1.1 School Leadership

1.2 School Site Council Members

Principal:  Dr. Mathew McLean

Assistant Principal:  Dina Mancini

Assistant Principal:  Brian Duffey

Parent Representatives

Safeena Niazi

Nicole Ross

Erika Montero

Pat Fontaine (Community Rep)

Teacher Representatives

Jaqueline Dias Gauthier

Carl Foss

Hannah McCue

1.3 Mission

1.4 Core Values

With every student and in every classroom, we nurture unlimited potential, celebrate effort, progress, achievement, and resilience.

Safe, Respectful, Responsible School-wide expectation

Updates in Progress---Section reviewed by ILT on 11/21/24: Updated Core Values will be co-created spring 2025.

1.5 Vision

At the Bartlett Community Partnership School, we learn and teach in the pursuit of growth with passion and creativity.

2.1 School Strengths and Notable Achievements 2024-2025

For the 23-24 school year, BCPS's chronic absence data for grades 1-8 in quarters 1-3 is 13.4%.  This is the lowest it has been since the 2017/2018 school year.

Between BOY and MOY iReady Reading assessments, the total number of students reading on or above grade level nearly doubled.

We have seen marked improvement in the iReady Reading growth of students in the LEAP program. The MOY assessment in 2021 saw zero students in this population making at least 50% of annual growth. The MOY assessment in 2023 saw 54% of students in this population making at least 50% of their annual growth.

The Bartlett Drama Club performed the first stage production at the Bartlett in over 10 years.

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?

This is the second year we have used the Fundations program for phonics in K-2, and the first year we have implemented the program in Grade 3. In fourth grade, we used students’ grade 3 data to determine which students were most in need of phonics instruction and created a class of approximately 25 students who received direct instruction in phonics from the Reading Teacher every day.  We adjusted the schedules of our Middle School Special Education teachers so that one teacher focuses on Reading/ELA goals and one focuses on Math goals.  The teacher who is providing specialized instruction to students with disabilities in grades 5-8 is Wilson certified.  

The goal of adjusting schedules was to allow this teacher to focus on reading goals and achievement.  One Middle School ELA teacher is a certified Reading teacher and she is currently providing direct reading instruction to two groups of students. We built a schedule that allows for targeted groups to receive the instruction they need from the most qualified teachers.  The Reading Teacher remains a priority in the budget as we focus our efforts on foundational reading skills at the Elementary level.  We also use our tutors to support our efforts toward reading achievement.  The three tutors work with students in grades K-3 with the goal of helping more students read on grade level by the third grade.  Additional tutors would allow us to support more students in more grades, and to provide more reading intervention for students in grades four and above.

This year, we welcomed an additional 23 students in the LEAP program to bring us to a total of 65 as of April 30, 2024. We have worked to assess these students with all available assessments when appropriate.  Many of the students came to us without reading data in X2 or Open Architects.  The Literacy Specialist completed the DIBELS assessment for all elementary students in the LEAP program who are verbal in order to gather baseline data and to be able to track progress for as long as the students are with us. All students in the LEAP program who are able to attend to the task completed the iReady assessment, and most students in LEAP who are verbal completed the F&P assessment. We are making every effort to collect and use data for ALL students at the Bartlett in order to better provide instruction and intervention.

A shift to reading instruction based on the Science of Reading requires us to prioritize the use of data to group and regroup students and provide targeted small-group instruction to support phonics skills.  We need to prioritize the use and purchase of decodable texts in order to support this work.

Steps to Improve Math Scores

One approach to improving Math scores is to increase the time on Math instruction for students in all grades, and the schedule for 2024-2025 includes that time.  In the 2023-2024 school year, we did not have a Math Intervention Teacher from November to the end of the year.  We have hired a full-time teacher to fill that role for 2024-2025 and that person will target the improvement of fundamental math skills of our Elementary students.  We have budgeted for a Middle School Math tutor in order to support small group work in grades 5-8. We also have a schedule that provides a second teacher for some Math blocks so that students can receive more targeted instruction.

2. What progress is your school making toward 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?

Accountability

DESE’s 2023 Accountability report indicates that the Bartlett is in the 16th percentile, and making ‘moderate progress toward targets’ (44%).  The percentile is higher than in  2022 (12th) and higher than it was prior to the pandemic (9th).   However, numerous data points around student achievement are low and/or stagnant.  On the 2023 MCAS, 22% of our students were in the categories of ‘meeting or exceeding expectations,’ and only 13% of our students reached these categories in Math.  Zero students with disabilities were in those categories, and only one student classified as ML was in those categories.  

February 2024 iReady data shows that 30% of our students are on or above grade level in Reading, with 21% of students on or above grade level in Math.  The MOY assessment in 2023 showed 35% of students on or above grade level in Reading and  31% on or above grade level in Math.  

The BOY assessment this year resulted in 64 students achieving on or above grade level in Reading. By MOY, there were 126 students in that category- nearly doubling the number since September.  But, this same time last year, we had 158 students on or above grade level.  As we add more students with disabilities to the building, we are seeing decreasing numbers of students reading at grade level.  

