseofresponsibilitysupportinggradelevelteamsinplanninglessonswithincreasingtextandtaskcomplexityforcollaborativeplanning● LearningplansforELAworkshopmodelreflectincreasingtextandtaskcomplexitygradeK-5.

● Coachesco-teachconsistentlyinoneclassroomtomodelhighqualityinstruction

● Teachers/Coachesdevelop/identifycommonassessmentsingradesK-5

● SubstitutesprioritizedandprovidedbydistrictorEarlyreleasedayPD

● DSACLiteracySpecialist● DSACLiteracySpecialist

● DSACLiteracySpecialist

● Oneconsistentday(Mondays

from9:00-12:00)identifiedforcoachestomeetoutsideofbuilding

● DSACLiteracySpecialistsupport(4-5);EarlyGradesLiteracyGrant(ESE)K-3

Math ● CoachescollaboratewithDSACMathSpecialisttoprovideprofessionaldevelopmentandcoachingtogradelevelteamsK-5onunpackingmathstandardsandunderstandingverticalprogressionoflearning

● Teachers/CoachesGradesK-5developCommonEndofUnitAssessments

● Teachers/CoachesGradesK-5developcommonformativeassessmentsbytopicineachunit

● Coachesco-teachinoneclassroom(grades3-5)modelinghighqualityinstructiontofocusondevelopingconceptualandoperationalfractionalunderstanding

● DSACMathSpecialistsupportSubstitutesprioritizedandprovidedbydistrictonEarlyreleasedayprofessionaldevelopment

● DSACMathSpecialist● Oneconsistentdayidentifiedperweek(Mondaysfrom9:00-12:00)forcoachestomeetoutsideofbuilding



Brophy McCarthy Wilson IBprogramstandardsand

practiceswillbeadheredto.Lever2.2:CollaborativelessonplanningandreflectionRationale:TSVreportsindicateinconsistencieswithinandacrossgradesco-planninglessons,lackofconsistentexpectationsforteacherstodevelopsharedlessonsandvariabilityinuseofschools’curricularprograms.AccordingtoRothman(2009),“Oneofthebest-keptsecretsineducationalresearch,itseems,isthefactthatdifferencesinthequalityofinstructionfromclassroomtoclassroomwithinschoolsaregreaterthandifferencesininstructionalqualitybetweenschools.” Ourresearchandobservationsfromschoolvisitsofeffectivepracticesindicatethatwhengradelevelteamsplanlessonscollaborativelyandreflectontheoutcomesoflessons,studentswillconsistentlyhaveequitableaccesstolearningstandards,effectiveinstructionalstrategies,authentictasksandcomplextexts.Lever2.2 Actions ResourcesELA/Math ● Developacommonlearningplanforall

teacherstousetocollaborativelyplanlessonsinELAandMath.● GradelevellearningplanswillbesharedwithAdministration

● DevelopamasterschedulethatreflectscollaborativeplanningtimeforELAandmathandmaximizesopportunitiesforallteachersateachgradeleveltoparticipate.

● Pacingisontracktoteachgradelevelstandardsreflectedinlearningplansandobservations.Allteacherswithingradelevelteamswillteachlessonswithinafewdaysofeachother(commonpacing)aswellasfollowthedistrict’spacingguidesinELAandMathematics.

● Timeinscheduleismaximizedforinstructionandreflectedinlearningplansandobservations.

● Consistentandcognitivelyengaginginstructionalstrategiesandtasksarereflectedinlearningplansandobservations.Toensurethatalltimeonlearningispurposeful,allclassroomactivitiesmustbelinkedtoastandard,andreflectedinweeklylessonplans

● Developalearningplanrubricforadministrationtoprovidelessonfeedback(thatreflectsfocionmultiplevariedgroupings,meaningfultasks,usingformativeassessment,andadjustinginstruction).

● DSACsupport● GoogleDrive● Administration● Administration● 3-2-1learningplanrubrictobe

designedcollaboratively


● Developacommon,non-evaluativepeerobservationandfeedbackformthatreflectshighqualityinstruction.

● Establishaprotocolandexpectationsforpeerobservationandfeedback.

● Building-basedsubstitute

andadditionalsubstosupportpeerobservationsasneeded


Brophy McCarthy WilsonInthesummerof2017,grade-levelteamswillmeetforfourhoursofstipendedplanning.

Inthesummerof2017,grade-levelteamswillmeetforfourhoursofstipendedplanning.

Inthesummerof2017,grade-levelteamswillmeetforfourhoursofstipendedplanning.

FollowdistrictscopeforELA/math,butinasequencethatlendsitselftotransdisciplinarylearning.

Lever2.3:MultipleVariedGroupingswithMeaningfulTasksRationale:Ourresearchandobservationsfromschoolvisitsofeffectivepracticesindicatethatwhenstudentshavetheopportunitytolearninvariedgroupingswhileworkingonmeaningfultasks,volumeandqualityofacademicstudentdiscourseandtimeonmeaningfultaskswillincreasesothatstudentsaredeeplyengagedinproductivestruggle.Lever2.3 Actions ResourcesELA/Math ● Developamasterschedulethatidentifies

opportunitiesfori.e.cross-classroomorvariedgroupingofstudents,smallgroupingswithincoreinstruction,andmaximizesstafftimeinclassroomsprovidinginstructiontogroupsofstudents.

● Trackstudents’progressbyimplementingastructureddatacollectionsystemthatisdifferentiatedbasedongradelevelsandassessmenttype

● DirectorofTechnology

toworkwithschoolstodevelopdataspreadsheet/display/dashboard

ELA ● DeepencontentknowledgeofstandardsshiftsthroughparticipationinEarlyLiteracyNetworkgradesK-3reflectingintegratedreading,writingandlanguagestandards.

● ELAtasksduringreadingandwritingworkshoparestandards-based,reflectiveofthecorecurriculumandtargetedtotheneedsofthelearner(s)

● Substitutesprioritizedandprovidedbydistrict

● DSACLiteracy

Specialistsupport

Math

● Implementco-teachingstructuresduringaspectsof

lessons(i.e.mini-lesson,centers/stations,etc)usingEurekaascommonresourceGradesK-5● Learningplansformathlessonsarestandards-based,reflectiveofthecorecurriculumandtargetedtotheneedsofthelearner(s)

● Mathtasksarestandards-based,reflectiveofthecore

● Embeddedsupportprofessionaldevelopmentonco-teachingmodels


curriculumandtargetedtotheneedsofthelearner(s)


Brophy McCarthy WilsonAreteachingloopwillbeimplementedwithintheclassroomasdeterminedbytheformativeassessment(followingtheminilessonorthepreviousday’slesson).

Smallgroupinstructionwillbeemployedwhereverappropriate(toaddressstudentneed)andpossible(consideringstaffing).TherolesofspecialeducatorsandESLteachers(asoutlinedinthejobdescriptors)willserveasaguideforstudentgrouping

AnAccelerationBlockwillbeimbeddedinthemasterscheduleinallgradesforELAandmath.

Instructionwilloccurinmultiplevariedgroupingsincludingparallelteaching,learningstations,interventiongroups,andwholegroupmini-lessons

Therewillbenowhole-group,statichomogenousgroupingacrossclassesinmathorreading.

