1.1 School Leadership

1.2 School Site Council Members

Kristin McKay

Parent Representatives

Rachel Rigaud

Teacher Representatives

Sarah Foster

1.3 Mission

1.4 Core Values

The Laura Lee Therapeutic Day School is dedicated to fostering a nurturing and secure environment, rooted in meaningful connections, where students can flourish in their holistic growth. Our mission is to empower students to cultivate essential skills and nurture strong character traits, enabling them to thrive in every aspect of their personal development journey.

• All student have the capacity to be successful in a well-structured learning environment with appropriate supports in place to meet their needs
• Students are most responsive to an environment that prioritizes consistency in all facets.  
• The establishment of Social Norms as a baseline for general expectations throughout the school community is a primary component to the success of our students and staff of the Laura Lee Therapeutic Day School
• Skills and Norms need to be taught to our students to produce the highest level of positive outcomes for everyone.  
• A Strengths Based approach supported by a Collaborative and Proactive Solutions Model provides a therapeutic methodology for working through daily challenges as they arise for all members of our learning community.
• The goal for all Laura Lee students is to develop the skills and strategies necessary to progress towards a less restrictive learning environment.
• Data leads our instructional practices and social/emotional development.

1.5 Vision

Our vision is to equip students with the necessary self-regulation skills and strategies, fostering prosocial behaviors that extend beyond the classroom, ultimately facilitating their transition to less restrictive settings.

2.1 School Strengths and Notable Achievements 2024-2025

• Completed our third year of monthly training trainings with Brookline Center for Mental Health
• Formed a partnership with Brookline Center for Mental Health in regards to student case collaboration and consultation
• Transitioning from a trauma informed school to a trauma responsive school
• Incorporated the Beehive Bisto where students learn life skills (planning a meal, grocery shopping, making the meal, and serving)
• Implemented a new SEL curriculum, Trails To Wellness
• 60% of students scored a SGP of 50 or above on ELA MCAS test scores
• Implemented tiered reading instruction programs; SPIRE, LETRS, and LANGUAGE LIVE
• Staff participated in Math PD that was developed specifically for the Laura Lee with district math specialists
• Incorporated individual student data binders
• Implemented monthly SDQ (Strengths and Difficulties Questionnaire) monthly ratings for each student
• Began school wide monthly data summits to analyze student data
• Coaching cycles and mentoring for new teachers
• Began Book Clubs in targeted classrooms
• Full time Physical Education/Health Teacher - first time students have access to health curriculum
• Full time Social Studies Teacher which in turn helps prepare students to take the Civics MCAS test

2.2 School Data Profile 2024-2025

2.3 Reflection on Current Practices 2024-2025

1. What are your current efforts in targeting school improvement? How can you leverage these efforts when determining school priorities?

Our work during the 2023-2024 school year included forming a partnership with Brookline Center for Mental Health.  This partnership led to case collaboration and consultation.  As a school community, we also continued to focus on mental health structures.  These structures included monthly trauma training, the implementation of the SEL curriculum, Trails To Wellness, monthly completion of student Strengths and Difficulties Questionnaire, and introducing discussion in regards to a trauma informed point and level system.  The staff have taken steps to transition from a trauma informed school to a trauma responsive school by implementing strategies and techniques that were presented in monthly trauma training.  Staff also created individual student data binders and updated binders on a monthly basis.  The data points included in the binders;  iReady data, F & P data, math modules, writing samples, IEP goals and objectives, SDQ data, and  point and level data. We have hired a full time physical education/health teacher as well as a social studies teacher.  Both staff members support instruction in all areas of the curriculum when they are not teaching their core subject. Our current efforts in targeting school improvement include coaching cycles with the instructional specialist and monthly data summit meetings.  These data summit meetings include all staff that examine and analyze individual student data.  The monthly data summits gave all staff a scheduled time to have meaningful discussion in regards to student data and next steps.  A consistent protocol was used while analyzing student data.  This protocol included; What do you see, what do you think, what do you wonder.  Staff are asked for feedback as to what professional development they would like included into their monthly PD training.  Two math training sessions were included in this year’s training rotation.  Feedback from all stakeholders is an important leverage when determining school priorities.  

2. What progress is your school making towards academic goals?  What is data saying the priorities should be?  Where there is not desired progress, what is holding up momentum that should be addressed?

Data points that we use to measure student progress include iReady data, student IEP goals and objectives, Fountas and Pinnell Reading Benchmark, and MCAS.  After comparing our initial and mid-year iReady assessments, beginning of the year results for Reading 5% of our students scored on or above grade level, 11% scored on tier 2 (one year below grade level, and 84% of our students scored at risk (two or more grade levels below.  Mid year assessment; 11% of students scored on or above grade level, 17% of students scored on tier 2, and 72% scored at risk.  Comparing the beginning of year and mid year assessment; the same percentage of students scored at or above grade level (11%),  there was a 12% decrease in students on tier 3 (at risk), and a 12% increase in students scoring on tier 2.  Vocabulary and comprehension continue to be our areas of need.  

iReady Math data is as follows; beginning of the year assessment; 0% of students scored on or above grade level, 15% of students scored on tier 2, and 85% of students scored in the at risk domain.  Mid year assessment results; 29% of students scored on or above grade level, 7% scored on tier 2, and 64% scored at risk.  This results in a 29% increase on tier 1, an 8% decrease of students scoring on tier 2, and a 21% decrease of students scoring in the at risk domain.  Area of need is geometry.  