Access to Tier 1

Bartlett needs to prioritize access for all students in order to see achievement by all students.  In grade 4, five students with disabilities hit 100% of their annual growth by mid-year.  Six SWD made more than 50% of their annual growth. But, five students with disabilities made no growth between BOY and MOY.  In Grade 6, Nine SWD made more than 100% of their annual growth by MOY.  Three made more than 50%.  But, five SWD made no growth.  iReady data indicates that students who are one level below grade level in Grade 3 often fall to two grades below in Grade 4, and three or more in Grade 5.

This indicates that even if we are able to see significant growth from BOY to MOY and even to EOY, we do not see the growth ‘hold’ as students move up grade levels.   “Desired progress” would mean that all students show growth, and even accelerate progress toward grade level, and then maintain grade level performance. In addition to the goal of providing access and achievement for SWD, reading achievement for all students needs to be a priority supported by scheduling, staffing, and other means.

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

Greatest Academic Gains

Reading: iReady Reading data shows that students in Grade 7 made 200% progress toward typical annual growth between BOY and MOY.  Students in Grade 8 made 139% growth in this period. These two grades showed the highest growth.  This year, we tried a new model that allowed the 7th and 8th grade ELA teachers to co-teach some sections, and allowed the 7th grade teacher, who is a certified reading teacher, to teach small group reading classes.  This model appears to have benefitted students in these grades.

Math: iReady Math data shows that Grade 5 had the highest percentage of growth (92%) between BOY and MOY. This year, our schedule included double blocks of Math for the first time in many years, which may account for improved performance.  The first iReady assessment of this school year saw only 35 students in the building on or above grade level in Math.  By MOY, we had 90 students on or above grade level, and 36% of students met their typical growth as set by iReady.  We had 52% of our students in the red for the BOY Math assessment and that number decreased to 37% at mid-year.  Students in Grade 5 made the most growth in Math with 44% of the students meeting their typical growth target by MOY.

Least Academic Gains

Reading: In terms of the least academic gains, zero students with disabilities met expectations on MCAS in the 2022-2023 school year, and 1 student in the ML program met expectations on MCAS. Students in these identified sub groups are not performing at high levels according to MCAS and other assessments.  In order to meet grade level standards, students in these populations deserve and need high quality instruction that incorporates a variety of instructional strategies, access to grade level curriculum, and universally designed lessons with entry points to access the standards, and options for engagement, representation, and expression.  A continued focus on varied instruction and universal design during professional development sessions will support planning lessons that meet the needs of all students. We will also shift the responsibilities of one of our elementary  ML teachers to include work with grades 5- 8  in order to provide services to more students in this program.

Math: The MOY iReady shows that 36% of our students were still in the red.  We saw the least amount of growth in our fourth grade.  MCAS Math scores in that cohort were low in 2023 and that group continues to struggle.

2.4 School Strengths and Notable Achievements 2025-2026

The Bartlett educators, in general, feel a level of validation that changes in practices

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

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

Bartlett will restructure internal teams to elevate instructional discourse, data analysis and strategic planning to ensure student academic achievement is the primary focus of  professional collaboration.  The internal teams include ILT, Attendance Team, Student Support, PBIS, ML, Team.

Bartlett educators intentionally plan lessons that incorporate district-identified, tier-1 language practices.We will apply deeper learning principles and implement the use of high-quality instructional materials across content areas.

Bartlett educators consistently use and analyze classroom formative assessments in order to provide appropriate supports and scaffolds so that all students access grade level standards, as measured by end of unit formal and performance assessments.  

Student and staff connections to school are strengthened through our safe and supportive school practices that include Restorative Justice circles, Open Circle, trauma informed practices, and the Bartlett Beautification Project. 

4.1 Goal 1- CLSP:

Updates in Progress---Section reviewed by ILT on 11/21/24

Bartlett educators identify their position on the cultural responsive teaching self-efficacy scale then engage in professional development to adapt to the diversity and the cultural contexts of communities they serve.

Performance Objectives

Year 1: Bartlett staff  complete the cultural responsive teaching self-efficacy scale.  ILT analyzes data and determines instructional focus for professional learning.   Professional development during early release staff meetings includes exploring the WIDA Guiding Principles of Language development 

Year 2: ILT reviews updated survey data and determines CLSP Focus for professional development based on findings.  Bartlett educators explore the differences between deep and surface culture and the role of perspective on teacher practice and student learning.  

Year 3: ILT reviews updated survey data and determines CLSP Focus for professional development based on findings.  ILT surveys students and families to determine impact of CLSP professional development.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1.   Bartlett educators complete the cultural responsive teaching self-efficacy scale.  ILT analyzes results and selects a professional development path for the school year.

September 2024

Principal

Literacy Specialist

Math Resource Teacher

2. Survey staff, students, and families to assess current culture.

September 2024

Principal, SSC, PTO

 2. Bartlett staff explore the work of Edward T. Hall’s analogy of The Cultural Iceberg and concepts associated with surface and deep culture. Close reading practices are modeled for staff through  reading scholarly informed articles on CLSP.

May 2025

Principal

All Staff

3.  Bartlett staff learn/relearn the WIDA Guiding Principles of Language development to sustain cultural practices. Scholarly articles including from Ladson-Billings, Gay, Nieto, Paris will inform the work. Close reading strategies modeled for staff.