Studentswillbegroupedacrossgradelevelclassroomsforinterventionbasedgoalsformedandchangingbasedonformativeandcommonassessmentdata.

Aco-teachingmodel,classroomteacherandSped,ELD,Title1staffandcoaches,teachingELA,willbeusedinallgradelevels.

ESLteacherswillpushintotheclassroomsingrades3-5(fortransitionalELLs)duringreadingandwritingworkshop.

ESLteachersandSpecialEducatorswillco-teachinallclassrooms.

Teacherleaderswillfacilitateabookclubforco-teachingusingthebook:Co-Teach:BuildingandSustainingEffectiveClassroomPartnershipsinInclusiveClassrooms(Friend)

Gradelevelshavethreecheck-insthroughouttheyeartodiscussstudents’ELDlevelsandWIDACan-DoDescriptors

Lever2.4:AssessmentthatDrivesandDifferentiatesInstructionRationale:Ourresearchandobservationsfromschoolvisitsofeffectpracticesindicatethatwhenteachersadministerandanalyzeformativeassessmentswithineachlesson,aswellascommon,assessmentsfromaunitofstudy,teacherswillidentifywhichstudentsmetthelearningtargettoa)planforsmallgroupingswithinthenextlessontoremediateorextendlearningandb)planforre-teachinglessons.TSV reports indicate that there is no school-wide system for routinely, formally analyzing math data. Also, teachers do not frequently collect formative data to inform or refine instruction during lessons. Lever2.4 Actions ResourcesELA/Math ● Collaborativelearningplanning

reflectsadjustmenttoinstructionandplanningforsmallgroupinstructionbasedonidentificationandanalysisofformativeassessments

● Adatacollectionsystemwillbedevelopedtocollectandanalyzedatafromcommonmathandliteracy

● DirectorofTechnologytoworkwith

schoolstodevelopadataspreadsheets/displays/dashboard


assessments ELA ● Develop,implement,analyzeandplan

fromELACommonAssessmentsingradesK-5

● Implement,analyzeandplanfromEarlyLiteracyGrantScreenergradesK-3

● DSACLiteracySpecialistsupporttodevelopcommonassessments,dataanalysisandplanningforinstruction

● ParticipationinEarlyLiteracyGrantwithsupportofEarlyLiteracyandDataconsultantsprovidedbygrant

Math

● Developandimplementcommonformativeassessmentsbystandard/topicandendofunitassessments

● AnalyzecommonformativeassessmentsgradesK-5;usedatatoplan

● Analyzecommonendofunitassessments,includingItemAnalysis,gradesK-5;usethedatatoplan

● DSACMathSpecialistsupporttodevelopcommonassessments(formativeandsummative),dataanalysisandplanningforinstruction


Brophy McCarthy Wilson Studentsaregivenopportunitiesto

participatein,andreflecton,theassessmentoftheirwork,whichisalignedwiththeassessmentphilosophyoftheIBPYP.

BenchmarkingProgress:Intentionalpracticesforimprovinginstruction

Whatwillbedifferentinclassroomsifthisplanissuccessful?

InterimBenchmarksforTeachers/Practitioners

1. ByNovember,100%ofgrade/classroomlearningplanswillberateda3ontheLearningPlanRubricineachofthefollowingareas:standards-alignedinstruction,multiplevariedgroupings,meaningfultasks,andtheuseofformativeassessmentdatatoadjustordifferentiateinstruction.2. ByNovember,40%ofadministratorobservationsofclassroominstructionwillberateda3ineachofthefollowingareas:standards-alignedinstruction,multiplevariedgroupings,meaningfultasks,andtheuseofformativeassessmentdatatoadjustorinforminstruction.JanuaryTarget=60%;AprilTarget=80%;JuneTarget=100%.3. ByJanuary,50%ofteacherswillhaveparticipatedinapeerobservationtoobservethefourlevers(standards-alignedinstruction,multiplevariedgroupings,meaningfultasks,useofformativeassessments),asevidencedbypeerobservationforms.MarchTarget=75%;JuneTarget=100%Targetare


basedlimitedavailabilityofsubstitutesorothercoverage.4. ByNovember2017,100%ofgradeK-5teachershaveadministeredandanalyzeddatafromatleastoneELAcommonassessment.ByNovember2017,100%ofgradeK-5teachershaveadministeredandanalyzeddatafromatleastonemathassessment(i.e.endofmodule,benchmark).5. ByDecember,100%ofclassroomsimplementsmallgroupinstructionwithastandards-basedlearningobjectiveinmathandELAinformedbystudentassessmentdata,asevidencedbyclassroomobservationsandlearningplans.6. LearningWalkthroughobservationswillobserveevidenceofatleast75%ofclassroomsperforminginthe“providing”columnonTheConditionsforStandards-BasedTeachingandLearningrubricindicator17.

InterimBenchmarksforStudents

1. ByDecember,100%ofstudentsareobservedworkinginmultiplevariedgroupingsduringELAandmathinstruction,asevidencedbyclassroomobservationsandlearningplans.2. Bythefirstgradelevelmathcommonassessment,60%ofstudentsdemonstrate80%masteryoftheassessedstandards.Bythesecondassessment,75%ofstudentsdemonstrate80%masteryoftheassessedstandards.Bythethirdassessmentperiod,100%ofstudentsdemonstrate80%masteryoftheassessedstandards.3. Aminimumof80%ofstudentswilldemonstrateannualgrowthontheliteracy(i.e.BAS,DRA,Rigby)benchmarkassessmentbyJune2018.


TurnaroundPractice#3ProvidingStudentSpecificSupportsandInstructiontoallStudents


BrophyCurrentStateWhiletheILTandcommonplanningtimesaresometimesusedtodiscusstrendsinstudentachievement,Brophyhasnocomprehensivesystemforregularassessments,tocollectdatafromcommonassessments,anduseittoinforminstruction.Dataarebeingcollectedbutare:1)limitedtothatwhichcaninformpull-outinterventions;and2)notusedbyteachersinclassroomstoconsistentlyandcomprehensivelyacceleratestudentachievement.Forexample,theinterventionistsareidentifyingsomestudentsforadditionalinstructioninliteracyorEnglishasaSecondLanguage(ESL),dependentontheirformaltesting.However,gradelevelteamteachersarenotco-developingin-classassessmentstoimmediatelyidentifystudentneedsintheclassroomandrespondaccordingtothosespecificneeds.Inaddition,thereisnodeliberatemechanismtocomprehensivelyassessthespecificinterventionsbeingprovidedtostudents.Finally,dataarenotbeingcollectedorcomprehensivelyreviewedtoassesstheimplementationandeffectivenessofPBISthroughouttheschool.Theschooliscollectingdatatoidentifysomestudent-specificacademicandnon-academicneeds.BrophySchoolhashistoricallyuseddatatosortstudentsandplacestudentsininterventiongroups,howevertherearefewexampleswheredataareusedtospecificallyinforminstruction.Theschoolcurrentlyemploysthreepart-timeinterventionistsservingapproximately80students.Manymorestudentshavebeenidentifiedforinterventionbuttheschoollackstheinterventionresourcestomeetthosestudents’needs.Theschooldoesnotemployasystemforprovidingtargetedclassroom-basedinterventionsforallstudents.TargetedinterventionsandsupportsatBrophyElementaryareoftenprovidedasdiscreteandseparate,withlittlecoordinationamongstaffresponsibleforprovidingtieredinterventions.Theschoolscheduledoesnotallowforstudentstobenefitfrombothclassroomtimeandinterventiontime,withmostinterventionstakingplaceaspull-outs.Forexample,theschoolscheduleresultsinstudentsbeingpulledoutofEnglishlanguagearts(ELA)ormathclassestoreceiveTitleIintervention;therefore,theyaremissingtheintensedouble-doseoncoresubjectsupport.TitleIteachersprovidepull-outsupporttostudentsidentifiedthroughtheBenchmarkAssessmentSystem(BAS),withminimalcoordinationwithclassroomteachersortheadministration.TeachersnotedthatmanystudentsatBrophyElementaryareidentifiedtoreceivesupportandservicesfrommultipleindividualsandduetomultiplerequirements.Yet,thereisalackofcoordinationamongindividuals(e.g.,TitleI,specialeducation[SPED],ESL,Englishlanguagedevelopment[ELD])providingsupportto,insomeinstances,thesamestudents.Therearenointerventionsforstudentsinmath.