The rate of improvement in Math iReady Assessment is greater when compared to the Reading Assessment.  This school year, all staff were provided specific math professional development.  We also made sure that all staff were equipped with all curriculum materials so as to implement the math curriculum.  In comparing MCAS data, 60% of our students’ SGP was 50 or above for ELA.  Our average ELA SGP was 59.0 and was an 18.1 increase from the previous year.  Our average SGP in math was 39.7, and a 1% increase compared to the previous year.  Math MCAS data points are weaker in comparison to ELA MCAS data points.  27% of our students’ SGP was 50 or above for Math.  

ACCESS data is another data point that has been examined.  2023 testing results reveal 67% of students increased their level, 33% of students decreased their level.  The previous year (2022), 100% of students dropped in level.  

Math continues to be an area of need for the Laura Lee students.  However, progress on Math iReady assessment was better compared to the Reading Assessment  A variable that may be holding up momentum is our attendance rate.  Our chronic student absenteeism rate is 35%.  Our daily attendance rate is 86.9%.  Another variable that may be impacting progress is students’ gaps in learning.

3. Where are students making the greatest academic gains and why? The least academic gains and why?

Students are making the greatest academic gains in ELA.  We have strong intervention reading groups established.  Specific staff have been trained and are implementing tiered reading interventions including; SPIRE, Language Live,and LETRS.  Strengths of the Laura Lee students include phonics and high frequency words.  These gains may be attributed to the implemented tiered reading interventions.  Least academic gains include vocabulary and comprehension.  According to math data, 64% of students are struggling with numbers and operations, and 71% of students are struggling with concepts in geometry.  We have implemented targeted instruction in ELA, and our need is to also include targeted intervention in math.  

2.4 School Strengths and Notable Achievements 2025-2026

• Completed fourth year of monthly trauma trainings with Brookline Center for Mental Health
• Formed partnership with Brookline Center for Mental Health in regards to student case collaboration and consultation- training focused on Collaborative Problem Solving Model- moving towards a consult model for SY 25/26
• Continue to transition from a trauma informed school to trauma responsive school
• Built out the Beehive Bistro where students learn life skills (planning meals, grocery shopping, making the meal, serving etc).  This year we built out the concept and planned Beehive Bistro days for all classrooms to participate in
• Completed year 2 of our SEL curriculum, TRAILS to Wellness
• Continued to implement tiered reading intervention programs; SPIRE, LETRS.  
• Continued individual student data binders
• Continued coaching cycles with Instructional Specialist and new teachers
• Completed Book Study, Connections Over Compliance
• Completed 1st year with Full time gym/health teacher.  All students received access to health curriculum

2.5 School Data Profile 2025-2026

2.6 Reflection on Current Practices 2025-2026

1. What are your current efforts in targeting school improvement? How can you leverage these efforts when determining school priorities?

During the 2024-2025 school year, we continued our partnership with Brookline Center for Mental Health.  This year, we focused on providing training to staff with the Collaborative Problem Solving Model.  This partnership also included case consultation and collaboration.  As a school, we continue to work towards becoming trauma responsive by incorporating new strategies acquired from our various professional development opportunities.  We have completed our second school year with our SEL curriculum, TRAILS to Wellness.  Our staff participated in a book study with the text, Connections Over Compliance by Lori DeSautels  with the goal of increasing our understanding of brain states, regulation needs and overall reframing our perceptions of discipline.  We are in the beginning states of incorporating strategies from the text into practice.  Our students at the Laura Lee present with complex needs- often with dual diagnosis.  We utilize various “lenses”- mental health, trauma, academic- cognition, behavioral-  when reviewing student data and assessing progress and future interventions.  It is important that we have a comprehensive understanding of each students’ needs.  Each student has a data binder that is updated with the following data points- SDQ, IEP goals and objectives, point and level data, IREADY, F&P and work samples.  

Last year, we hired a full time social studies and gym/health teacher.  When they are not teaching their core subjects, they provide support to classrooms that are not fully staffed with a paraprofessional.  This year, our instructional specialist completed coaching cycles with 3 of our newer/unlicensed teachers, specifically around ELA.  One area that has been a challenge for the Laura Lee has been having access to coaching support for our teachers in math.  It has been a goal to identify ways to support our teachers and students in math.  For school year 25/26, we budgeted to add a math resource teacher position to our staff.  Our instructional specialist will retire at the close of this school year which leaves us in need of instructional coaching.  The goal is to bring on a full time coach that can assist with ELA/Math.  

2. What progress is your school making towards academic goals?  What is data saying the priorities should be?  Where there is not desired progress, what is holding up momentum that should be addressed?

Data points that we use to measure student progress include iReady, student IEP goals and objectives, F&P, and MCAS.  After completing our Fall, Winter and Spring iReady assessments, Fall results for Reading 0% of our students scored on or above grade level, 12% scored on tier 2 (one grade level below), and 88% of our students scored at risk (two or more grade levels below).  Winter assessment; 0% on or above grade level, 6% scored on tier 2 (one grade level below) and 94% of our students scored at risk (two or more grade levels below).  Spring assessment; 13% on or above grade level, 20% scored on tier 2 (one grade level below) and 67% of our students scored at risk (two or more grade levels below).  Comparing the assessments; the same percentage of students scored at or above grade level (0%) in Fall and Winter; however, in the Spring,  we saw this increase to 13%.  For tier 2 (one grade level below), our Fall assessment score is 12%, Winter score is 6% and we closed the year at 20%.  For tier 3 (two or more grade levels below), our Fall assessment score is 88%, Winter score is 94% and we closed the year out at 67%.  Vocabulary and comprehension continue to be our areas of need.

iReady Math data is as follows; Fall and Winter assessments show 0% of students scored on or above grade level, 18% on tier 2 (one or more grade level below), and 82% on tier 3 (two or more grade levels below).  Spring assessment; 22% of students scored on or above grade level, 6% on tier 2 (one or more grade level below), and 72% on tier 3 (two or more grade levels below).  This results in a 22% increase on tier 1, 12 % decrease on tier 2 (one or more grade levels below) and a 10% decrease on tier 3 (two or more grade levels below).  Our areas of need are algebra/algebraic thinking, measurement and data and geometry.