May 2025

Principal

All Staff

4. Teachers participate in classroom lab sites to observe and reflect on model lessons that demonstrate best practices for culturally responsive teaching.

June 2026

Principal

Instructional Coaching Team

5. Survey staff, students, and families to measure impact of PD.

May 2027

ILT, SSC, PTO

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Teachers evaluate their location on the culturally responsive teaching self-efficacy scale.  The learning is used to adjust classroom structures to better support student agencies. HALs indicators 2B-1- Student Sense of Belonging will increase from 3.74 to 4.25.   2b-2 Student Teacher Relationship will increase from 3.25 to 3.8

CRTSE survey

HALs indicators

2. Students and staff report increase in cultural responsiveness in curriculum.  HALs 3B-2 increases from 3.53 to 3.75.

HALs Survey

3. Exit Tickets from PD/Staff meetings

CRTSE survey

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

Bartlett will refocus internal teams to elevate instructional discourse, data analysis, and strategic planning to ensure student academic achievement is the primary focus of  professional collaboration.  The internal teams include ILT, Student Support, Attendance Team, PBIS, ML Team, and the trauma informed practices steering committee.

Performance Objectives:

Year 1:  The Bartlett Instructional Leadership Team (ILT) trained in collecting, analyzing, and using data to inform instruction, intervention, and other school initiatives. CPT agendas reviewed and standardized in collaboration with LPS curriculum department for all teams.  Objective is to include student data analysis, planning and action step components.

Year 2:  All Bartlett teams improve data analysis skills..  Team members directly collect and inform colleagues about instructional data and analysis.  Teams support progress monitoring at the classroom level.

Year 3:  ILT analyzes three years of data to analyze areas of strength and opportunity, and to plan school wide goals and initiatives for the following school year (27-28).

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Create specific objectives for all Bartlett teams in 24-25.  

August 2024

Principal

Literacy Specialist

Math Resource Teacher

APs, Social Workers, Guidance Counselor

2.  Populate calendar and plan objectives for each internal team meeting for 24-25.  All meetings are prescheduled and each meeting connects to a relevant data source for analysis.

August 2024

Principal

MRT

Literacy Specialist

APs, Social Workers, Guidance Counselor

3. Agendas for CPTs reviewed and standardized to include regular data analysis.  CPT agendas aligned to reflect priorities outlined in QIP.

September 2024

Principal

MRT

Literacy Specialist

APs, Social Workers, Guidance Counselor

4.  Provide professional development for ILT, PBIS and trauma informed practices team members to effectively use Open Architects.

September 26, 2024

Principal

Coordinator for Data Analysis

5. Instructional coaches track cohorts based on DESE subgroup categories and use Open Architect to track progress over time.

October 2024

Principal

Literacy Specialist

MRT

5.  Review and select protocol(s) for consistent approach to analyzing data.

October 2024

Internal Teams

6. Use selected protocols to analyze school data and plan instruction/ intervention/other initiatives accordingly.

May 2025

Internal Teams

7. Write goals for the 2025-2026 school year.

June 2025

Internal Teams

Intended Outcomes & Monitoring System

Key Performance Indicators

1. CPT agendas and notes reflect a consistent structure that indicates collaborative input. HALs Measure 1B-2 Support for Teaching, Development and Growth increases from 3.21 to 3.5.

HALs

CPT Agendas

2. ILT and other Bartlett teams are proficient with data analysis and disseminate findings that impact instruction to teams.

80% of staff will “agree” that ILT supports instruction as determined by PD exit ticket.

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

Bartlett educators intentionally plan lessons that incorporate district-identified, tier-1 language practices.

Performance Objectives:

Year 1:  Bartlett educators learn, practice and reflect on four “best practices” for tier 1 language acquisition. Lab site model introduced and teachers are scheduled to participate in 1-3 cycles.  One tier 1 language practice will be focused on in-depth each quarter.  Evaluators establish common look-fors and provide feedback to individual educators regarding use of strategy.  Added 4/10/25:  Bartlett will conduct a lifeskills program review and plan for reforms to commence August 2025.  

Year 2:  Best practices for tier 1 language are reinforced and expanded.  Lab Site model used to deepen understanding of strategies and to further embed practices into daily instruction.  Evaluators continue to provide feedback regarding use of strategies.  

Year 3: Bartlett teachers regularly use tier-1 language acquisition strategies.  Lab site model used to reinforce and deepen quality of tier 1 instruction.  Lab site model applied to additional instructional reforms as established by ILT data analysis.  Increase teacher leadership in Tier 1 language acquisition strategies at the team level.

Action Steps

Date for Targeted Completion

Responsible Person(s)

Instructional Leaders explicitly teach and model one instructional practice each academic quarter in 2024-2025.

Term I, Term II

Term III, Term IV

Principal, Assistant Principals

Literacy Specialist

MRT

Middle school teachers calibrate academic expectations.  Students and families provided increased transparency regarding data that supports report card grade.  