McCarthyCurrentStateMcCarthyhashistoricallyuseddatatosortstudentsandplacestudentsininterventiongroupshowevertherearefewexampleswheredataareusedtospecificallyinforminstruction.Therearepresentlytwoparttimeinterventionists(19.5hours)andonefulltimeinterventionistwhoserviceapproximately80studentsinliteracy,andonefulltimeinterventionistwhoservicesapproximately35studentsinmath.Manymorestudentshavebeenidentifiedforinterventionbuttherearenotinterventionresourcestomeetthosestudents’needs.Inaddition,McCarthyhasseveralspecialeducationassistantteacherswhoprovideextrasupporttoidentifiedstudentswhentheyarenotservicingstudentsonIEPs.


McCarthydoesnothavearobustschool-wideassessmentsystemforidentifyingandmonitoringthespecificacademicneedsofstudentsinliteracyormath.Italsodoesnothaveaconsistentprotocolformonitoringtheeffectivenessofinterventions.Finally,classroomteachersdonothavepracticesforrespondingtostudents’needsinatimelyfashion,nordotheyhaveroutinesforprovidingtargetedinterventionsduringlessons.TheSchoolWorkssitevisitteamobservedeffectiveimplementationofassessmentstrategiesinonly15%oflessons.Further,thesitevisitteamobservedthat92%oflessonsdemonstratedineffectiveuseofadjustmentstoinstructionIntermsofliteracy,grade-specificliteracyassessments(letterID,HearingandRecordingSoundsinWords,etc.)andtheFountas&PinnellBenchmarkAssessmentSystem(BAS)areadministeredthreetimesayear.Teachers,Interventionists,andtheliteracycoachmeettolookatthedatafromtheseassessmentsanddecidewhichstudentswouldbenefitfromanadditionalliteracyinstructionalblock.MostofthesestudentsreceivealiteracyinterventionbasedontheLeveledLiteracyInterventionSystem(LLI).RunningrecordsarebuiltintoLLIasaprogressmonitoringtool.Inadditiontothemeetingswithinterventionistsandteacherstodecidewhichstudentswillgetanintervention,theinterventionistsalsomeetwithclassroomteacherseverysixweekstodiscussthestudentsintheinterventiongroups.Althoughteachersmeetwiththemathinterventionisttwotimesayear,thereisnotaconsistentsystemforcollectingmathdata.Themathinterventionsaredecidedprimarilyonteacherreportsandassessmentsfromexternalsources.Someoftheseassessmentsarecreatedbyindividualteachersbasedontheirpreferences.Otherthanthedatameetings(2Xayear)andthecheck-inmeetings(3Xayear),classroomteachersdonotregularlytocollaboratewithliteracyandthemathinterventionteacherstodiscussstudentprogress.Furthermore,whiletheschoolcreatedadesignatedinterventionblock,somestudentsarestillmissingcoreclassroominstructiontoreceivepull-outinterventions.

WilsonCurrentStateWoodrowWilsonSchoolhashistoricallyuseddatatosortstudentsandplacestudentsininterventiongroupshowevertherearefewexampleswheredataareusedtospecificallyinforminstruction.Therearepresentlytwofulltimeandoneparttimeinterventionistwhoserviceapproximately120students.Manymorestudentshavebeenidentifiedforinterventionbuttherearenotenoughinterventioniststomeetthosestudents’needs.Theschooldoesnothaveaschool-wideassessmentsystemcapableofidentifyingthespecificacademicneedsofstudentsinELAandMath.TheschoolusesMassachusettsComprehensiveAssessmentSystem(MCAS)data,theFountas&PinnellBenchmarkAssessmentSystem(BAS),andtheDevelopmentalReadingAssessment(DRA)toassessstudentsinreadingandwriting.Accordingtoleadersandteachers,commonassessmentsarenotcurrentlyusedandareintheprocessofbeingdevelopedinmathattheschoollevelandbythedistrict.Individualteachersmayusetheirownassessmentstoidentifystudents’needs,butsuchassessmentsarenotsharedacrosstheschool.Theschoolhasaprocesstoidentifystudentswhoneedadditionalsupport;however,theschoolneedstodevelopasystemtoeffectivelysupportthesestudents.TargetedinterventionsandsupportsatWilsonareoftenprovidedasdiscreteandseparate,withlittlecoordinationamongstaffresponsibleforprovidingtieredinterventions,asdescribedbyteachersandcoaches.TheReadingandWritingWorkshopmodelisstructuredtoprovidetieredinterventionsintheclassroom,althoughitisnotclear