We saw improvement in our Spring assessments in both ELA and Math.  Our Fall and Winter assessments in Math remained the same while our Fall and Winter assessments for ELA show a 6% increase in tier 3 (two or more grade levels below).  This year, we continued with targeted reading intervention for 30 mins x 4 days a week.  Due to staff changes and retirements, we need to evaluate our reading interventions and staff training.  For the 25/26 SY, our goal is to look at our reading intervention and provide additional professional development opportunities for staff in order to increase the amount of staff trained in interventions.  

As a program, we need to build math intervention opportunities and increase staff training.  At the close of the 24/25 SY, our part time instructional specialist retired, leaving our program without academic coaching support for teachers.  To mitigate this, we added a Math Resource Teacher to our budget for the 25/26 SY.  This vision for this position is to provide coaching support for both ELA and Math.  

ACCESS data is another data point that has been examined.  2024 testing results reveal 34% of students increased their level, 67% of students dropped their level.  The previous year (2023), 67% of students increased their level and 33% of students decreased their level.  

3. Where are students making the greatest academic gains and why? The least academic gains and why?

Our data reflects that students are making gains in both ELA and Math, specifically in the Spring.  We have continued with targeted reading intervention which has included the use of SPIRE and LETRS.  We need to identify a teacher to be trained in Language Live because the teacher who was trained has since retired.  For the 25/26 SY, we will look at our math programming and with the support of our new Math resource teacher will build out math intervention opportunities.  

Another factor that has impacted our academic scores is our fluid student roster.  This year, two of our students worked hard to improve their social/emotional functioning and data supported a change in placement to subseparate adjustment.  Many of our students that have experienced improved social/emotional functioning in turn are able to access academic instruction leading to improved scores.  As we step students down, our scores reflect this.

2.7 School Strengths and Notable Achievements 2026-2027

2.8 School Data Profile 2026-2027

2.9 Reflection on Current Practices 2026-2027

1. What are your current efforts in targeting school improvement? How can you leverage these efforts when determining school priorities?

2. What progress is your school making towards academic goals?  What is data saying the priorities should be?  Where there is not desired progress, what is holding up momentum that should be addressed?

3. Where are students making the greatest academic gains and why? The least academic gains and why?

3.1 District Strategic Goals and Initiatives

Leadership, Shared Responsibility, and Professional Collaboration

Collective, distributed leadership structures and practices are apparent throughout the school building in the form of an active, well-represented instructional leadership team and grade-level and vertical teams. Administrators and teachers are jointly committed to and have assumed shared ownership and collective responsibility for improving student achievement.

Intentional Practices for Improving Instruction – Engaged Learning

School leadership has identified a clear instructional focus and shared expectations for instructional best practices that address clearly identified, student-specific instructional needs. Administrative observations lead to constructive, teacher-specific feedback, supports, and professional development.

Provide an engaging, rigorous, and relevant program to meet the academic, social, and emotional needs of each student.

Student-Specific Supports and Instruction to All Students

Administrators and teachers use a variety of ongoing assessments (formative, benchmark, and summative) to frequently and continually assess instructional effectiveness and to identify students' individual academic needs (e.g., content or standard-specific academic needs) in order to provide student-specific interventions, enrichment, and supports.

School Climate and Culture

Provide human and financial resources to support high quality, engaged learning.

Student Safety

Ensure two-way, respectful

communication, with families, and the

LPS community.

3.2 School Strategic Goals and Initiatives

Monthly consultation and training with Brookline Center for Mental Health

Continue to develop staff skill set in the area of trauma

Transition from a trauma informed school to a trauma responsive school

Strengthen and build staff collaboration by forming an adjustment cohort including teachers and paraprofessionals across middle school adjustment programs

Monthly book club focused on implicit bias and racial disparities

Build momentum with the SEL curriculum, Trails To Wellness, by incorporating mindfulness and CBT approaches and begin to transition to brain based work.

Build teacher capacity by implementing coaching cycles with the Instructional Specialist and begin to utilize a co-teaching model.

Implement math intervention groups that target student’s gaps in learning

Target weekly school wide vocabulary words

All staff participate in professional development focused on math

Staff will implement trauma invested practices for fostering resilient learners.  

All staff will participate in monthly data summits including various data points; iReady data, F & P, SDQ, Point and Level System,  

Complete monthly Strengths and Difficulties Rating Scales including teachers, social worker, and paraprofessionals and analyze data

Build teacher capacity in the area of the new MA IEP.  

IEP data collection routines and systems including individual student data binders

Identify and implement ways to support families and students in improving attendance and reducing chronic absenteeism.

Build upon opportunities to implement life skills preparation opportunities for all Laura Lee students.

Collaborate with UMASS Lowell and Boston University to assist with professional development opportunities for staff.  

4.1 Goal 1- CLSP: Staff will increase their knowledge of the brain’s development and the impact of implicit bias and racial disparities and discipline gaps in schools.

Performance Objectives:

Year 1: All Laura Lee staff will participate in a monthly book club.  This book club will read the book, Connections Over Compliance, Rewiring Our Perceptions of Discipline.  