September 2024

Principal

Assistant Principal

Guidance Counselor

Math Resource Teacher

Literacy Specialist

Schedule lab site learning visits for each teacher to observe and reflect on modeling of tier 1 language practices.  Lab site protocol is introduced and practiced.  Educators review the process of lab site learning.

June 2026

Principal, Assistant Principals, MRT, Literacy specialist

Evaluators calibrate “look fors” and provide individual feedback on use of strategies in tier 1 instruction.

May 2025

Principal, Assistant Principals

Early release staff meetings provide direct instruction on effective use of tier 1 language acquisition strategies.  Bartlett Journal reinforces professional learning.  

May 2025

Principal

MRT, Literacy Specialist

Added April 2025: Bartlett Principal will organize a committee to review and plan for reforms in the Bartlett Lifeskills program.  Reforms will include added curriculum materials from Attainment, a revised academic schedule, an updated tiered system including updated practices to encourage engagement.

August 2025

Principal

Assistant Principals

BCBA

Lifeskills Teachers

Intended Outcomes & Monitoring System

Key Performance Indicators

One CPT per grade level to train teachers in one tier l language practice. HALS  indicator 1B-2, Support for teacher development and growth will increase from 3.21 to 3.8 in June 2025 

HALS Survey

One lab site visit per teacher.

Bartlett calendar and exit ticket

Proficiency Rates in I-Ready--increase 5% annually over 3 years.

I-Ready Assessment

By October 31, 2024, evaluators observe 15 classrooms in the providing category of Indicator 11. District Walkthrough Tool indicates 10 classrooms ranked in the providing category.

District Walkthrough Tool

By January 31, 2026, evaluators observe 25 of classrooms in the providing category of indicator 11.

District Walkthrough Tool

By May 31, 2026, evaluators observe 30 classrooms in the providing category of indicator 11.

District Walkthrough Tool

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

Bartlett educators consistently use and analyze classroom formative assessments in order to provide appropriate supports and scaffolds so that all students access grade level standards, as measured by end of unit formal and performance assessments.   Student support staff use and analyze relevant data (DESSA, conduct, and Attendance) to provide appropriate supports and interventions.

Performance Objectives:

Year 1:  Teachers consistently use I-Ready and formative assessments to provide data informed instruction to students.  Teachers learn how to use data analysis tools via I-Ready and Open Architect.  Two additional tutors hired to increase intervention opportunities including for middle school students.  In a change of practice, classroom cohorts are created by admin and instructional cohorts to group students based on intervention needs and to provide uninterrupted tier 1 instruction in core academic blocks.

ELA iReady EOY:  The total percentage of students on grade level for reading will increase from 38% to 44%.

Math iReady EOY:  The total number of students on grade level for math will increase from 40% to 45%.

Year 2:  

ELA iReady EOY:  The total percentage of students on grade level for reading will increase from 44% to 50%.

Math iReady EOY:  The total number of students on grade level for math will increase from 45% to 50%.

Year 3

ELA iReady EOY:  The total percentage of students on grade level for reading will be above 50%.

Math iReady EOY:  The total number of students on grade level for math will be above 50%.

Action Steps

Date for Targeted Completion

Responsible Person(s)

Two additional tutors hired to bring the total number of Bartlett 15 hour per week tutors to 5.  This provides the opportunity to expand our intervention services into middle school.

September 2024

Principal

Assistant Principals

Literacy Specialist

Math Resource Teacher

Teachers and paraprofessionals participate in Bartlett designed professional development regarded Targeted Classroom Interventions for students in Core Instruction.

December 2024

Principal

Guidance Counselor

Math Resource Teacher

Literacy Specialist

Social Workers

Teachers

Paraprofessionals

Interventions are planned outside of core instructional blocks to ensure all students have access to tier 1 instruction.   Classroom cohorts are organized by the instructional leadership team with a focus on academic data.  

June 2024

Assistant Principals

Literacy Specialist

Math Resource Teacher

Teachers and paraprofessionals participate in Bartlett designed professional development on using assessment data to inform instruction.  Follow up support will be provided throughout the year through CPTs and early release days.  

December 2024

Principal

Guidance Counselor

Math Resource Teacher

Literacy Specialist

Social Workers

Teachers

Paraprofessionals

CPTs will be focused on data informed decision making as evidenced by CPT agendas and notes.  

June 2025

Principal

Guidance Counselor

Math Resource Teacher

Literacy Specialist

Social Workers

Teachers

5

Intended Outcomes & Monitoring System

Key Performance Indicators

By the end of the 2024-2025 school year, the percentage of students on grade level in Reading will increase to 45%.

I-Ready

Open Architects

By the end of the 2024-2025 school year, the percentage of students on grade level in Math will increase to 30%.

I-Ready

Open Architects

Through the use and analysis of data, the chronic absence rate will reduce by 2.5% from the 24/25 school year.

Open Architects

Through the use and analysis of data, DESSA data will show a decrease in students in need from 12% to 9% by the end of the 24/25 school year.  

DESSA

Through the use and analysis of data, students identified in need of tier 2 or tier 3 behavior supports reduce the rate of conduct referral each subsequent month.