ifthismodeliseffectiveinsupportingstudents.ATitleIteacherprovidespull-outsupporttostudentsidentifiedthroughtheBAS,withminimalcoordinationwithclassroomteachersortheadministration.TeachersnotedthatmanystudentsatWilsonareidentifiedtoreceivesupportandservicesfrommultipleindividualsandduetomultiplerequirements,yetthereisalackofcoordinationamongindividuals(e.g.,TitleI,SPED,ESL,ELD)providingsupportto,insomeinstances,thesamestudents.Therearelimitedinterventionsforstudentsinmath.Theschoolisworkingtoimplementasystemtopromotepositivestudentbehaviorandaddressthesocial-emotionalneedsofallstudents.Theschoolrecently(thispastyear)shifteditssocial-emotionallearningapproachfromOpenCircletoPositiveBehaviorInterventionsandSupports(PBIS).TeachershavebeentrainedonthecorecomponentsofPBIS,andtrainingisplannedforteacherstofullyimplementPBISnextyear.Asaresult,someteachersarestrugglingwithstrategiestoaddressstudentbehaviorthatgoesbeyondminorinfractions,andteachers’useofPBISstrategiesisinconsistent(anissuethatAdministrationacknowledgedandonwhichitisworking).StudentscomingtoWoodrowWilsonElementarySchooloftenhavemultipleneedsandissues,rangingfromlanguageneedstosocial-emotionalneeds.Administrationandteachersexpressedconcernthatexistingresourcesandstaff(aguidancecounselor,socialworker,andschoolpsychologist)maynotbesufficienttofullysupportallstudentsintheschool.CollectiveCurrentStateStrengthsandAreasforImprovement:DuringMarchandApril2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisit(TSV)atBrophyElementarySchool,McCarthyElementarySchool,andWoodrowWilsonElementarySchool.Observationaldatadescribedallthreeschoolsasinthe“initial”stagesofusingdatatoidentifystudent-specificacademicandnon-academicneeds,andprovidingtargetedinterventionsandsupportstostudentsandmonitoringforeffectiveness.Theschoolsdonothaveastructureforteacherstocollaborativelydevelopandplacestudentsinclassroom-basedinterventions.InMarch2016,Brophy,McCarthy,andWilsonparticipatedinaself-assessmentsurvey,askingstafftoreflectontheirperceptionsofspecificaspectsofthefourTurnaroundPractices.Acrossthethreeschools,staffratedtheimplementationofsupportsforELLsasmoreconsistentlyinplace,comparedwithotherquestionsrelatedtoTurnaroundPractice3.EachoftheseschoolsprovidesspecificinterventionsorprogramsforEnglishlanguagestudents(e.g.TransitionalBilingual,SEI,ELD,etc.),andincludesanELLcoachonstaff.Stafffeltareasthatwerelessconsistentlyinplacewithintheschool,seeingevidenceattheindividuallevelorin“pockets”,includedsupporttostafftoensuretheyidentifystudentswhoneedadditionalassistance,andtheregularreviewofstudentperformanceandreassignmenttointerventions.2016ACCESSassessmentdatademonstratestherangeofEnglishlanguageproficiencylevelsspreadacrossthegradelevelsatBrophyandWilsonSchools.McCarthySchoolincludesahigherconcentrationofitsELLstudentsinK-2.Thereweretoofewtestedstudentsingrades3-5in2016toreportdata(seeAppendixCData,Figure7)..In2016,McCarthySchoolapproachedthestateACCESSstudentgrowth(SGPA)targetof60withaschoolmediangrowthof57.BothWilsonandBrophyexceededtheACCESSgrowthtargets,reachingSGPAsof71and79respectively.Allthreeschoolsexperiencedmorethana10-pointSGPAgainfrom2015to2016.However,thegainsinACCESSscoreshavenotyettransitionedtoincreasedperformanceonstatesummativeassessments,particularlyinELA.DespiteanincreaseinACCESSgrowthfrom2015to2016,in2016allthreeschoolsexperiencedtheirlowestELLperformanceontheELAstatesummativeassessment(PARCC)inthelastfouryears.


HighLeverageGoalsInfluenceonTurnaroundPractice#3

HighLeverageGoal1Sharedleadershipusinggradelevelandschoolleadershipteams,focusedonimprovingstudentachievement(TP#1)Brophy,McCarthy,andWilsonwillincreasecollaborationamongstaffthroughcollaborativelessonplanningandPLCs.Withinbothstructures,teamsofteacherswillregularlyexaminestudentwork,includingassessments,todeterminepatternsandtrends.InstructionalplanswillbecommonlydevelopedthatincludemultiplevariedgroupingswithmeaningfultasksthataddresstheneedsofstudentsidentifiedincludingELLs,studentswithdisabilities,studentsinneedofremediation,andstudentsinneedofenrichment.Bycreatingamasterschedulethatmaximizesstafftimeandexpertise,co-teachingmodels(seeAppendixICo-TeachingModels)willbeimplementedwhenevertwoormoreadultsareassignedtoaclassroom.ThroughthedeepeningpracticeofPLCs,asproblemsofpracticearisefromdataandstudentworkanalysis,teamsofteacherswillincreasinglyengageincollectiveinquiryandproblem-solvingprocessesthatwillleadtoimprovedcommunication,increasedteacherleadershipatgradelevelandverticalteammeetings,andincreasedagencyinthedecisionsandoutcomesforallstudentsincludingELLs,studentswithdisabilities,studentsinneedofremediation,andstudentsinneedofenrichment.HighLeverageGoal2Sharedunderstandingofhighqualityinstructionincludingcontent,instructionalstrategiesandpedagogybyallstaffandexecutedinallclassroomsandinstructionalsettings.(TP#2)Brophy,McCarthy,andWilsonhavesomestructuresinplacethatsupportprovidingstudents-specificsupportstostudents.Theseincludestaffresourcessuchasspecialeducationteachers,ELLcoachesandteachers,andsomeinterventionsupport.AllschoolsfollowaworkshopmodelinELAwhere,aspartoftheinstructionalframework,thereisdesignatedtimetoprovidesmallgroup,differentiatedinstructionwithincoreinstructionalperiods.Maximizingtheinstructionaltimeandfocusofeachstaffmemberiskeytoincreasingstudentspecificsupports.Fiveidentifiedactionswillsupportthisefficiency:

(1)Amasterscheduleineachschoolthatmaximizesthetimeofeachstaffmembertoberedeployedforactiveinstruction;(2)Theconsistentidentificationandanalysisofassessmentsforplanninganddifferentiatinginstructionaspartofcollaborativeplanningtime;(3)Throughthedevelopmentofanassessmentcollectionsystem,Educatorswillhaveaccesstotheinformationtheyneedtoidentifystudentgrowthandmasteryofstandardsandskillstoplaninstruction;(4)Afocusonmultiplevariedgroupingswithopportunitiesidentifiedforco-teachingduringcollaborativelessonplanningwillsupportthegrowthofstudentskillsforself-awareness,self-management,socialrelationships,andresponsibledecisionmaking.Allteachersareco-teachersandhavethepotentialtobeco-teachersandcollaborativelyplannedlesson/learningplansarethefoundationformultiplepeopleworkingwithstudents;(5)Feedbackfromadministratorswillfocusonmultiplevariedgroupingsandstandards-alignedinstructiontomonitorimplementationofthekeyinstructionallevers