Year 2: All Laura Lee staff will participate in a monthly book club.  This book club will read the book, Body and Brain Brilliance.

Year 3: Staff will implement a neuro-educational manual for social and emotional development which will address the science and language of our nervous systems so that educators and students learn together.  

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Plan reading schedule and guided discussion and develop structured meeting dates

8/26/24

Coordinator

2.Read assigned chapters and participate in guided discussions about readings.

6/30/25

6/30/26

All Staff

3.Create outline of relational touch point practices

6/30/25

All Staff

4.Create outlined Laura Lee MTSS

6/30/27

All Staff

5.Implement strategies that are incorporate neuro based work so that students and staff have a better understanding of their emotional triggers and nervous systems

6/30/27

All Staff

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Reading schedule and guiding questions:

• Attendance records for scheduled meetings and discussions.
• Documentation of staff participation in reading assignments and discussions.
• Pre and post-surveys to assess staff knowledge and perceptions.

Staff Knowledge Improvement:

Percentage increase in staff members demonstrating understanding of brain development and implicit bias.

Number of staff members actively engaging in discussions and implementing learned strategies in their practice.

2. Relational Touchpoint Practices and Laura Lee MTSS:

• Progress reports on the development and implementation of outlined practices and MTSS.
• Feedback from staff regarding the effectiveness and practicality of proposed strategies.
• Observations and feedback during staff meetings and professional development sessions.

Effectiveness of Relational Touchpoint Practices and MTSS:

Reduction in disciplinary incidents and disparities among students.

Improvement in student-staff relationships and overall school climate.

Staff feedback ratings on the usefulness and impact of outlined practices and MTSS.

3. Implementation of Neuro-Based Strategies:

• Documentation of strategies implemented in classrooms and staff interactions.
• Surveys and feedback from staff and students on the impact of neuro-based approaches.
• Analysis of disciplinary data to monitor changes in behavior and discipline gaps over time.

Impact of Neuro-Based Strategies:

Reduction in student emotional triggers and behavior incidents that require administration support, and an increase in student’s self-awareness and ability to regulate emotions.  Administration Tracking form; Current baseline is 150 documented incidents per year;  Reduction of  5% per year annually.

4.2 Goal 2- Leadership, Shared Responsibility, and Professional Collaboration:  Given PD opportunities for Laura Lee staff and LPS Adjustment Staff, there will be a development of an Adjustment Cohort, and collaboration across staff and schools.  

Performance Objectives:

Year 1: Allow adjustment staff to visit other schools and programs.  Guiding questions will be used during site visits and a follow-up debrief session will take place.  

Year 2: All adjustment staff will participate in professional development that targets student engagement and social/emotional needs of students.  

Year 3: Build adjustment staff capacity by providing PD that addresses and is focused on our educators  own well being.  

Action Steps

Date for Targeted Completion

Responsible Person(s)

1.Develop school site visit schedule and structured visit protocol, share with adjustment principals

8/26/24

Coordinator

2.Meet with stakeholders to develop PD opportunities

10/31/24

Admin Team

3.Implement school site visits

10/31/24

Admin Team

4.Utilize early release days for PD/collaboration/adjustment support

6/30/27

All Staff

5.Create a needs assessment that is targeted for adjustment staff and analyze data from assessment

6/30/27

Admin

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Formation of an effective Adjustment Cohort composed of Laura Lee staff and LPS Adjustment Staff.

• Regular meetings with stakeholders to assess progress and address any challenges.

Percentage of adjustment staff participating in the Adjustment Cohort.

2. Increased collaboration and communication among staff and schools.

• Feedback sessions after each school site visit to outline systems of support

Completion of structured visit protocols and adherence to the school site visit schedule.

Number of collaborative initiatives or projects involving staff from different schools.

3. Enhanced professional development opportunities tailored to the needs of adjustment staff.

• Data analysis of the needs assessment to inform ongoing professional development efforts.

Attendance rates and feedback scores for professional development opportunities.

Number of early release days utilized for PD, collaboration, and adjustment support.

4. Improved support and adjustment strategies for students.

• Surveys or interviews to gauge staff satisfaction and perception of collaboration and support. HALS Survey - Professional Community Indicator

Improvement in student outcomes related to adjustment and support services.

Utilization of needs assessment data to inform decision-making and planning.

HALS Professional Community Indicator - Current Score is 4.06, goal is to increase annually by .15.  

4.3 Goal 3- Intentional Practices for Improving Instruction – Engaged Learning:  Staff will participate in coaching cycles with the Instructional Specialist.  A co-teaching model and best practices will be emphasized.  

Performance Objectives:

Year 1: Implement 2 district ELA curriculum units with Instructional Specialist, and provide targeted math PD

Year 2: Implement targeted math intervention groups including TouchMath and iReady as resources.  

Year 3: Educators will self-reflect on their teaching practices by participating in meaningful conversations with colleagues, examining data, and making adjustments to lessons as needed.  

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Collaborate with UMASS Lowell to provide training in TouchMath

10/1/24

Coordinator

2. Schedule and implement PD targeted for math

10/31/24

Coordinator, Stakeholders, Central Office

3. Create instructional math intervention groups and build into schedule

9/1/25

Admin

4. Individual coaching sessions

6/30/25

Admin, IS

5. Formation of PLC groups with scheduled time to meet

6/30/27

All Staff

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Improved instructional practices in mathematics and increased student engagement and achievement in math.

• Regular classroom observations to assess the integration of TouchMath and best practices

Improvement in MCAS SGP

Current MCAS SGP; ELA;- 59.0, Math; 39.7 Target is annual improvement by 5%.  

