1.1 School Leadership

1.2 School Site Council Members

Jeff Haines-Principal

Cate Hugo-Literacy Specialist

Krista Kubick-Social Worker

Sue McCoy-Math Specialist

Parent Representatives

Donna Latham

Khadija Elabidi

Teacher Representatives

Diane Cahill-Kindergarten

Marcie Comtois-Content Literacy

Laura Katz-Music

1.3 Mission

1.4 Core Values

The Washington School strives to provide a safe learning community based on mutual respect and high academic expectations for all students. With a rich curriculum based on literacy and mathematics, we focus not only on students learning grade-level concepts and skills, but also on applying them to real world situations. We believe that all students can succeed with tailored instruction and support both in the classroom and from our families and community members at large.

We believe:

o   all students can learn given the right conditions, time, and support

o   all students must be immersed in a safe, respectful, and rich learning community that values and honors diversity

o   all students must be developed academically, socially, emotionally, physically, and artistically

o   the success of our students is the shared responsibility of the home, school, and community and therefore embrace and encourage support from all constituents of our community 

School Motto- Be the Best That You Can Be!

1.5 Vision

Washington Elementary School is committed to providing the conditions and rigor for all students to obtain the essential skills required to become successful, productive citizens in an ever-changing global community.

2.1 School Strengths and Notable Achievements 2024-2025

• Washington School has the highest attendance rate among K-4 schools in the city at 94.3 percent attendance rate.
• Good communication between teachers and Administrators
• Teachers' knowledge of students and individual needs.
• The staff all respect each other and are willing to help.
• Great sense of community with its staff and parent collaboration, parent contact
• Grade 4 Math MCAS Meet/Exceeds Category greater than the state average

2.2 School Data Profile 2024-2025

Dese 2023 data shows that 41.7% of the students are identified as Multilanguage Learners.  

Open Architects, which is real-time data shows that we currently have 44.2% of our students identified as Multilanguage Learners.

Overall Accountability Data:

MCAS proficiency is low compared to the state averages for ELA and comparable in Math overall but our grade 4 students exceed the state in the Meets category.

ACCESS:62% of our MLL population are in the Entering and Emerging phases of proficiency.

Ellevations Data Platform Pfociency Data:

Iready Reading Data:

Fall 2023 - Scores declined from Spring 23 - this is typical with iReady, which could be due to summer slide.

Winter 2024:

iReady Math Data:

Fall 2023:

Winter 2024:

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?

During 2023-24  we prioritized the following:

2. What progress is your school making toward academic goals?  What is data saying the priorities should be?  Where there is no desired progress, what is holding up the momentum that should be addressed?

According to iReady data, students are making growth and progress from the Fall to Winter in both reading and math. We noticed that our MLL students are making progress but not at the rate we would like.  The data shows us that this subgroup is still our main priority.  We invited the MLL Central Office team to support us.  Emily Thompson came and provided PD and support with scheduling to maximize the ELD support.  MLL teachers have very small rooms and our population has greatly increased which makes it very difficult to provide the pull-out support mandated by the state.  We are using the classrooms of other teachers while their students are at specials in order to service larger groups.

We are making progress on our student learning goal.  On the Winter 24 iReady Diagnostic, we saw a significant increase in the Vocabulary subtest.  34% of students in grades 1-4 met or exceeded the grade level benchmark. Overall, to meet our goal, we need to have 49% of students meeting or exceeding the benchmark. We believe that with our continued time for more oral language development throughout the day and implementation of new vocabulary strategies, we will continue to increase the percentage of students meeting the benchmark on the Vocabulary subtest.

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

Growth scores on iReady from Fall to Winter show that students are progressing toward a year’s worth of growth in math and reading.  For reading, the school average is 91% Progress Toward Annual Typical Growth and 71% for math.  The students are learning but are still below grade-level expectations.

 MLL  students continue to struggle the most on all testing.  With 68% of MLL students with an ACCESS score < 3.0, accessing grade-level content is challenging for MLL students.  Student engagement for EL Newcomers is a challenge when the teacher’s language does not match the students’ languages. The school needs to continue to build understanding and implement student engagement practices for Newcomer students. We are most challenged by our third and fourth-grade newcomers who do not have literacy in their native language.