TurnaroundPractice#4SchoolClimateandCulture

DescriptionofCurrentStateatBrophy,McCarthyandWilsonSchoolsBrophyCurrentStateInMarch2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisitatBrophyElementarySchool.TheTSVreportnotedbehaviorandclassroomclimateasoneoftheschool’sstrengths.Thereportnotedthatwhilethestudentshaveavarietyofdiverseneeds,thestaff“clearlydemonstratedacommitmenttomeetingstudents’needsandprovidingawelcomingenvironmentforall.”Observationsconfirmedthatclassroomnormsandexpectationshavebeenestablishedandbehaviordisruptionstoinstructionwereminimal.AneffectiveSupportingLearningEnvironmentwasobservedin8of14classroomsandeffectiveBehavioralExpectationswasobservedin10of14classrooms.Finding#1:TheschoolutilizesthePBISprogramaspartofadistrict-wideinitiative,howeverimplementationisinconsistentacrossclassrooms.TeachershavebeentrainedinthecorecomponentsofPBIS,butnotallteachersfeelpreparedtousetheprogramtoproactivelymeetthesocial-emotionalneedsofstudents.Finding#2:Expectationsforbehaviorsandpracticestorespondtobehaviorsarenotclearlycommunicatedorestablishedthroughoutthebuilding.Thereisalackofunderstandingoragreementofhowtohandlemisbehaviorandwhentorequestbehavioralinterventions.Finding#3:Theschoolhasestablishedapositiveandrespectfulcultureandclimatethatsupportsproductivecommunicationandcollaborationamongcolleagues.However,theTSVreportnotedthat“expectationsforcollegialcommunication,relationships,andleadershiphasbeencommunicatedbutisnotclearlyevidentintheactionsandinteractionsacrossallstaffthroughoutthebuilding.”BrophySchoolandFraminghamPublicSchoolshaveprovidedteacherswithinitialtraininginPBIS,andimplementedthePBISprogramthroughoutallclassrooms.Theschoolhasexperiencedariseinnumberofmonthlyofficereferralsforstudentbehavior(seeAppendixCData,Figure8).Brophyengagesparentsandpromotesfamilyandcommunityengagementthroughoutyear.Thereisanactive,butsmallPTOthathostsmeetings,familydinnerandactivitynights,movies,danceparties,fundraisers,ScienceFair,VarietyShow,andicecreamsocials.TheteacherledParentEngagementTeamhostsanimmigrationcelebration,CulturalFestival,EarlyLiteracyNight,MathNight,CurriculumNight,andoursummerreadingprogramheldatthepubliclibraryJulyandAugust.Teachersplacehighimportanceinparentconferences,andtheParentEngagementteamfacilitatesmanyparentconferencetranslations.


McCarthyCurrentStateMcCarthyengagesparentsandpromotesfamilyandcommunityengagementthroughoutyear.ThereisanactivePTOthathostsmeetings,andorganizesvariousfundraisersandcommunityeventsthroughouttheyear,includingourPumpkinFair,MonsterMash,KindergartenSnowball,PastaDinner,BingoforBooknights,Chili/Browniecookoff,5KandFunRun,theSpringSpectacular,andthe5thgradeTalentShow.OurPTOorganizesbookswapseachmonthaswellasfielddayattheendoftheyear.Ourgradelevelteamsorganizeparenteventsrelatedtothecurriculum,includingourKreadingawards,the2ndgradeheritageFair,the3rdgradeSolarSystemsmuseumandthe4thgradeRegionsFair.InMarch2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisitatMcCarthyElementarySchool.TheTSVreportnotedbehaviorandschoolclimateasastrength,observingstudentsmovingquietlyandorderlythroughhallways,andrespectfulinteractionswithintheclassroom.Theschoolcurrentlyusesthedistrict-widePBISprogram,alongwithitsownSTAR(safety,tolerance,attitude,respect)corevaluesprogram.Finding#1:Behavioralexpectationswereimplementedeffectivelyin7of13classrooms.TheleadershipteamcontinuestoimproveuponPBISandSTARimplementationtosupportconsistencyacrossclassrooms(seeAppendixCData,Figure9).Finding#2:Theschoolhasidentifiedsomesocial-emotionalsupportstomeettheneedsofstudents,buttheschoollacksaproactive,systematicapproachtosocial-emotionallearning.AfulltimeguidancecounselorandsocialworkerarepartofMcCarthy’sstaffandprovideone-on-onecounselingandlunchgroups.Thesestaffmembersalsoprovidewholeclasslessons,butonlywhenspecificallyrequestedbyateacher.Teachersfeelthatstudentswouldbenefitfromadditionalsocial-emotionalsupportsandhavebegunidentifyingtextsanddevelopinggradelevelsocial-emotionallessons.Finding#3:Theschoolhasestablishedacollegialclimate,howevermoraleremainslowduetotheschool’spervasivelevel3status.Staffreportfeelingsofanxietyandfrustrationthatimpacttheproductivityofmeetingsandcollaboration.

WilsonCurrentStateInMarch2017,SchoolWorks,LLCandINSTILL,LLCconductedaresearch-andpractice-basedTurnaroundSiteVisitatWoodrowWilsonElementarySchool.TheTSVreportnotedthatWilsonhasestablishedasafeandsupportivecultureandclimateforstudents.Aguidancecounselorandsocialworkerarepartoftheschool’sstaffandtheschoolisimplementingPBISaspartofadistrict-wideinitiative.Finding#1:TheschoolisstillintheearlystagesofimplementingPBIS.Teachershavebeentrainedintheprogram’scorecomponents,butthereremainsinconsistentimplementationofPBISacrossclassrooms.Theschool’sPBISdataindicatesariseinmonthlystudentofficereferralsduringthe2016-17schoolyear.Finding#2:Theschoolhasidentifiedsomeresourcesandproactivelyprovidessupportsforstudents’socialand


emotionalneeds.Theschoolisseekingadditionalresourcestomeettheneedsofitsstudents,particularlythosewhohaveoverlappingareasofneed(e.g.ELL,specialeducation,health).Finding#3:Theschoolhasestablishedapositiveandrespectfulcultureandclimatethatsupportsproductivecommunicationandcollaborationamongcolleagues.Teachersmeetregularlyduringcommonplanningtime,andaSupportiveLearningEnvironmentwasobservedin9of16classrooms.However,theTSVreportnotedthat,“expectationsforcollegialcommunication,relationships,andleadershiphasbeencommunicatedbutisnotclearlyevidentintheactionsandinteractionsacrossallstaffthroughoutthebuilding.”Finding#4:Theschoolhasestablishedacollegialclimate,howevermoraleremainslowduetotheschool’spervasivelevel3status.Staffreportfeelingsofanxietyandfrustrationthatimpacttheproductivityofmeetingsandcollaboration.WoodrowWilsonwelcomeseachnewfamilywithatouroftheschoolledbyanativelanguagespeakerprovidingimportantinformationaroundresources,IB,instruction,schoolservices,PTO,andsupports.Wilsonalsohasanextensivefamilyinvolvementcommitteethatfacilitatesmonthlyworkshopforparentsasrequestedthroughsurveys.Sometopicsincludeimmigration,depression,citizenship,studentandadultcollegeopportunities,andcomputerliteracy.

CollectiveCurrentStateStrengthsandAreasforImprovementInMarch2017,Brophy,McCarthy,andWilsonElementarySchoolsparticipatedinaself-assessmentsurveyalignedwiththefourTurnaroundPractices.Staffresponsesindicatedthatabehaviorprogramwascurrentlyinplace“fairlyconsistently”throughoutallthreeschools.Oneofthehighestrateditemsontheself-assessmentwasalsoeachschool’seffortstomakefamilyandcommunityengagementaprioritywithintheschool.However,staffratedthequestionofa“mutualresponsibilitytobuildthecapacityoffamiliestosupporteducation”lower,orwithlessconsistency,attheMcCarthyandBrophySchools,aswellasstudents’opportunitiesforextendedlearningtime(seeAppendixCData,Figure11).BrophyandWilsonhavebothexperiencedinincreaseinofficereferrals,asevidencedbytheirPBIS/SWISdata.McCarthy’sSWISdatashowsthat87%ofthe560enrolledstudentshad0or1officereferrals,9.5%ofstudentshad2-5referrals,and3percenthad6ormore(seeAppendixCData,Figures8,9,10).