Open Architects

4.5 Goal 5- School Climate and Culture:

Updates in Progress---Section reviewed by ILT on 11/21/24

Student and staff connections to school and each other will be strengthened by co-constructing a Safe and Supportive School Community that is bolstered by middle school restorative justice circles, and school wide trauma sensitive instruction, PBIS tiered programming, Community Schools, and the Bartlett Beautification Project.

Performance Objectives:

Year 1:  Barriers to learning are reduced as Bartlett implements consistent rules, trauma informed practices, PBIS tiered supports and Community School sponsored interventions to support a Safe and Supportive School Community.  

Year 2: Student growth is accelerated as Bartlett co-constructs a safe and supportive school community.  Bartlett Beautification project builds pride, ownership and connection to school.  Trauma informed practices committee establishes a new focused goal based on feedback. Bartlett Beautification team focuses on creating visually pleasing entrance and exits upgrades as well as to common spaces.

Year 3:  Deliberately and methodically building a safe and supportive school community with the combined efforts of the Bartlett Beautification Team, Student Support Team, Trauma Informed Practices steering committee and  Community Schools will lead to students reporting increased levels of safety and security.  HALs indicator 2A-1 and 2A-2 will indicate ratings consistently will indicate Approval for questions related to physical and emotional safety. The results will be seen in a 10% reduction in daily absences and tardies will be reduced.

Action Steps

Date for Targeted Completion

Responsible Person(s)

Each Bartlett team that supports a safe and supportive school community will develop clear goals and objectives for each team.  

October 2024

Principal, Assistant Principals

Safe, Respectful, and Responsible: Principal visits every Bartlett homeroom to implement 3 school rules across all grades that provide consistent language and expectations with regards to behavior. Principal reinforces rules on announcements and via classroom walkthroughs.    

November 2024

Principal

Assistant Principals

Trauma informed practices steering committee: steering committee analyzes student SEL and school data to identify phase 1 of Trauma informed practices.

November 2024

Trauma Informed Practices Steering Committee

PBIS Team: The PBIS team returns to analyzing conduct data at monthly meetings.  Analysis informs design of Tier 1 interventions and programming to maintain safe, respectful, and responsible school.  

June 2025

PBIS Team

Community Schools:  CS manager provides tiered interventions for students identified as needing support to reduce barriers to instruction.  CS manager manages connection with UML.

June 2025

Community School Manager

Student Support:  The principal, assistant principals, social workers and guidance counselor meet weekly to identify and progress monitor students in need of support, based on available data sources, to improve access to instruction.

June 2025

Principal

Assistant Principals

Guidance Counselor

Social Workers

Bartlett Beautification Team: Team identifies specific locations to improve Bartlett aesthetics and budgets accordingly. Nvidia partners paint main floor and second floor in fall.  Teachers declutter classrooms, e-waste is removed, and curriculum and custodial storage locations are identified.

June 2025

Principal

Bartlett Beautification Team

Intended Outcomes & Monitoring System

Key Performance Indicators

1.  By June 2025, 20% Reduction in student conduct reports labeled as “disruptive” school-wide when compared to 2023-2024 conduct data.

Aspen Conduct Data

2. Staff survey assessing teacher perceptions on disruption in June 2024 and June 2025 shows a marked reduction in disruptions to learning.

ILT develops pre and post survey to track perceptions.

3.School designed PBIS survey is used to determine effectiveness and value of restorative justice practices.  Staff PBIS survey shows 20% increase in staff reporting All students are treated fairly by the adults at my school. HAL’s Student Emotional survey measurement 2A-1 increases from 3.27 to 3.4.  

HALs Survey Data 2A-1

Bartlett PBIS Survey

4. The combined influence of our CLSP goal and our School Climate goals will lead to increased student and staff agency in terms of negotiating conflict.  When the knowledge is applied, the school climate and culture will experience positive transformations.  

HALs Survey Data 2A-1 and 2A 2 Safety will increase from 3.59 to 4.2.

HALs Survey Data 2A-2 Student Emotional Safety

HALs Survey Data 2A-1 Student Physical Safety  

1: Year 1 Performance Objective: CLSP

In progress

• Fatima Desousa attended CPTs with K-4 teachers on 9/30/25.

2: Year 1 Performance Objective: Leadership and Shared Responsibility

Completed

• 9/19/24 LPS District Coordinator of Data Analysis trained ILT team in Open Architect.
• 9/1/24-10/31/24 CPTs, ILTs, PBIS, Student Support Team, Attendance team conduct data review during scheduled meetings.
• 9/19/24 Coaches and Leaders team consisting of Principal, APs, Literacy Specialist and MRT track cohorts of students to identify progress after I-Ready benchmark.
• 10/9/24 All Staff reviewed DESE Accountability Data
• 10/24/24 ILT participates in Quarter 1 QIP review.
• 10/24/24 ILT conducts MCAS data review using protocol
• 10/8/24 - 10/12/24 Principal meets with teachers at CPTs to review I-Ready and MCAS data.