2.4 School Strengths and Notable Achievements 2025-2026

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?

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?

2.7 School Strengths and Notable Achievements 2026-2027

2.8 School Data Profile 2026-2027

2.9 Reflection on Current Practices 2026-2027

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

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?

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

The Washington school has Distributed/ Shared Leadership Style.

ILT and MLL teams play critical roles in the decision-making and leadership activities of the school.

The Washington School has a research based, data informed Tier 1 literacy program that results in continuous growth in proficiency benchmarks.

The Washington School has a strong Tier 1 program that includes UDL supports so that all students can access the curriculum.  We emply a system of tiered interventions and data collection that are effective with helping student meet proficiency targets for special populations that require safety nets to accelerate outcomes.

The Washington School develops the whole child that includes culturally responsive and sustaining practices, and strong core of SEL learning tools.

4.1 Goal 1- CLSP: The Washington School Staff will focus on creating an environment in which all students feel welcomed and accepted.  Staff will embrace students' cultures, acknowledge the contributions of all students, and have high expectations for everyone.

Performance Objectives:

Year 1: Staff will examine the definition of CLSP and ways to engage students from their diverse backgrounds.

Year 2: Staff will learn more about the specific cultural backgrounds of the students we serve.  Staff will develop strategies and skills to better serve our student population.

Year 3: Staff will approach their work and students with an asset-based mindset, affirming the validity of the students’ backgrounds and identities.  They will learn about their students and cultures, using this knowledge to build instruction that leverages prior knowledge and skills.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Administrators will lead the utilization of the MA DESE Culturally Responsive Teaching Rubric and teaching videos from the DESE’s Culturally Responsive Video Library to create a combined understanding of what CSLP looks like through a pedagogical lens.

Year 1

Principal/Coaches/

Social Worker

2. Staff will determine student demographics and collaborate during P.D. time to examine cultural differences.  

Year 2

All Staff

3. Continue to utilize DESE’s OPTIC with CSLP at the forefront

Ongoing

Teachers/Principal

4. Examine best practices amongst staff and share during CPT and P.D.

Ongoing

Teachers/Principal/Coaches

5. Participate in learning walks across the school using the CSLP  “look fors” and rubric from DESE.

Year 3

Teachers/Principal

Intended Outcomes & Monitoring System

Key Performance Indicators

1. All indicators are observed from the CSLP rubric sometimes; or more frequently in classrooms

CSLP Rubric

2. All indicators are observed from the CSLP rubric sometimes; or more frequently in building-wide systems

CSLP Rubric

3.  Students will be more engaged and feel more comfortable in their learning environment.

HALS

4.2 Goal 2- Leadership, Shared Responsibility, and Professional Collaboration:

We will foster a school climate where collaboration and strong teacher voices are the norm and highly valued by school staff.

Performance Objectives:

Year 1:

Create school-wide teams to share leadership and responsibility.

Year 2: Evaluate the effectiveness of Monthly team meetings and refine based on feedback and outcomes. Cultivate leaders among the staff to increase teacher voice.

Year 3: Based on Year 2 feedback

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. We will survey staff to determine teams beyond just the ILT team.

September 2024

Principal/Staff

2. Create teams and identify members.

September 2024

Admin Team

3. Create an annual schedule of team meetings.

September 2024

Principal

4. Plan an Edcamp PD where teachers can share strategies and learn from Teams.

April 2024

All Staff

5. Analyze teacher feedback to develop Year 2 specifics

May & Year 2

ILT/Admin/Coaches

6. Examine data with teams to determine key areas of opportunity.  Work with teammates on examining data and providing them with leadership opportunities.