ContinuousImprovementFocus

BrophyBrophySchooladoptedthePBISproactiveapproachtoestablishingbehaviorsupportsandcreatingasocialculturein2012.BrophyisinyearfiveofPBISimplementation,completewithexplicitlytaughtlessonsthatfocusonourfourcorevaluesofBeingSafe,BeingPrepared,BeingRespectful,andBeingResponsible.Thesevaluesaretaughtinallareasoftheschool-classroom,hallways,cafeteria,busses,bathroom,andtheplayground.WeutilizeaBrophyBuckrewardsystemwherestudentsearnclassroomandwhole-schoolcelebrations.SomecomponentsofTier2havebeeninitiated,includingaCheck-InCheck-Out,SocialSkillsgroups,BuddyMentors,BusMentors,ReadtoaChildandStudentGovernment.Tier2behaviorsupportsystemsbeginswithateacherscreenerand/orsupportivedata(fromSWISdatasource.)Tier2includesschool-widebehaviorplansandsocial/behavioralgroupsforadditionalsupport.ThePBISCoachesmeetweeklytomonitorthedata.ThePBISTeammeetsmonthlytoplancelebrations.In2016,thedistrictprovidedastipendpositionforthePBIScoach.


Ourfocusnextyearwillbetostrengthencurrentstructuresalreadyinplace:OfficeReferralSystemthatwillnowincludeMinorBehaviortrackingaswellasMajorBehaviorOfficeReferrals;PBIS/Open-Circlelessonsscheduledandtaughtweeklyineachclassroomwithafocusonbeingrespectful,safe,preparedandresponsiblemembersoftheBrophycommunity.TheselessonswillprovidethebasisforourTier2skillsgroupsthatwillmeetweeklywithfidelityandfollowasharedscheduleoflessonplans;APBISteam-ledCheck-InCheck-Outprogramthatmonitorsstudentprogressfornextsteps;schoolwideexpectationsthatallteachersutilizethePBISSystemasthebasisforallclassroombehaviorsystems;amorningmeetingineachclassroomtofacilitatestudenttransitionsintotheclassroomandschoolenvironment.Nextyear,ourParentEngagementTeamwillworkinconjunctionwithourParentTeacherOrganizationtoprovideatleast2“LearningSessions.Thesesessionswilltakeplaceattheschoolandatanoffsitelocationmoreaccessibletosomeofourcommunity.SomeofthetopicstobepresentedwillcenteraroundschoolwideexpectationsandPBIS,internetsafety,ParentQandAabouthowtotalktoyourchildren,homework,andgrowthmindset.

McCarthyOurfocusnextyearwillbetostrengthenandrefinethestructurealreadyinplace,includingPBISteam,GrowthMindsetlessons,wholeclasslessonsonbeingSTARstudents,aswellastargetedinterventionssuchaslunchbunch,socialskillsgroups,andwholeclasslessonsonmindfulness.Forthepasttwoyears,McCarthyhasbeguntoimplementaschool-widePositiveBehavioralInterventionandSupports(PBIS)program.InourPBISprogramweemphasizethecorevaluesofsafety,tolerance,attitudeandresponsibility(STAR),includingarewardsystemtorecognizestudentsdemonstratingSTARbehavior.ThePBISandSTARprogramsallowMcCarthytohaveacommonlanguageaboutandcommonexpectationsforbehavior.Withthisgoalinmind,thePBISteamestablishedbehavioralexpectationsthroughouttheschoolanddevelopedlessonplansforthosesupportingandcommunicatingthoseexpectations.Thesesocial-emotionallessonswereexplicitlytaughttoallstudentsinthe2016-17schoolyear.Thelessonswerealsore-taughttospecificgroupsasneeded.NextyearthePBISwillexpanditsworktofocusonthedevelopmentofaTier2systemthatwillincludeaCheck-InCheck-OutprogramledbytheTier2PBISteam.Duringthe2016-17schoolyear,theleadershipteamledtheschoolinafocuson“growthmindset.”Theleadershipteamdevelopedgrowthmindsetlessonplansthatwereexplicitlytaughtinallclassrooms.Theselessonsallowedtheschooltoadoptacommonlanguageandemphasizeperseverancethroughouttheschool.Nextyear,basedonareorganizationofourleadershipteams,theschoolclimateteamwillcontinueourschoolworkongrowthmindset.Inadditiontothelessonstaughtatthestartoftheyearadditionallessonshavebeendevelopedthatwillbetaughtmid-year.In2016-17,thesupportstafftaughtclassroomlessonsonmindfulnessinsomeclassrooms.Theyprovidedguidanceandresourcesforstaffonchildrenwithanxiety,attentionaldifficultiesandtraumahistories.Therapeutictoolssuchasseatcushions,weightedpad,bouncybands,andheadphonesareavailabletosupportstudents.Nextyear,thesupportstaffwillteachsomeOpenCircle/SecondSteplessonsinallclassrooms.Thesupportstaffwillfacilitateatleast2parenteducationforumsinconjunctionwiththePTOmeetingsontopicssuchasanxiety,trauma,mindfulness,PBIS,andgrowthmindset.Finally,nextyearwewillbelaunchingaChildStudyTeamtobetteraddressstudentspecificneedsanddevelopappropriateinterventions.

Wilson


WoodrowWilsonisinitssecondyearofPBISimplementationcompletewithexplicitlytaughtlessonsthatfocusonourthreecorevaluesofBeingSafe,BeingRespectful,and,BeingResponsible.Additionally,theIBAttitudesaretaughtandstudentsareexpectedtolearnandembedthemintheireverydaylifeinandoutsideofWilson.Thesevaluesaretaughtinallareasoftheschool-classroom,hallways,cafeteria,busses,bathroom,andtheplayground.Weutilizeaticketrewardsystemwherestudentsearnindividualandclassroomrewards.WilsonwillbeinitializingourTier2supportswhichwillincludeCheck-InCheck-Out,SocialSkillsgroups,ReadtoaChildandStudentGovernment.ThePBISTeammeetsmonthlytoplanrevisionsandnewlessons.In2016,thedistrictprovidedastipendedpositionforaPBIScoach.WilsonwillbeengaginginTier2PBISpracticesbyfirstestablishingatTier2teamandparticipatingintheDESECohortIIledbySusannahEverett.Forthelastthreeyears,theschoolhasbeenworkingwithSRI(SchoolReformInitiative)andspecificallywithGeneThompson-Grovetostandardizeconversationsthroughtheuseofprotocols,especiallywiththesupportteam.TheseprotocolswouldbeusedduringTAT(TeachersAssistingTeachers)meetings,andallmeetingswherestudentswerediscussedtoensuretheconversationsweredatadrivenandproductive.Brophy,McCarthy,andWilsonSchoolswillregularlyupdatefamiliesonprogressmadetowardtheTurnaroundPlanthroughexistingcommunicationstructures,including:monthlyschoolnewsletters,OpenHouseandotherparentevents,andteachernewsletters.Classroomnewsletterswillalsocontinuetoprovideinformationonhowfamiliescanextendthelearningathome.HighLeverageGoalsInfluenceonTurnaroundPractice#4