3: Year 1 Performance Objective: Intentional Practices for Improving Instruction

Completed

• 8/26/24 Teachers provided training and practice in writing content & language objectives.  
• 8/26/24 Teachers provided planning time specifically to plan for tier 1 language practices in core instruction.  
• 10/1-10/31 Evaluators met with teachers/teams to review and sign SMART goals.  Most teaching staff encouraged to focus on content/language objectives and deliberate use of tier 1 language practices.
• 9/1-10/31 Evaluators provide specific feedback regarding use of tier 1 language practices in core instruction.   Recommendations provided for improvement & good practices noted in evaluation reports.
• 10/9 Literacy Specialist models read aloud using best practices including content & language objectives and strategies to engage learners in speaking, thinking, listening activities.  

4: Year 1 Performance Objective: Student Specific Supports

Completed

• Student cohorts strategically constructed based on academic groupings and service requirements.  Goal was to reduce pull out during core instruction block.
• Bartlett hires additional tutors to fill increased positions.  Tutor staff reaches 8 tutors @ 15 hours each.
• Coaches & Leaders progress monitor interventions in relation to tier 1 instruction and pull out services for special ed and EL. Schedule adjustments are required to account for EL population at middle school level.  Teachers contribute suggestions.  New groups created and started 11/24.  
• Admin team sets internal expectations for use of TCI in Aspen to track interventions.  Social workers begin to use for their interventions.
• Bartletts Student Support team recommites to weekly meetings. New Thursday @ 9 time established.   Team uses data to create data base of students in need of tier 2 or 3 supports.

5: Year 1 Performance Objective: School Climate and Culture

Completed

• PBIS restructured into a representative team.
• Grade 2 completes  Open Circle PD
• Grades 5-8 begin year 2 of Restorative Justice Circles
• Trauma informed team in place.  Presents at Staff Meeting Team. Focus on “connections”.  Staff complete survey.
• Principal visits homeroom for 30 minute meeting on Safe, Respectful, Responsible Expectations
• School store and dragon coins introduced to students and circulated.  Sample of items available at school store shared with students.
• PBIS: School Store Planning Sub Committee meets to develop survey for students regarding items to purchase for school store. Team reviews safe, respectful, responsible expectations implementation.  Team plans for specific teaching of behavior expectations.
• Dragon Days introduced to staff as pre-determined days for school culture building. The goal was to reduce disruptions across all grades and establish 5 days that include school culture building activities.
• Principal shares and reminds staff to use Safe. Respectful, Responsible templetes to educate students.
• Bartlett Beautification Team meets during quarter 1 to establish focus for school year.
• Community School manager tracks interventions for all students using spreadsheet

1: Year 1 Performance Objective: CLSP

Not started

• No Specific Action steps were taking in Quarter 2 regarding our CLSP goal.  

2: Year 1

Performance Objective: Leadership and Shared Responsibility

Completed

• 12/4 Bartlett Staff review EL data during staff meeting. Staff discuss ways to generate language rich classroom with 70% EL rate (3rd grade).
• 12/5/24 Bartlett ILT reviews ML data and solicits feedback from group regarding grouping EL students for instruction.
• 12/5/24 ILT reviews I-Ready Data.  Makes comparison to September results.  Learns about stretch vs. annual growth.  
• 12/5/24 ILT reviews 12/4 staff meeting exit tickets.  Make recommendations to improve professional development around tier 1 language practices.  
• 1/9/25 ILT participates in ELLevations learning activity to educate team on use of language strategies for newcomers.  ILT team also reviews staff meeting exit tickets and plans for improvement.  The ILT assisted in making PD experiences more relevant for each grade level.

3: Year 1 Performance Objective: Intentional Practices for Improving Instruction

Completed

• 11/5/24 Staff Participate in school based PD on writing content & language objectives and provided examples of strategies to use in classroom for deliberate practice in language domaine.
• 11/5/24 Paraprofessionals provided overview by Matt of instructional goal for year and how they can support the mission.
• 11/5/24 Teachers meet with literacy specialist to expand on expectations for providing practice in the language domaine in ELA.
• 12/4 Staff Review District Prioritization Plan One Pager.  Staff are provided time to plan 4 weeks of content and language objectives and lessons that include practice in reading, writing, speaking and listening.
• Evaluators continue to meet, observe teachers and provide specific recommendations regarding planning for practice in the language domaine.
• 1/8/25  Teachers participate in school based PD on Using Data to Embed Tier I language practices into instruction.  EL teachers participate in ELLevation training.  
• 1/8/25 Lifeskills teachers provided pd to plan for instruction with use of content & language objectives.

4: Year 1 Performance Objective: Student Specific Supports

Completed

• Tutor schedules adjusted to maximize service to students.
• Teachers continue to use I-Ready, Dibels, MCAS, math modules to inform instruction.
• Data review meetings are held with teachers following I-Ready assessments.
• Student progress tracked during weekly Coaches & Leaders meeting.  

5: Year 1 Performance Objective: School Climate and Culture

Completed

• PBIS team pilots “ticket in” system for grade level incentives.  In light of new safe, respectful, responsible expectations, previous practices need updating.  A new system was developed allowing students to opt into incentive experiences via learning experiences connected to the school expectations.   In previous years, students were expected to exhibit “roar’ behaviors 3 days prior to a scheduled incentive.  This update was tried to reinforce that expectations for safe, respectful and responsible behaivors is daily.
• 2/13 PBIS team Data Review:  Principal/APs participated in review of conduct data in open architecture.  Conduct data in ASPEN indicated a steady decline in incidents since February previous school year.  Tier 2 plans reviewed and feedback provided to strengthen student support system.
• Teachers complete “quick” survey to inform trauma team’s work.  