Years 2 & 3

All Staff

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Minimum of 8  monthly Team Meetings

Team  agendas, minutes, and attendance log

2. Establish a culture of professional learning and collaboration.

HALS Dashboard Measure 1A-III Improve to Approval rating

Year one - increase from 3.57 to 3.7

Year 2 - Increase to 3.85

Year 3 - increase to 4.0 or above

3. Develop Teacher leaders and support teacher development and growth. Year 1 increased rating from 3.21 to 3.3. Year to goal - 3.4. Year 3 - Approval 3.5+

HALS Dashboard Measure 1B- 11Improve to Approval rating

1A-III Improve to Approval rating

Year one - increase from 3.57 to 3.7

Year 2 - Increase to 3.85

Year 3 - increase to 4.0 or above

4.3 Goal 3- Intentional Practices for Improving Instruction – Engaged Learning:

The Washington School utilizes a lesson study program focused on improving instruction and promoting engaged learning across all grade levels with a focus on our MLL students.   Through ongoing collaboration and professional development, teachers systematically unpack learning standards, develop targeted lessons, reflect on evidence of student learning, and identify transferable habits.

Performance Objectives:

Year 1: Establish horizontal team collaboration within grade levels, focusing on  ELA and Math lesson studies. Teachers will work collaboratively to unpack learning standards, develop targeted lessons, reflect on evidence of student learning, and identify transferable habits to enhance instructional practices.

Year 2:  Continue horizontal team collaboration within grade levels. Ongoing ELA and  Math lesson studies will be conducted, building upon the work from Year 1. Teachers will continue to refine their instructional practices, deepen their understanding of standards, and incorporate lessons learned from the previous year.

Year 3: Transition to vertical lesson studies, fostering collaboration between adjacent grade levels. This vertical collaboration will facilitate cross-grade alignment, promote continuity in instruction, and further enhance student learning outcomes.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Identify standards via a Needs Assessment and data analysis and create a schedule for all teams to participate in four Lesson Studies

August 2024

Admin/ILT

2. Develop a protocol/lesson planning template and conduct Lesson Studies

June 2025

Admin/ILT

3. Review formative/summative data, Lesson Study reflections, and needs assessments to determine standards of focus for the next school year. Create a schedule and conduct Lesson Studies

June 2026

Admin/Coaches/ Teachers

4. Review formative/summative data, Lesson Study reflections, needs assessments, and vertical trends to determine standards of focus for the next school year. Create a schedule and conduct Lesson Studies

August 2026

Admin/Coaches/ Teachers

5. Develop a protocol/lesson planning template and conduct Vertical Lesson Studies

June 2027

Admin/Coaches/ Teachers

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Improve instruction and increase student achievement on Benchmark Assessments, I-Ready, and Access.

Increase proficiency rate by 15% on the iReady Reading and Math. ACCESS - get target from MLL team

2. Foster a culture of collaboration and professional learning among teachers within and across grade levels. By engaging in collaborative lesson study activities, teachers will deepen their understanding of standards, share best practices, and collectively address instructional challenges.

Lesson Study planning template and archived lessons/reflections

3. Ensure greater alignment between grade levels and subject areas by integrating lesson study practices vertically. Through vertical collaboration, teachers will align curriculum, instruction, and assessment practices, promoting consistency and coherence in student learning experiences.

Lesson Study planning template and archived lessons/reflections

4.4 Goal 4- Student-Specific Supports and Instruction to All Students:

Washington School uses strategies that effectively develop students’ vocabularies with a particular focus on accelerating growth in vocabulary development for our students with disabilities and our MLL learners. The development of core vocabulary skills leads to improvement across content areas for all students.  

Performance Objectives:

Years 1-3 (Continual cycles of the following):

1. Data Collection and Analysis:

• Gather comprehensive data on student performance through assessments, observations, and anecdotal records.
• Analyze the data to identify patterns, strengths, and areas for improvement for each student.

2. Skill and Strategy Groupings:

• Group students based on their specific instructional needs, focusing on similar skill deficits or learning styles.
• Create small groups that allow for targeted instruction while also considering diversity within each group.

3. Intervention Design:

• Design interventions tailored to the needs of each group, focusing on specific skills and strategies identified through data analysis.
• Utilize evidence-based instructional practices and resources relevant to the targeted skills.

4. Increased Opportunities for Targeted Instruction:

• Provide targeted instruction within the classroom through small group activities, stations, or workshops.
• Offer additional opportunities for targeted instruction outside the classroom, such as tutoring sessions or online resources.