HighLeverageGoal1Sharedleadership(gradelevelteams,schoolleadershipteams)focusedonimprovingstudentachievement(TP#1)Brophy,McCarthy,andWilsonschoolshavesomeofthestructuresinplacetosupportthedevelopmentofteachervoice,shareddecision-makingandcollectiveaccountabilityincludingidentifiedmeetingtimes,horizontalandverticalteamstructures,normsandfamiliaritywithsomeprotocols.However,thisinitialworkhasnotyettranslatedintoeffectivelyfunctioningPLCsthatarefocusedonproblemsofpracticerelatedtoimprovinginstructionalpracticeandstudentlearning.ProfessionaldevelopmentthatwillbegininJune2017andwillcontinuethroughoutthe2017-18schoolyearbyCenterforCollaborativeEducationwillfocusondeepeningsharedleadershipviaimplementation,coachingandfeedbacktosupportProfessionalLearningCommunities.Staffwillincreasinglyengageincollectiveinquiryandproblem-solvingprocessesthatwillleadtoimprovedcommunication,increasedteacherleadershipatgradelevelandverticalteammeetings,andincreasedagencyinthedecisionsandoutcomesforstudentsandstaff.ActivitiesthatwillsupportPLCsinclude:

• Data-basedinquirycycles• Lookingatstudentwork• Lookingatteacherassignmentsandunits• Classroomobservation

GiventherisingrateofofficereferralsatboththeBrophyandWilsonSchools,anadditionalsocial


workerwillbeaddedtotheirstafftoallowtheprincipalandassistantprincipaltofocusoninstructionalleadership.McCarthywillmaintainabehaviorinterventionist.Rolesandresponsibilitiesofsupportstaffwillbeclearlydefinedwithfocusonadefinedgroupofclassrooms,goalsanddata.ThroughGrantSystemsforStudentSuccessFund220,supportstaffwillparticipateinaPLCtodelveintotheproblemofpracticerelatedtopolesandresponsibilities,andhowtobestsupporttheCollectiveTurnaroundPlan(CTAP)leversandalignthemselveswithstudentsintheclassroomasanauthenticwaytoteach,coachandpracticeCASELidentifiedSELcompetencies:self-awareness,self-management,socialawareness,relationshipskills,andresponsibledecisionmaking.HighLeverageGoal2Sharedunderstandingofhighqualityinstructionincludingcontent,instructionalstrategiesandpedagogybyallstaffandexecutedinallclassroomsandinstructionalsettings.(TP#2)AccordingtotheCollaborativeforAcademic,SocialandEmotionalLearning(CASEL),researchhasshownthatsocialandemotionaldevelopmentcanbefostered,andsocialandemotionalskills,attitudes,andbehaviorscanbetaughtusingavarietyofapproachesincludingtheintegrationofSELintoanacademiccurriculumsuchaslanguagearts,math.ItisstatedinESE’sMAESSAPlan:ExecutiveSummary(2017)thatacademicandsocial-emotionalskillsandcompetenciesaremutuallyreinforcingandthatsystemsandstrategiesthatfostersafe,positive,healthy,culturallycompetent,andinclusivelearningenvironmentsthataddressstudents’variedneedsinordertoimproveeducationaloutcomesforallstudentmustbepromoted. Weanticipatethattwoleverswillpositivelyinfluencethedevelopmentofsocialemotionalskillsthroughacademiccontent:● Lever2.3Whenstudentsparticipateinsmallgrouplearningwithmeaningfultasks,theyhave

greateropportunitiesfordiscourseandengagementwithtasks.Whenengagementincrease,behavioralchallengesdecreaseandachievementincreases.

● Lever2.4Whenteachersuseassessmentdatatodriveanddifferentiateinstruction,activitiesplannedarematchedtotheneedsofthelearner.Whenactivitiesarematchedtotheneedsofthelearnerengagementincreases.Whenengagementincrease,behavioralchallengesdecreaseandachievementincreases.


StakeholderInput

StakeholderInputProcessBrophy,McCarthy,andWilsonSchoolsinvitedrepresentativesfromthecommunitytoastakeholdermeetingonJune26,2017.Participantsincludedparents,schoolpartners,andcommunitygroups.Principalsprovidedanoverviewofaccountabilitydataforthestate,thedistrictandtheirschools.TheyexplainedtheproactiveturnaroundprocesstheyengagedinwithDSACincludingtheTurnaroundpracticesresearch.PrincipalssharedthetwoHighLeverageGoalsidentifiedintheirCollectiveTurnaroundPlanandprovidedsomedetailsastothestrategiesplannedandoutcomesexpectedforstaffandstudents.TheStakeholdergroupengagedinamodifiedconsultancyprotocolwheretheyaskedclarifyingandprobingquestions.Sentencestartersprovidedsupportedthediscussion;theyincluded:“Somethingnotmentioned,Ifounditcompelling,andIcanconnect”.StakeholdersLilianeCosta,ExecutiveDirector,BrazilianAmericanCenterTiffanyLillie,AssistantDirector,CommunityResourceDevelopment,FraminghamPublicSchoolsLinoCovarrubias,ChiefOperatingOfficer,JewishFamilyServicesofMetroWestMarcJacobs,ChiefExecutiveOffice,JewishFamilyServicesofMetroWestKateSchneider,ParentandPresident,McCarthyParentTeacherOrganization;BuildOurKidsSuccessLawrenceStevens,ParentandPresidentBrophyParentTeacherOrganizationHeidiKaufman,ExecutiveDirectorofEducationMetroWestYMCAShannonDixon,OutofSchoolTimeDirector,MetroWestYMCAGraceWai,DirectorofElementaryEducation,FraminghamPublicSchoolsUnabletoAttend:TammyPudlo,BoysandGirlsClub;PerpetualHayfron,DepartmentofChildrenandFamilies;JamesT.Cuddy,ExecutiveDirectorofSouthMiddlesexOpportunityCouncil;DebraKahn,Suburban;WilsonMember,ParentTeacherOrganization.AlsoParticipating:JohnHaidemenos,PrincipalWilsonSchool;FrankRothwellPrincipal,Brophy;CynthiaPage,BrophyAssistantPrincipal;JeanNolan,McCarthyInterimPrincipal;RebeccaHyde,GreaterBostonDSAC;MaryAnnJackman,GreaterBostonDSACStakeholders’RecommendationsandIncorporationintothePlanTheStakeholders’discussionidentifiedfourareasforconsiderationbytheschools:


StakeholderDiscussion CollectiveTurnaroundPlan(CTAP)

1. SupportingAllStudents

SupportingdiversitybyunderstandingandplanningforthechallengesofEnglishlanguageacquisitionandtheeffectsofpoverty

Schedulesreflectmaximizationofinstructionaltimeanddeploymentofstafftosupportco-teachingmodelsandmultiplevariedgroupings.ThroughteachercollaborationbothinlessonplanningandinPLCsafocusislookingatstudentworktoidentifytrendsandproblemsofpracticeinmeetingtheneedsofallstudents.Levers1.1,2.2,2.3

2. Accountability

Staffaccessingassessmentdatathatwillprovidereal-timeinformationonprogressmonitoringtheCTAPandindicatorsofhowstudentsareprogressingtowardachievementgoalssothatcorrectionscanbemadealongthecourseoftheschoolyear

Administerandanalyzedatafromcommonlydevelopedformativeassessmentstoadjustinstructionandmonitorprogresstowardachievementgoals.Providestaffwithfeedbacktowarddevelopingasharedunderstandingofhighqualityinstructionthatisobservableinallclassrooms.Levers1.2,2.4

3. Communication

CommunicatingtheCTAPtofamiliesandprovidingregularupdatesofprogressbydevelopingstructurestoengagefamilies

p

Developastructurethatwillprovidefamilieswithinformationabouttheturnaroundefforts,studentachievementgoalsandbenchmarks,regularlyreportedprogresstowardthegoals,andhowtheycansupporttheirchildandtheschool.Levers1.1,2.4

4.HowCanWeSupportBrophy,McCarthy,andWilsonSchools?