1: Year 1 Performance Objective: CLSP

Not started

CLSP performance objectives were not met for Quarter 3.  The Admin team recognizes adjustments need to be made.

2: Year 1

Performance Objective: Leadership and Shared Responsibility

Partially Completed

• 1/23/25 ILT reads Write Away: Writing Across the Curriculum and Beyond.  Participates in discussion to apply take aways to our work.  Team conducts a “data dive” into grade 3.  ILT reads grade 3 writing samples and compare against state standards.
• 3/6/25 ILT reviews early release PD on Tier 1 language practices.  ILT also reviews data from District Instructional Rounds.  Plans
• 3/27/25 ILT conducts a review of updated I-Ready Assessment Data. Team identifies trends by grade and reviews/compares I-Ready state assessment projector tool.  ILT reviews proposed budget book and conducts ILT informed needs assessment to inform 25-26 Budget.
• ATLAS and ORID protocol used during CPT to analyze data.
• School Site Council reviews 25-26 Budget book proposal and provides guidance on principal’s decisions.  

HALs Measure 1B-2 Support for Teaching, Development and Growth increases from 3.21 to 3.5. The increase was only to 3.27 indicating we did not meet this measurement.

3: Year 1 Performance Objective: Intentional Practices for Improving Instruction

Partially Completed

• 2/5/25 Bartlett teachers learn about writing as a form of expression during staff meeting. Life skills teachers focus on shifting towards a centers approach to encourage practice in the language domaine.
• 3/5/25 Teachers learn Which one doesn’t belong strategy to encourage student practice with speaking & listening. Teachers in grades K-2 participate in Writing Revolution school based pd to develop common expectations for student expression in writing. Life Skills teachers continue to plan for center based learning. Teachers in grades 3-8 break into small groups and compare Bartlett writing to state standard exemplars.  Teachers are asked to rate Bartlett samples and then compare them to state expectations.
• Students participated in a “stop and write”  narrative essay.  

Teachers participated in Lab Site visits related to tier1 language instruction.  This goal was met.

A goal was to have proficiency rates in I-Ready increase 5% annually over 3 years. 

4: Year 1 Performance Objective: Student Specific Supports

Partially Completed

• March EOY iReady reading - 35% OGL
• March EOY iReady Math - 34% OGL

ELA KPI Target is “By the end of the 2024-2025 school year, the percentage of students on grade level in Reading will increase to 45%”.  This data indicate we are not on track for meeting 35% on grade level.

Math KPI target is “By the end of the 2024-2025 school year, the percentage of students on grade level in Math will increase to 30%.”  Data indicates we are on path to surpass this goal.

5: Year 1 Performance Objective: School Climate and Culture

Partially Completed

• 3/5/25 Coach and Connect progress meeting held to determine effectiveness of intervention.  This is a new project that is voluntary.  Teachers report students are making progress as a result of this intervention.

Goal was measured by HALs 2A-1. “All students are treated fairly by the adults at my school.” HAL’s Student Emotional survey measurement 2A-1 increased from 3.27 to 3.42 indicating the goal has been met.    

1: Year 1 Performance Objective: CLSP

Not started

The performance objectives for this goal have not been met.  We dropped our responsibilities regarding this goal.  However, work in other areas of the school most likely provided the opportunity for HALs data to reflect an increased sense of belonging.  

Teachers evaluate their location on the culturally responsive teaching self-efficacy scale.  The learning is used to adjust classroom structures to better support student agencies. HALs indicators 2B-1- Student Sense of Belonging will increase from 3.74 to 4.25.   HALs reports a score of 4.12.  We did not meet this goal but made progress.  

2b-2 Student Teacher Relationship will increase from 3.25 to 3.8.  HALs reports a rating of 4.03. We met this indicator.

Students and staff report increase in cultural responsiveness in curriculum.  HALs 3B-2 increases from 3.53 to 3.75.  The HALs data reports a rating of 3.34.  We did not meet this goal.

2: Year 1 Performance Objective: Shared Leadership

In progress

• 5/1/25 Bartlett ILT conducts review of ACCESS data.  Identifies trends in data amongst grade levels and sub groups.  ILT reviews progress Bartlett/district instructional goal.
• LEAP/Lifeskills reform project initiated.  District and school special education professions are redesigning curriculum and structures of program to better engage students in academic learning.  

CPT agendas and notes reflect a consistent structure that indicates collaborative input.

HALs Measure 1B-2 Support for Teaching, Development and Growth increases from 3.21 to 3.5.  HALs indicates a rating of 3.27.  We did not meet this indicator.

80% of staff will “agree” that ILT supports instruction as determined by PD exit ticket.

3: Year 1 Performance Objective: Intentional Practices for Improving Instruction

In progress

Analysis Remains in Process 

April 2025: Bartlett Principal will organize a committee to review and plan for reforms in the Bartlett Lifeskills program.  Reforms will include added curriculum materials from Attainment, a revised academic schedule, an updated tiered system including updated practices to encourage engagement.