5. Documentation using TCIs:

• Implement TCIs to document the interventions provided to each student or group.
• Record the specific instructional strategies used, student progress, and any adjustments made based on ongoing assessment data.

6. Monitoring and Adjustment:

• Continuously monitor student progress through formative assessments and ongoing observation.
• Use assessment data and feedback to adjust interventions, pacing, and instructional strategies as needed.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Improve the use of TCIs which are an organized system of data collection to track individual/group progress

Ongoing

Teachers, tutors, coaches

2.. Create a timeline for data entries and manage and maintain data collection spreadsheets

Timeline: September

Maintenance: Ongoing

Principal/Coaches/

Social Worker

3.  Direct targeted instruction in the focus area for 4-6 weeks

Ongoing

Teachers, Tutors, Coaches

4. Analysis of data collected to inform future instruction and  for placement of strategy/skill groupings

October and

February data sessions, CPTs

Teachers, Principal/Coaches/

Social Worker

5. Collaborate with colleagues to share insights, resources, and best practices for differentiated instruction. Engage in professional development opportunities focused on effective instructional strategies, data analysis, and intervention techniques.

Ongoing

All staff

Intended Outcomes & Monitoring System

Key Performance Indicators

1.   I-Ready

Improved proficiency by 15% in the vocabulary domain of the   I-Ready Benchmark

2. Consistently monitoring students to ensure they are in an appropriate placement and making growth.  Add in exact time increments = 4 weeks

iReady, DIBELS, Module assessments, informal assessments

3. Regularly review and update TCIs based on ongoing assessment data and student progress to ensure interventions remain targeted and effective.

X2, Tutor notes

4.5 Goal 5- School Climate and Culture:  

Washington School creates a safe and welcoming school environment for all students using research-based curricula to develop prosocial behaviors, increase attendance and engagement in academic learning, and celebrate the uniqueness of every child.  

Performance Objectives:

Year 1: Implement Second Step lessons in all grades with fidelity.  

Year 2:  Further embed Second Step strategies into daily classroom routines and curriculum planning across grade levels.  

Year 3:  Consolidate Second Step practices as integral components of the school culture, with ongoing professional development and support.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Review Curriculum with Staff during P.D.

August 2024

Social Worker and Principal

2.  Implement lessons in classes

September 2024-June 2024

Teachers/Social Worker/Principal

3.  Facilitate Conversations during CPT to support SEL growth.

September 2024-June 2024

Teachers/Social Worker/Principal

4. Have peer observations for teachers to determine growth.

September 2025-June 2026

Teachers/Social Worker/Principal

5.  Promote best practices, through teacher-led P.D.

August 2026

Teachers

Intended Outcomes & Monitoring System

Key Performance Indicators

1.  Increased teachers' abilities to implement Second Step Lessons.  

Classroom Observations

2. Improved student engagement and behavior, evidenced by reduced disciplinary incidents and increased participation in classroom activities.

 Student Behavior Logs, and Teacher Feedback

3. The Washington School will decrease Chronic Attendance each from 13.2 % to 12.9% over a 3 year period.  The goal is to reduce .1% each year.

Attendance Data

4. Enhanced school climate characterized by a sense of safety, joy, and inclusivity, gauged through staff and student surveys.  Students will grow from 3.62 to 3.75 in year one,  from 3.75  to 3.87 in year two and from 3.87 to 4.0 in year three.

HALS Survey - 2A-II

5.  Development of a strong Family/School organization that recognizes the demographics of the school population.   Year 1 - 4 parents and 2 staff members

Year 2 - increase by 2 parents, Year 3 - increase by 2 parents

In 3 years - 8-10 members to meet monthly.

1: Year 1 Performance Objective:

Goal 1- CLSP: The Washington School Staff will focus on creating an environment in which all students feel welcomed and accepted.  Staff will embrace students' cultures, acknowledge the contributions of all students, and have high expectations for everyone.

In progress

1. Administrators will lead the utilization of the MA DESE Culturally Responsive Teaching Rubric and teaching videos from the DESE’s Culturally Responsive Video Library to create a combined understanding of what CSLP looks like through a pedagogical lens.