Improvement in iReady Scores;

Reading Baseline; 72% scored at risk, Math Baseline; 64% scored at risk.  Target is annual reduction by 5%.  

2.Effective implementation of coaching cycles

• Scheduled meetings with the Instructional Specialist to review progress on coaching cycles and implementation of best practices.
• Detailed notes of individual coaching sessions to track growth and identify areas for further development

Percentage of staff participating in coaching cycles

Number of individual coaching sessions conducted

3.Establishment of Professional Learning Communities (PLCs)

• High leverage practices
• Best practices
• TouchMath
• Vocabulary and Comprehension

Surveys conducted among staff to gather feedback on the effectiveness of training sessions, coaching cycles, and PLC meetings.

Regular meetings and documented collaboration on math instruction.

4.4 Goal 4- Student-Specific Supports and Instruction to All Students:  All staff will participate in monthly data summits in which individual student data will be examined, analyzed, and next steps will be discussed.   Utilizing the Laura Lee Multi-Tiered System of Support (MTSS) staff will participate in critical analysis of data which will result in targeted intervention planning.  

Performance Objectives:

Year 1: Build teacher capacity in the implementation of the new Massachusetts Individual Education Plan

Year 2: All staff participate in monthly data summit meetings, strengthen their understanding of data, and utilize the data protocol.  

Year 3: Teachers will independently gather, analyze, and report out on student data.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Provide opportunities for staff development in the implementation of the new IEP

12/1/24

Coordinator

2. Schedule monthly data summit meetings and distribute to all staff

9/1/24

 9/1/25

Coordinator

3. Train staff in data meeting protocol

10/1/24

Coordinator

Instructional Specialist

4. Ongoing analysis of student work and data

6/30/27

All Staff

5. Weekly consultation with all classroom staff

6/30/27

All Staff

6. Implement and schedule bi-monthly SPED Admin meetings including a full team (ETC, School Psychologist, BCBA, SW, Coordinator, and teachers as needed)

6/30/25

SPED Admin Team

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Enhanced understanding and implementation of Individualized Education Program (IEP) goals and strategies among staff.

Completion of Staff Development in IEP Implementation

2. Targeted support and interventions for students based on data analysis.

Data analysis conducted monthly, with documented evidence of actionable next steps.

3. Strengthened support for students with special needs through regular consultation and coordination.

Bi-monthly SPED Admin meetings held as scheduled, with documented evidence of collaboration and coordination among team members.

Weekly consultations conducted with all classroom staff, with documented evidence of collaboration and support.

4.5 Goal 5- School Climate and Culture:  Staff will identify and implement various ways to support families and students in improving attendance and reducing chronic absenteeism.  

Performance Objectives:

Year 1: Staff will incorporate bi-weekly positive phone calls home which will lead to fostering a positive relationship with parents and guardians.  

Year 2: Staff will plan, organize and implement monthly Fun Friday activities that  will strengthen relationships and promote a positive school culture.  

Year 3: Staff will plan, organize, and implement a school wide parent event that will showcase students’ strengths and successes.  

Action Steps

Date for Targeted Completion

Responsible Person(s)

1.Teachers outline their structured phone call/email schedule including weeks targeted, and mode of communication.

10/1/24

Teachers

2. Creation of Fun Friday activity schedule

9/15/25

Admin`

3.Plan student showcase

10/1/26

All Staff

4.Outreach for Parent Conferences with a focus on students’ strengths

Ongoing

Teachers

Admin

5.Spirit Day/Week opportunities for students

Ongoing

All Staff

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Increased parent and family engagement in addressing attendance issues.

• Teachers maintain records of their structured phone call/email schedule, including dates, recipients, and outcomes

Reduction in Chronic Absenteeism

Current baseline data of chronic absenteeism is 45.8%, target for improvement is 10% reduction annually.  

2. Observation of Fun Friday activities, student showcases, parent conferences, and Spirit Day/Week opportunities, with documentation of participation rates and observed outcomes

Attendance at Student Showcases

Participation in Fun Friday Activities

3. Strengthened relationships between school staff, students, and families.

• Surveys conducted among parents, students, and staff to gather feedback on the effectiveness and satisfaction with implemented activities and interventions.

Feedback from surveys

HALS Dashboard data

Current Baseline for Student Emotional Safety is in the Watch category at 3.63.  An annual increase in this score by 0.5% annually.  

1: Year 1 Performance Objective:

All Laura Lee staff will participate in a monthly book club.  This book club will read the book, Connections Over Compliance, Rewiring Our Perceptions of Discipline.  

In progress

Actions Completed-

• Planned reading schedule and guiding questions and developed meeting dates
• To date- completed 2 book study meetings/discussions

Actions Remaining-

• Complete remaining Book Study meeting dates
• Create outline of relational touch point practices

Successes-

• During Book Study- we have had great dialogue about student/staff brain states and have begun discussing strategies to support regulation
• Staff are beginning to become comfortable with self reflection and identifying their roles during dysregulation

Challenges-

Staff Attendance to Trauma Training is 90% in quarter 1

Staff Attendance to Book Study is 95% in quarter 1

% of Staff completing Book Study reflections in quarter 1 is 100%

2: Year 1 Performance Objective:

Allow adjustment staff to visit other schools and programs.  Guiding questions will be used during site visits and a follow-up debrief session will take place.