School leadership identified the instructional focus for this year in alignment with district priorities.  Leadership communicated from that outset that  Content and Language Objectives are expected to be communicated to students at every core lesson launch.  Evaluators provided feedback on the presence, absence, and quality of these objectives.

The Bartlett Journal reiterated this focus on a regular basis and included links to strategies, examples, and research to support this work.

To provide an engaging, rigorous, and relevant program to meet the academic, social, and emotional needs of each student, we required staff to use the district provided curriculum, supported PD and work with coaches, and provided opportunities to meet social and emotional needs such as: Restorative Justice Circles, Field Trips, Guest Speakers, Open Circles, and the Allied Arts Showcase Event.

Analysis Remains in Process 

One CPT per grade level to train teachers in one tier l language practice. HALS  indicator 1B-2, Support for teacher development and growth will increase from 3.21 to 3.8 in June 2025.  HALs reports a 3.27 rating. We did not meet this indicator.

By October 31, 2024, evaluators observe 15 classrooms in the providing category of Indicator 11. District.

By October 31, 2024, evaluators observe 15 classrooms in the providing category of Indicator 11.

District Walkthrough Tool indicates 10 classrooms ranked in the providing category. 

4: Year 1 Performance Objective: Student Specific Supports

Partially Completed

• Literacy Data Summits happened after each iReady administration at the Elementary Level.  Coverage was provided and teachers analyzed iReady/DIBELS data in order to create instructional groupings and plan targeted intervention or enrichment based on that data.  In MS, CPT was used for data analysis
• Administrators and teachers used a variety of ongoing assessments to identify student needs and to provide appropriate instruction and intervention.   Assessments included: DIBELS, Phonics Decoding Assessment, iReady, and F&P.
• Additional tutors allowed use to provide both support and enrichment for students across grade levels.  Students in need of reading support were identified using data and then assigned to a tutor groups.  Tutors provided instruction using the iReady Phonics program in MS and variety of resources in Elementary.        

ELA KPI Target is “By the end of the 2024-2025 school year, the percentage of students on grade level in Reading will increase to 45%”.  The March EOY iReady shows 35% on or above grade level.  Results of the June iReady are not yet available.

Math KPI target is “By the end of the 2024-2025 school year, the percentage of students on grade level in Math will increase to 30%.”  Data indicates we are on path to surpass this goal.

5: Year 1 Performance Objective:  School

Partially Completed

• Bartlett Beautification completed the following  this school year: Painting loop floor and entry way, stairs, cafe.   New furniture ordered for 25/26 including 350 student desks and chairs.  Internal and external murals added to building.  Recreated a main student entrance for daily arrival and family events.  The building is coming back to life.

By June 2025, 20% Reduction in student conduct reports labeled as “disruptive” school-wide when compared to 2023-2024 conduct data.

Staff survey assessing teacher perceptions on disruption in June 2024 and June 2025 shows a marked reduction in disruptions to learning.

School designed PBIS survey is used to determine effectiveness and value of restorative justice practices.  

Staff PBIS survey shows 20% increase in staff reporting All students are treated fairly by the adults at my school. 

HAL’s Student Emotional survey measurement 2A-1 increases from 3.27 to 3.4.   

4. Year 2 Performance Objective: Student Specific Supports

In progress

Teachers use iReady to provide data informed instruction to all students.  

Teachers and coaches regroup students based on data and create targeted groups for intervention.

Total of 10 tutors scheduled to strategically support instruction and intervention.

Paraprofessionals complete DESE training modules.

PTO

.

5: Year 2 Performance Objective:

School Culture and Climate

In progress

Restorative Justice Circles

Open Circle

Trauma Response Team:  Thus far this year we have promoted an anti-bullying door decorating contest, sent out weekly SEL points of emphasis via the Bartlett Journal, prepared work for the Coach and Connect program scheduled to start after winter break. We ran the Coach and Connect Program last year with some real success and are hoping to restart it after the holiday break.

Bartlett Beautification:  New furniture was purchased and installed in most middle school classrooms and some elementary classrooms.  The cafeteria was painted and a mural is scheduled for completion in January by the same artist that completed the external mural.  The building is being painted by district painters.  New Bartlett themed logos and signs are throughout the building.  Personalized carpets with school logo have been placed at multiple entry places.

Attendance Team (initiatives and incentives):  The chronic absenteeism rate as of 12/11/25 is 11.7%.  This is 5.7% below the district average for chronic absenteeism to date.

Dragon Days: Bartlett continues with five identified days across the school year to nurture connections between students and their school, reinforce safe, respectful and responsible expectations.  This day includes classroom visits to the school store, incentives, make up work blocks for middle school students, a school assembly and other pride building school events.  The days coincide with school days that already tend to be disruptive. Dragon Day 1 occurred on 10/31.  Dragon Day 2 is scheduled for 12/19.

Student Support Team Meetings (TCIs and TATs)

Social Workers facilitate social skills groups

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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=01600090&orgtypecode=6

2

Schoolwide reform strategies

https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600090&orgtypecode=6

3

Instruction by highly qualified teachers

https://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=01600090&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/3202

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.