SEL/Equity Team Developed and Meetings

CLSP Common Planning

HALS Data

Overall School Culture Data

My school is kind to students that come from another country or speak another language.  

SEL/Equity Meetings 9/25/24, 10/9/24 and 11/5/24

9/23/24

Spring 3.31

Fall 2024 3.57

Spring 2024 4.38  

Fall 2024 4.58

2: Year 1 Performance Objective:

Leadership, Shared Responsibility, and Professional Collaboration:

Strong teacher voice, Profess collaboration, MTSS, Teacher led PD, Lesson Study - making teaching public - school climate where collaboration is the norm and highly valued by teaching staff

Collaborate with ILT and MLL teams during monthly meetings with a focus on growing our students' abilities across the curriculum and with their social-emotional needs.   Each team will choose an area of challenge and work to problem-solve and improve outcomes for students.  Also working towards the development of a parent-teacher organization to strengthen the relationship between home and school.

In progress

ILT and SEL/Equity Teams Deveoloped

ILT and SEL/Equity Meetigngs

LT Data Review

Vocabulary Goal Development

Professional Collaboration

CLSP 9/23, SEL 9/30, MLE 10/7, ELA 10/21 and Math 11/4

How often do teachers here collaborate to make the school run effectively?

Spring 2.94     Fall 3.83

How often do teachers here work together here to plan for instruction?

Spring  2.88         Fall  3.76

September 2024

SEL/Equity Meetings 9/25/24, 10/9/24 and 11/5/24

10/9/24

CLSP 9/23/24, SEL 9/30/24, MLE 10/7/24, ELA 10/21/24  and Math 11/4/24

Hals Data

Spring 2.94     Fall 3.83

Spring  2.88  

  Fall  3.76

3: Year 1 Performance Objective:

The Washington School utilizes a lesson study program focused on improving instruction and promoting engaged learning across all grade levels with a focus on our MLL students.   Through ongoing collaboration and professional development, teachers systematically unpack learning standards, develop targeted lessons, reflect on evidence of student learning, and identify transferable habits.

In progress

ILT Discussed Lesson Study

Develop plan for Lesson Observations

I-Ready Data Review

Meeting Date 10/9/24 and 11/5/24

11/5/24

10/9/24

4: Year 1 Performance Objective:

Washington School uses strategies that effectively develop students’ vocabularies with a particular focus on accelerating growth in vocabulary development for our students with disabilities and our MLL learners. The development of core vocabulary skills leads to improvement across content areas for all students.  

In progress

Continue use of TCI process

School Data/Iready Data Review (ILT and CPT)

Use of Edcat Data

Data in X2

Data Meetings - 10/9/24, 10/16/24 and 10/17/24

Ongoing

5: Year 1 Performance Objective:

Washington School creates a safe and welcoming school environment for all students using researched-based curricula to develop prosocial behaviors, increase attendance and engagement in academic learning, and celebrate the uniqueness of every child.  

In progress

Second Step Lessons Implemented Weekly

Trauma Training

SEL/Equity Team Meetings

Attendance Calls

New Attendance Intitiiave

Classroom Observations

8/26/24 and 9/30/24

SEL/Equity Meetings 9/25/24, 10/9/24 and 11/5/24

Daily

11/4/24

1: Year 1 Performance Objective:

In progress

1. Administrators will lead the utilization of the MA DESE Culturally Responsive Teaching Rubric and teaching videos from the DESE’s Culturally Responsive Video Library to create a combined understanding of what CSLP looks like through a pedagogical lens.

SEL/Equity Team Developed and Meetings

Plan Cultural Night for Washington School Survey Famililies

HALS Data

Overall School Culture Data

My school is kind to students that come from another country or speak another language.  

SEL/Equity Meetings

12/10/24 and 1/8/25

1/16/25, 1/17/25, 1/24/25

Spring 3.31

Fall 2024 3.57

Spring 2024 4.38  

Fall 2024 4.58

2: Year 1 Performance Objective:

In progress

ILT and SEL/Equity Teams Collaborate

Plan peer observations/Character Education and Cultural Night Planning

DESSA Survey

Professional Collaboration

Grade Level Collaboration and MLE Collaboration

How often do teachers here collaborate to make the school run effectively?

