Bailey QIP 2024-2027

Bailey Elementary School

Quality Improvement Plan

2024 - 2027

Section 1: Executive Summary Information

1.1 School Leadership	1.2 School Site Council Members
Kimberley Clements, Principal Alisha Silvestrone, Assistant Principal Laurie Henry, Social Worker Julie Buchanan, Literacy Specialist Jennifer Maynard, Math Coach	Parent Representatives Matthew Cahill-Rowley Cathy Dillon Katrina Duchesne Kelsi Hall* Suzanna Rourke	Teacher Representatives Katie Doherty Gina Doucette Elizabeth Ridenour Linda Tudryn

1.3 Mission		1.4 Core Values
The Bailey 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.		Core Values A high-quality education is a fundamental civil right of every child we serve. Teaching and Learning are at the core of our work. Everything we do must support what happens in the classroom. Parents are our partners. They are our students’ first teachers in the home. There is no silver bullet to improving our schools. Sustainable school improvement requires hard and steady work over time. Every adult in the system is accountable for the success of our students. Putting every child on a path to college and career success is the responsibility of the entire community. Commitments Eliminate the racial, ethnic, and linguistic achievement and opportunity gaps among all students. Provide equitable funding and resources among the district’s diverse schools. Engage all families with courtesy, dignity, respect, and cultural understanding.








1.5 Vision
At the Bailey School, the goal for all students is to work hard to be successful in their learning; to show respect for themselves, for their school, and for everyone around them; and to stay safe throughout the day. Learning - Respect - Safety- Responsibility

Section 2: Analysis of Strengths, Current Performance, and Opportunities for Growth

2.1 School Strengths and Notable Achievements 2024-2025
Twenty-one (21) MLL students transition to FLEP, results of Winter 2024 ACCESS testing. Middle of the year iReady Reading scores, 46% of students are at or above grade level, 18% of students are two or more grade levels below. Middle of the year iReady Math scores, 32% of students are at or above grade level, 13% of students are two or more grade levels below. 2023 ELA MCAS 56% of students' scores improved from the previous year, 41% of students scored proficient, average SGP 58.5 which is 8.8 points higher than the state average. 2023 Math MCAS 49% of students scored proficient. Collaborative spirit and strong partnership between dedicated staff and engaged parents. Teachers’ knowledge of students' unique strengths and individualized needs.
2.2 School Data Profile 2024-2025






2.3 Reflection on Current Practices 2024-2025
What are your current efforts in targeting school improvement? How can you leverage these efforts when determining school priorities? ELA/Math: Structured intervention groups targeting individual student needs based on formal and informal assessments. ELA: Interactive read-alouds focus on students using academic vocabulary while engaging in texts with rich language. SPED: Implementing SPIRE curriculum into special education classrooms grades K - 4 and progress monitor with current data. MLL: Using Ellevations platform, MLL team meetings centered around students needs, MLL curriculum. CLSP: Use of translators and translation apps/companies for special education, TATs, and teacher/parent conferences, Emily Thompson provided PD and support with Ellevations platform. Attendance: Use of Open Architect data to track trends, increased ownership among families and staff to reduce chronic attendance. We will continue to center our work around data analysis and targeted instruction. We will leverage teachers’ knowledge of students' unique strengths and individualized needs along with the collaborative spirit and strong partnership between dedicated staff and engaged parents.
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? While the Bailey School community as a whole is making commendable strides towards our academic goals, we recognize the importance of addressing specific populations that continue to face challenges in achieving academic progress. Notably, our special education population is currently demonstrating lower performance rates compared to our typical standards. To address one concern, we have implemented the SPIRE curriculum for reading instruction. We will continue to design math, reading, and writing instruction within smaller groupings to optimize instruction for all students, allowing us to tailor teaching methods to individualized student needs more effectively. Additionally, our data highlights another significant area of concern: supporting students with social and emotional needs. It has become evident that these students require additional support to thrive in the classroom environment. Equally essential is providing our dedicated staff with comprehensive professional development opportunities aimed at enhancing their ability to effectively manage and address the diverse social and emotional needs of our students. By prioritizing these areas, we aim to create a more inclusive and supportive learning environment where every student can succeed.
Where are students making the greatest academic gains and why? The least academic gains and why? Greatest academic gains: ELA: Students in grades 2 and 3 have the largest number of students in Early On and On or Above (Grade 2- 54%, Grade 3- 55%). Math: Students in grades 3 and 4 have the largest number of students in Early On and On or Above (Grade 3- 34%, Grade 4- 52%). Least academic gains: ELA: Students in grades 3 and 4 have the largest number of students in Below and Well below. Specific groups of students continue to be impacted by the disrupted foundational years due to the pandemic (Grade 3- 34%, Grade 4- 20%) . Math: Students in grades 2 and 3 have the largest number of students in Below and Well below. (Grade 2- 18%, Grade 3-19%) . SPED: Only one special student has scored Meeting on ELA 2023 MCAS (13 not met/partially met). Only three special students have scored Meeting on Math 2023 MCAS (11 not met/partially met). iReady ELA MOY data by grade level: iReady Math MOY data by Grade level:

Section 2: Analysis of Strengths, Current Performance, and Opportunities for Growth

2.4 School Strengths and Notable Achievements 2025-2026
Nineteen (19) MLL students transition to FLEP, results of Winter 2025 ACCESS testing. Middle of the year iReady Reading scores, 44% of students are at or above grade level, 20% of students are two or more grade levels below. Middle of the year iReady Math scores, 40% of students are at or above grade level, 11% of students are two or more grade levels below. 2024 ELA MCAS 33% of students scored proficient, average SGP 49.4 which is right at the state average. 2024 Math MCAS 52% of students scored proficient, average SGP 50.7 which is right at the state average. Collaborative spirit and strong partnership between dedicated staff and engaged parents. Teachers’ knowledge of students' unique strengths and individualized needs.
2.5 School Data Profile 2025-2026






2.6 Reflection on Current Practices 2025-2026
What are your current efforts in targeting school improvement? How can you leverage these efforts when determining school priorities? ELA/Math: Structured intervention groups targeting individual student needs based on formal and informal assessments. ELA: Targeted writing strategies using The Writing Revolution across grade-levels implementing strategies to improve writing across the content areas and to continuing to encourage students to use academic vocabulary while engaging in texts with rich language. SPED: Continued use of the SPIRE curriculum in special education classrooms grades K - 4 and progress monitor with current data. MLL: Using Ellevations platform, MLL team meetings centered around students needs, MLL curriculum. CLSP: Use of translators and translation apps/companies for special education, TATs, and teacher/parent conferences, PD and support with Ellevations platform. Attendance: Use of Open Architect data to track trends, increased ownership among families and staff to reduce chronic attendance. We will continue to center our work around data analysis and targeted instruction. We will leverage teachers’ knowledge of students' unique strengths and individualized needs along with the collaborative spirit and strong partnership between dedicated staff and engaged parents.
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? While the Bailey School community as a whole is making commendable strides toward our academic goals, we recognize the importance of addressing specific populations that continue to face challenges in achieving academic progress. Notably, our special education population is currently demonstrating lower performance rates compared to our typical standards. To address this concern, we have implemented the SPIRE curriculum for specialized reading instruction. In addition, we will continue to design math, reading, and writing instruction within smaller groupings to optimize learning for all students. These targeted groupings allow us to tailor teaching methods to meet individualized student needs more effectively. Furthermore, we are deepening our commitment to improving writing across the content areas by implementing strategies from The Writing Revolution (TWR). This approach emphasizes explicit writing instruction that is tightly linked to content knowledge, grammar, and critical thinking. Through TWR strategies such as sentence expansion, note-taking, summarization, and the use of transition words, students learn to organize their thoughts clearly and coherently while building essential literacy skills. By integrating TWR into all subject areas—including science, social studies, and math—we aim to strengthen students' ability to communicate their understanding, support arguments with evidence, and engage in more rigorous academic discourse. This cohesive focus on writing development not only supports literacy growth but also enhances comprehension and academic performance across disciplines. Together, these efforts reflect our ongoing commitment to equitable, high-quality instruction that empowers every learner to reach their full potential.
Where are students making the greatest academic gains and why? The least academic gains and why? Greatest academic gains: ELA: Students in grades 2 and 3 have the largest number of students in Early On and On or Above (Grade 2- 45%, Grade 3- 62%). Math: Students in grades 2-4 have the largest number of students in Early On and On or Above (Grade 2- 44%, Grade 3- 44%, Grade 4- 45%). Least academic gains: ELA: Students in grades 2 and 4 have the largest number of students in Below and Well below. (Grade 2- 24%, Grade 4- 27%) . Math: Students in grades 2 and 4 have the largest number of students in Below and Well below. (Grade 2- 19%, Grade 3-18%) . SPED: Only five special ed students scored Meeting on ELA 2024 MCAS (30 did not meet/partially met). Only ten special ed students have scored Meeting on Math 2024 MCAS (23 did not meet/partially met).