In progress

Actions Completed-

• Participate in adjustment principal meetings- 1st meeting 10/18
• Schedule adjustment para trainings created by UMASS during PD days

Actions Remaining-

• Identify parent for school site council (former representative is no longer a parent of student at the LL)
• Meet with stakeholders
• Create schedule for school site visits

Successes-

Challenges-

• Staffing coverage for building to allow staff to visit adjustment programs
• Need to develop relationships with other adjustment principals

Adjustment Cohort has not been established to date

3: Year 1 Performance Objective:

Implement 2 district ELA curriculum units with Instructional Specialist, and provide targeted math PD

In progress

Actions Completed-

• Collaborate with UMASS to identify training dates for Touch Math (November)
• Met with Instructional Specialist to identify co-teaching schedule for new staff

Actions Remaining-

• Create CPT schedule for Math PLC- scheduled for 11/18
• Collaborate with Math department to identify math PD for staff

Successes

• Instructional Specialist’s co-teaching/CPT schedule has started

Challenges-

• Instructional Specialist is part time (Tues/Thurs)
• 3 new teachers need support with acclimation to curriculums
• No Math coach at Laura Lee

Instructional Specialist (IS) has set co-teaching schedule (2-45 mins blocks; 1- 30 min CPT with teacher) each week

4: Year 1 Performance Objective:

Build teacher capacity in the implementation of the new Massachusetts Individual Education Plan

In progress

Actions Completed-

• Share out District EDPlan trainings with staff
• Provide coverage for classrooms so teachers can participate in training
• Met with all teachers to identify PD needs
• Monthly Data Summit schedule has been created and distributed to staff

Actions Remaining-

• Connect with new ETC to plan training/support for teachers in utilizing new MA IEP
• Identify PD/training for 3 new teachers/case managers for Academic SPED assessments

Successes

• BCBA is former sped teacher/case manager and is able to coach/model special education processes for new teachers

Challenges

• Current ETC leaving position, awaiting appointment of new ETC

100% attendance for sped teachers/case managers to district PD for new MA IEP in October

25% of IEP re-eval/annual reviews have been completed with new MA IEP

5: Year 1 Performance Objective:

Staff will incorporate bi-weekly positive phone calls home which will lead to fostering a positive relationship with parents and guardians

In progress

Actions Completed-

• Discussed QIP objectives for year 1 with staff during Orientation
• Teachers identified preferred method of communication with families

Actions Remaining-

• Ensure staff are documenting home communications in X2

Successes

• Some teachers have an established mode of communication with families

Challenges

• Getting parents to accept communication tool invites to establish line of communication

1: Year 1 Performance Objective:

All Laura Lee staff will participate in a monthly book club.  This book club will read the book, Connections Over Compliance, Rewiring Our Perceptions of Discipline.  

In progress

Actions Completed-

• Planned reading schedule and guiding questions and developed meeting dates
• To date- completed 4 book study meetings/discussions

Actions Remaining-

• Complete remaining Book Study meeting dates
• Create outline of relational touch point practices

Successes-

• During Book Study- we have had great dialogue about student/staff brain states and have begun discussing strategies to support regulation
• Staff are beginning to become comfortable with self reflection and identifying their roles during dysregulation

Challenges-

• Participation in book study dialogue varies across staff
• Varying level of “buy-in” from staff

Staff Attendance to Trauma Training is 85% in quarter 2

Staff Attendance to Book Study is 89% in quarter 2

% of Staff Completing Book Study reflections in quarter 2 is 85%

2: Year 1 Performance Objective:

Allow adjustment staff to visit other schools and programs.  Guiding questions will be used during site visits and a follow-up debrief session will take place.  

In progress

Actions Completed-

• Participated in adjustment principal meeting- 2nd on 12/13
• Paras have completed 3 of the 5 adjustment Para trainings created by UMASS during PD days

Actions Remaining-

• Identify parent for school site council (former representative is no longer a parent of a student at the LL)
• Develop school site visit schedule and structured visit protocol
• Implement school site visits

Successes-

• Paras are completing identified PD opportunities

Challenges-

• No adjustment principal meetings scheduled after the December meeting
• New to role- need to develop relationships with adjustment principals
• Staffing coverage for building to allow staff to visit adjustment programs
• Need to develop relationships with other adjustment principals

Adjustment Cohort has not been established to date

HALS Survey Community Indicator score is 3.81

3: Year 1 Performance Objective:

Implement 2 district ELA curriculum units with Instructional Specialist, and provide targeted math PD

In progress

Actions Completed-

• Collaborate with UMASS to identify training dates for Touch Math
• Created intervention schedule for Touch Math
• Began implementing intervention in January
• Held Illustrative Math PD for staff

Actions Remaining-

Successes-

• Began Touch Math Intervention Groups

Challenges-

• Collaboration with Touch Math Rep has been a challenge

43% (3) of  teachers participating in coaching cycles with Instructional Specialist

4: Year 1 Performance Objective:

Build teacher capacity in the implementation of the new Massachusetts Individual Education Plan

In progress

Actions Completed-

• District offered PD EDPlan/New IEP shared out with staff
• Scheduled a weekly SPED Admin meeting with BCBA, SW, Coordinator and ETC- meetings began in late December
• Scheduled Data Summit days to review student data

Actions Remaining-

• Plan training/support for teachers in utilizing new MA IEP with ETC

Successes-

• Having consistent sped admin meetings has improved overall management of cases, ensuring we are meeting sped deadlines and ensuring thorough case collaboration

Challenges-

• New ETC is adjusting to her new role and is working to clean up her caseload.  Priority has been to ensure our IEPs are updated and current.  Given the need to prioritize completion of annual review and re-evaluations, PD for new sped teachers has been a challenge
• BCBA (former sped teacher) has been supporting sped needs of building but this has been challenging depending on her work load on any given week

Weekly Sped Admin Meetings started 12/6/24

Google form utilized to track notes

Class Consult schedule follows TaeKwonDo schedule

58% of scheduled classroom consults have been completed for SY 24/25

56% of IEP re-eval/annual reviews have been completed with new IEP

5: Year 1 Performance Objective:

Staff will incorporate bi-weekly positive phone calls home which will lead to fostering a positive relationship with parents and guardians.  