BuildinguponthecapacitiesofschoolpartnerstothinkoutoftheboxtoconnecttheirworktotheCTAPefforts

ContinuetoengageStakeholdersinplanimplementationthroughquarterly(October,January,AprilJune)meetingstoprovideupdatesonprogresstowardbenchmarksandengageinproblemsolvingdiscussionsthroughsharingdiverseknowledgeandresources.Lever1.1

StakeholdersOngoingTurnaroundPlanningandImplementationBrophy,McCarthy,andWilsonwillcontinuetoengagewiththeStakeholdergroupastheimplementationoftheplanbegins.TheStakeholdergroupwillmeetagaininOctober,February,andMayforprogressupdatesandtofurtherengageindiscussionabouttheimplementationoftheCollectiveTurnaroundPlan(CTAP)


ReferencesCenteronGreatTeachersandLeaders,CenteronTurnaround,PublicImpact,andUVApartnershipforLeadershipinEducation.(2015).Recruit,SelectandSupportTurnaroundLeaderCompetencies.Retrievedfromhttp:http://www.gtlcenter.org/sites/default/files/Turnaround_P1_Handouts.pdfCollaborativeforAcademic,Social,andEmotionalLearning.(CASEL)CoreSELcompetencies. Retrievedfromhttp://www.casel.org/core-competencies/Fisher,D.,&Frey,N.(2014).Betterlearningthroughstructuredteaching.Alexandria,VA:ASCD.Fisher,D.,Frey,N.,&Hattie,J.(2017).TeachingLiteracyintheVisibleLearningClassroom,GradesK-5

VisibleLearningforLiteracy.ThousandOaks,CA:CorwinPress.Hull,R.C.,Unger,C.Goodman,A.(2017)TurnaroundSiteVisitReportFraminghamSchoolDistrict,Miriam

F.McCarthyElementary(unpublishedpaper).TheInstituteforStrategicLeadershipandLearning(INSTLL,LLC).Catonsville,MD.

Kotter,J.P.,&Cohen,D.S.(2012).Theheartofchangereal-lifestoriesofhowpeoplechangetheir

organizations.Boston,MA:HarvardBusinessReviewPress.Marzano,R.J.(2003).Whatworksinschools:translatingresearchintoaction.Alexandria,VA:

AssociationforSupervisionandCurriculumDevelopment.

MassachusettsDepartmentofElementaryandSecondaryEducation.(2017).MassachusettsConsolidatedStatePlanUndertheEveryStudentSucceedsAct(ESSA).(U.S.DepartmentofEducationOMBNumber:1810-0576).Washington,DC:U.S.

McChesney,C.,Covey,S.,&Huling,J.(2016).The4disciplinesofexecution:achievingyourwildlyimportantgoals.NewYork:FreePress.

Rothman,R.(2009).Behindtheclassroomdoor.HarvardEducationLetter,25(6),1-2.http://hepg.org/hel-home/issues/25_6/helarticle/behind-the-classroom-door_427

Saphier,J.,Haley-Speca,M.A.,&Gower,R.R.(2008).Theskillfulteacher:buildingyourteachingskills.Acton,MA:ResearchforBetterTeaching,Inc.

Schmitz,J.,Unger,C.,&Govender,R.(2017)TurnaroundSiteVisitReportFraminghamSchoolDistrict,

BrophyElementary(unpublishedpaper).TheInstituteforStrategicLeadershipandLearning(INSTLL,LLC).Catonsville,MD.

Schmitz,J.,Lane,B.,&Kelly,R.(2017)TurnaroundSiteVisitReportFraminghamSchoolDistrict,WoodrowWilsonElementary(unpublishedpaper).TheInstituteforStrategicLeadershipandLearning(INSTLL,LLC).Catonsville,MD.

Steiner,L.M.,Hassel,E.A.,&Hassel,B.(2008).SchoolTurnaroundLeaders:CompetenciesforSuccess,PublicImpactfortheChicagoPublicEducationFund.Chicago,IL.Zemelman,S.,Daniels,H.,&Hyde,A.(2012).Bestpractice:bringingstandardstolifein

America’sclassrooms.Portsmouth,NH:Heinemann


AppendixA

HighLeverageGoalsandLevers


AppendixB

TurnaroundLeadersCompetencies


AppendixC

Data

Figure1:ComparisonofStudentEnrollmentandDemographics

Figure2:ChurnData

ChurnData Brophy McCarthy Wilson

2015-16 19.0% 14.1% 17.8%

2014-15 16.0% 14.1% 17.0%

2013-14 15.3% 11.7% 15.9%

2012-13 16.5% 6.6% 14.1%


Figure3:2016PARCC(ELAandMath)andMCAS(Science)AchievementData

Figure4:2017TurnaroundSelf-AssessmentSurveyResults,TP1


Figure5:ELAandMathPARCCandMCASAchievementandGrowthTrends

Figure6:PercentofStudentsPerformingBelowExpectationsonPARCCAssessment

PercentofStudentsPerformingBelowExpectations(Levels1-3)on2016PARCCAssessment

Brophy McCarthy Wilson

ELA 71.3% 62.5% 82.6%

Math 69.9% 72.2% 76.1%


Figure7:School-LevelACCESSResults

Figure8:BrophySchoolPBISData


Figure9:McCarthySchoolPBISData


Figure10:WilsonSchoolPBISData

Figure11:2017TurnaroundSelf-AssessmentSurveyResults,TP4


AppendixD

TurnaroundSiteVisitSummaries


AppendixE

TurnaroundPlanningProcess


AppendixF

AssessmentPrinciples


AppendixG

WeBelieveStatements

WeBelieve

Webelieveactivelearnersshouldbeengagedwithauthentictasks

thataregradelevelandstandards-based.

Webelievestudentmasteryisachievedwhenteacherscollaborativelyplanwell-structuredlessonsthatareresponsivetoourstudents’needs.

Webelievethatwitheffectiveeffort,timeandpracticeallstudentscanandwillreachhighlevelsofachievement.

Webelieveourstudentsareempoweredwhentheyareconstructingtheirownlearning

towardsclearlyestablishedlearningandlanguageobjectives.

Webelieveconstructivefeedbackiskeytogrowthforoureducatorsandstudents.


AppendixH

RootCauseAnalysis


AppendixI

Co-TeachingModels

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