Spring 2.94     Fall 3.83

How often do teachers here work together here to plan for instruction?

Spring  2.88         Fall  3.76

SEL/Equity Meetings

12/9/24, 12/10/24 and 1/8/25

1/27/25

Grade Level

1/6/25 and 1/13/25

MLE Meetings

1/10/25 and 1/24/25

Hals Data

Spring 2.94     Fall 3.83

Spring  2.88  

  Fall  3.76

3: Year 1 Performance Objective:

In progress

ILT Refined Lesson Study

Develop plan for Lesson Observations

I-Ready Data Review

12/9/24  and 1/8/25

12/9/24 and 1/8/25

1/28/25

4: Year 1 Performance Objective:

In progress

Continue use of TCI process

School Data (ILT)/Iready Data Review

Use of Edcat Data

Data in X2

ILT 12/9/24 and 1/8/25

I-Ready 1/28/25

Ongoing

5: Year 1 Performance Objective:

In progress

Second Step Lessons Implemented Weekly

Trauma Training

SEL/Equity Team Meetings

Attendance Calls

New Attendance Intitiave

Met with District Attendendance Team

Classroom Observations

1/8/25  and 1/13/25

SEL/Equity Meetings

12/9/24, 12/10/24 and 1/8/25

Daily

Ongoing

1/13/25

1: Year 1 Performance Objective:

Not started

2: Year 1 Performance Objective:

Not started

3: Year 1 Performance Objective:

Not started

4: Year 1 Performance Objective:

Not started

5: Year 1 Performance Objective:

Not started

1: Year 1 Performance Objective:

Not started

2: Year 1 Performance Objective:

Not started

3: Year 1 Performance Objective:

Not started

4: Year 1 Performance Objective:

Not started

5: Year 1 Performance Objective:

Not started

1: Year 2 Performance Objective:

Not started

2: Year 2 Performance Objective:

Not started

3: Year 2 Performance Objective:

Not started

4: Year 2 Performance Objective:

Not started

5: Year 2 Performance Objective:

Not started

1: Year 2 Performance Objective:

Not started

2: Year 2 Performance Objective:

Not started

3: Year 2 Performance Objective:

Not started

4: Year 2 Performance Objective:

Not started

5: Year 2 Performance Objective:

Not started

1: Year 2 Performance Objective:

Not started

2: Year 2 Performance Objective:

Not started

3: Year 2 Performance Objective:

Not started

4: Year 2 Performance Objective:

Not started

5: Year 2 Performance Objective:

Not started

1: Year 2 Performance Objective:

Not started

2: Year 2 Performance Objective:

Not started

3: Year 2 Performance Objective:

Not started

4: Year 2 Performance Objective:

Not started

5: Year 2 Performance Objective:

Not started

1: Year 3 Performance Objective:

Not started

2: Year 3 Performance Objective:

Not started

3: Year 3 Performance Objective:

Not started

4: Year 3 Performance Objective:

Not started

5: Year 3 Performance Objective:

Not started

1: Year 3 Performance Objective:

Not started

2: Year 3 Performance Objective:

Not started

3: Year 3 Performance Objective:

Not started

4: Year 3 Performance Objective:

Not started

5: Year 3 Performance Objective:

Not started

1: Year 3 Performance Objective:

Not started

2: Year 3 Performance Objective:

Not started

3: Year 3 Performance Objective:

Not started

4: Year 3 Performance Objective:

Not started

5: Year 3 Performance Objective:

Not started

1: Year 3 Performance Objective:

Not started

2: Year 3 Performance Objective:

Not started

3: Year 3 Performance Objective:

Not started

4: Year 3 Performance Objective:

Not started

5: Year 3 Performance Objective:

Not started

1

A comprehensive needs assessment of the entire school

https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600055&orgtypecode=6

2

Schoolwide reform strategies

https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600055&orgtypecode=6

3

Instruction by highly qualified teachers

https://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=01600055&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/3226

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.