In progress

Actions Completed-

• Fun Friday activities identified and scheduled
• Open House offered to parents in October
• Began collaboration with clerk to identify spirit week activities

Actions Remaining-

• Schedule Parent/Teacher Conferences for the Spring
• Plan a student showcase
• Plan/schedule spirit week activities

Successes-

• Some staff maintain regular communication with families
• Identified some reinforcing activities to bring in for Fun Friday

Challenges-

• Clerk is new to role this year and needs guidance
• Both Coordinator and Clerk are new to budget

HALS Survey data for Student Emotional Safety is 3.39

1: Year 1 Performance Objective:

All Laura Lee Staff will participate in a monthly book club. this book club will read the book, connections over compliance, rewiring our perceptions of discipline

In progress

Actions Completed-

• To date- completed 6 book study meetings/discussions

Actions Remaining-

• Complete remaining book study (2) meetings
• Create outline of relational touch practices

• Staff to meet and discuss how to implement tools/strategies

Successes-

• During book study we have had great dialogue about student/staff brain states and have begun discussing strategies to support regulation
• Staff are beginning to become comfortable with self reflection and identifying their roles during dysregulation

Staff Attendance to Trauma Training is 87% in Q3

Staff Attendance to Book Study is 93% in Q3

2: Year 1 Performance Objective:

Allow adjustment staff to visit other schools and programs. guiding questions will be used during site visits and a follow-up debrief session will take place

In progress

Actions Completed-

Actions Remaining-

• Develop school site visit schedule and structured visit protocol
• Implement school site visits

Challenges-

• New to role- lack of established working relationships with colleagues has impacted collaboration
• Limited classroom coverage to allow staff to visit other programs

Adjustment Cohort has not been established to date

3: Year 1 Performance Objective:

Implement two District Ela curriculum units with instructional specialist and provide targeted math PD

In progress

Actions Completed-

• Collaborate with UMASS to identify training dates for Touch Math (November)
• Met with Instructional Specialist to identify co-teaching schedule for new staff
• Illustrative Math PD for teachers
• Instructional Specialist co-taught lessons with new teachers on scheduled basis

Actions Remaining-

Successes-

Challenges-

• Instructional Specialist is part time and does not work from January to mid March
• Touch Math intervention groups halted due to inability to meet needs for the UMASS research study

Co-teaching with instructional specialist did not occur during Q3

4: Year 1 Performance Objective:

Build teacher capacity in the implementation of the new Massachusetts individual education plan

In progress

Actions Completed-

• District offered PD EDPlan/New IEP shared out with staff
• Scheduled a weekly SPED admin meeting with BCBA, SW, Coordinator and ETC.  Meetings began late December
• Scheduled Data Summit Days to review student data
• Teachers have held annual review meetings for student IEP

Actions Remaining-

Successes-

• BCBA and ETC are former Sped teachers and can model/coach special education processes for new teachers

Challenges-

• New ETC is adjusting to her new role and is working to clean up her caseload.  Priority has been to ensure our IEPs are updated and current.  Given the need to prioritize completion of annual review and reevaluations
• PD for new staff has been a challenge
• BCBA has been supporting sped needs of building but this has been challenging depending on her work load on any given week

70% of IEP reviews/re-evals have been completed and updated to the NEW IEP format

5: Year 1 Performance Objective:

Staff will incorporate bi-weekly positive phone calls home which will lead to fostering a positive relationship with parents and Guardians

In progress

Actions Completed-

• Fun Friday Activities planned and scheduled
• Open House/Parent Teacher Conferences scheduled
• Collaboration with team to build out spirit week activities

Actions Remaining-

1: Year 1 Performance Objective:

In progress

Actions Completed-

• To date- completed 6 book study meetings/discussions- all discussion meetings have been completed

Action

• Create outline of relational touch point practices

Successes-

• During book study we have had great dialogue about student/staff brain states and have begun discussing strategies to support regulation
• Staff are beginning to become comfortable with self reflection and identifying their roles during dysregulation

Staff Attendance to Trauma Training is 79% in Q4

Staff Attendance to Book Study is 86% in Q4

2: Year 1 Performance Objective:

In progress

Actions Completed-

Actions Remaining-

• Develop school site visit schedule and structured visit protocol
• Implement school site visits

Challenges-

• New to role- lack of established working relationships with colleagues has impacted collaboration
• Limited classroom coverage to allow staff to visit other programs

Adjustment Cohort has not been developed to date

3: Year 1 Performance Objective:

In progress

Actions Completed-

• Collaborate with UMASS to identify training dates for Touch Math (November)
• Met with Instructional Specialist to identify co-teaching schedule for new staff
• Illustrative Math PD for teachers
• Instructional Specialist co-taught lessons with new teachers on scheduled basis

Actions Remaining-

• Given Touch Math did not work out, Identify plan for Math intervention for SY 25/26

Successes-

Challenges-

• Instructional Specialist is part time and does not work from January to mid March
• Touch Math intervention groups halted due to inability to meet needs for the UMASS research study

43% of teachers participating in coaching cycles with IS

4: Year 1 Performance Objective:

In progress

Actions Completed-

• District offered PD EDPlan/New IEP shared out with staff
• Scheduled a weekly SPED admin meeting with BCBA, SW, Coordinator and ETC.  Meetings began late December
• Scheduled Data Summit Days to review student data
• Teachers have held annual review meetings for student IEP

Actions Remaining-

Successes-

• BCBA and ETC are former Sped teachers and can model/coach special education processes for new teachers

Challenges-

• New ETC is adjusting to her new role and is working to clean up her caseload.  Priority has been to ensure our IEPs are updated and current.  Given the need to prioritize completion of annual review and reevaluations
• PD for new staff has been a challenge
• BCBA has been supporting sped needs of building but this has been challenging depending on her work load on any given week

90% of IEP re-eval/annuals completed with new MA IEP

5: Year 1 Performance Objective:

In progress

Actions Completed-

• Fun Friday Activities planned and scheduled
• Open House/Parent Teacher Conferences scheduled
• Collaboration with team to build out spirit week activities

HALS survey data for student emotional safety is 3.39

1: Year 2 Performance Objective:

In progress

Actions Completed-

• Planned scope and sequence for book study using text, Body and Brain Brilliance
• To date-completed 3 book study meetings/discussions to date
• Beginning to implement strategies that incorporate neuro based work so that students and staff have a better understanding of their emotional triggers and nervous systems

Actions Remaining-

• Complete remaining book study meeting dates
• Complete outline of relational touch point  practices
• Create outline Laura Lee MTSS

Successes-

• Team has engaged in meaningful dialogues around brain states and nervous system functioning.

Challenges-

• Limited PD time available to dedicate solely to the book study

Staff Attendance to Trauma Training is 88% in Q1

Staff Attendance to Book Study is 85% in Q1

2: Year 2 Performance Objective:

Not started

Actions Completed-

• Adjustment principal meetings are scheduled on the last Monday of the month.  So far two meetings have been scheduled for October and November.  Novembers meeting was cancelled by sped

Actions Remaining-

• Schedule time for staff to visit adjustment programs

Challenges-

• The LL has taken on an elementary cohort of students and we are also getting referrals for students with intellectual disabilities.  These changes have prompted us to identify PD needs for staff including possible visits to LEAP program at the Daley to collaborate with staff

Attendance to monthly adjustment principal meetings is 50%

3: Year 2 Performance Objective:

Not started

Actions Completed-

• Creation of CPT and ILT teams

• CPT with middle school teachers
• CPT with elementary and social studies
• CPT with social work and health

• Built out schedule for CPT/ILT for the 25/26SY

Actions Remaining-

• Invite math dept to CPT with staff to plan out math needs/interventions

Challenges

• Staff absences have impacted our ability to meet for CPT consistently.  

CPT/ILT schedule built out with 2 meetings per month

4: Year 2 Performance Objective:

In progress

Actions Completed-

• Created sped admin meetings 2x per month to include Coordinator, SW, BCBA, ETC and psych.
• Scheduled monthly check in meeting with ETC for case managers
• Reviewed MCAS data

Actions Remaining-

• Schedule monthly data meetings
• Review data protocol with team

Challenges-

• Limited PD time

Monthly sped meetings with ETC scheduled in September, October and November.

Sped Admin meetings moved to 2x per month

5: Year 2 Performance Objective:

In progress

Actions Completed-

• Staff plan weekly Fun Friday activities

Actions Remaining-

• Creation of a Fun Friday activity schedule
• Plan out spirit day/week opportunities for students

Addition of SLS and SNL as part of our health and wellness programming

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1

A comprehensive needs assessment of the entire school

https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600085&orgtypecode=6

2

Schoolwide reform strategies

https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600085&orgtypecode=6

3

Instruction by highly qualified teachers

https://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=01600085&orgtypecode=6&

4

In accordance with section 1119…

Please use this Quality Improvement Plan (QIP) as a response to this section.

5

Strategies to attract highly qualified teachers to high-need schools

Teacher Recruitment Fairs

Partnerships with UMass Lowell and Fitchburg University

Induction Program

Mentoring Program

Mentee Bonus

Course Reimbursement

Low cost Masters Program through Fitchburg University

Posting on School Spring

6

Strategies to increase parental involvement in accordance with section 1118

https://www.lowell.k12.ma.us/domain/3233

7

Student Transition Plan

The District's Transition Plan is as follows:-

The Early Childhood Office coordinates a preK / K transition from all local area Daycares, including Community Teamwork Inc. / Head Start.

Grade 4 to Grade 5 Transitions from all elementary to middle schools include visits and orientation opportunities.

Similarly, all middle schools coordinate transition from Grade 8 to the Freshman Academy.

The high school also coordinates a transition plan to support students from going from graduation to college or career.

8

Measures to include teachers in the decisions regarding the use of academic assessments

Please refer to section 4.2 Goal 2- Leadership, Shared Responsibility, and Professional Collaboration in the current document (QIP).

9

Activities to ensure students who experience difficulty mastering proficient or advanced levels of academic achievement standards

Please refer to section Section 4: Action Plans and Targeted Initiatives in the current document (QIP).

10

Coordination and Integration of Federal State and local services and programs

The district provides multiple opportunities for district and school administrators, staff , parents and the community to meet to determine the most advantageous ways to coordinate federal, state and local services and programs.

Systems for the implementation and monitoring of the district Strategic Plan and school Quality Improvement Plans provide the framework.

District and School ILT (Instructional Leadership Teams) meet to review priorities and measure progress towards goals in conjunction with the district Finance, Curriculum, ELL, Special Education, Equity Department, Accountability and Adult Education administrators.