Section 2: Analysis of Strengths, Current Performance, and Opportunities for Growth

2.7 School Strengths and Notable Achievements 2026-2027
Middle of the year iReady Reading scores (March), 42% of students are at or above grade level, 22% of students are two or more grade levels below. Middle of the year iReady Math scores (March), 38% of students are at or above grade level, 13% of students are two or more grade levels below. 2025 ELA MCAS 41% of students scored proficient, average SGP 63.9 which is above the state average. 2025 Math MCAS 49% of students scored proficient, average SGP 51.2 which is right at the state average. Collaborative spirit and strong partnership between dedicated staff and engaged parents. Teachers’ knowledge of students' unique strengths and individualized needs.
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? ELA/Math: Structured intervention groups targeting individual student needs based on formal and informal assessments. ELA: Targeted writing strategies using The Writing Revolution across grade-levels implementing strategies to improve writing across the content areas and to continuing to encourage students to use academic vocabulary while engaging in texts with rich language. Use of ARC HQIM. SPED: Continued use of the SPIRE curriculum in special education classrooms grades K - 4 and progress monitor with current data. MLL: Using Ellevations platform, MLL team meetings centered around students needs, use of the various prescribed MLL curriculum. CLSP: Use of translators and translation apps/companies for special education, TATs, and teacher/parent conferences, PD and support with Ellevations platform. Attendance: Use of Open Architect data to track trends, increased ownership among families and staff to reduce chronic attendance. District pilot plan used to provide incentives for attendance. We will continue to center our work around data analysis and targeted instruction. We will leverage teachers’ knowledge of students' unique strengths and individualized needs along with the collaborative spirit and strong partnership between dedicated staff and engaged parents.
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? While the Bailey School community continues to make positive progress toward our academic goals, we also acknowledge the need to focus on specific student groups who are still experiencing difficulties with academic growth. In particular, our special education students are currently performing below our expected benchmarks. To support their needs, we have introduced the SPIRE curriculum to provide more structured and specialized reading instruction. Additionally, we will continue organizing math, reading, and writing instruction in smaller groups so that instruction can be better tailored to meet the diverse needs of our students. We are also strengthening our focus on writing across all subject areas through the continued implementation of strategies from The Writing Revolution (TWR). This approach highlights the importance of explicit writing instruction that is closely connected to content knowledge, grammar, and critical thinking skills. Using TWR strategies such as sentence expansion, structured note-taking, summarizing, and the use of transition words, students develop the ability to clearly organize their ideas while strengthening key literacy skills. By embedding TWR practices across content areas—including science, social studies, and mathematics—we aim to improve students’ ability to express their understanding, support their thinking with evidence, and participate in more rigorous academic discussions. This unified emphasis on writing not only strengthens literacy development but also supports deeper comprehension and improved academic outcomes across disciplines. Although implementing these practices alongside the ARC framework has presented some challenges this year, Bailey teachers and administrators have prioritized the continued use of TWR because of its demonstrated impact and the needs of our students. Together, these initiatives reflect our continued dedication to providing equitable, high-quality instruction that supports all learners in reaching their full potential.
Where are students making the greatest academic gains and why? The least academic gains and why? Greatest academic gains: ELA: Students in grades 3 and 4 have the largest number of students in Early On and On or Above (Grade 3- 56%, Grade 4- 42%). Math: Students in grades K, 3-4 have the largest number of students in Early On and On or Above (Grade K- 44%, Grade 3- 44%, Grade 4- 44%). ELA MCAS- Grade 3-4 students Meeting or Exceeding went from 33% in 2024 to 41% in 2025. Least academic gains: ELA: Students in grades 2 have the largest number of students in Below and Well below. (Grade 2- 31%) . Math: Students in grades 2 and 3 have the largest number of students in Below and Well below. (Grade 2- 19%, Grade 3-19%) .

Section 3: Strategic Objectives

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

100% of Bailey teachers and administrators will systematically work together on teams to address the school's strategic goals and make adjustments to the plans if necessary. Teams will systematically share the work by having each team choose an area of challenge and work to problem solve and improve outcomes for students. Six times a year, staff will increase their ability across teams by analyzing student performance data and identify trends within academics, PBIS and SEL components in order to build a shared understanding of strong student support systems.

Utilizing Scarborough’s Reading Rope, continue building skills around Word Recognition (Phonological Awareness, Decoding and Sight Recognition) and increase student opportunities around Language Comprehension (Background Knowledge, Vocabulary, Language Structure, Verbal Reasoning, and Literacy Knowledge).

40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

Successfully implement the ARC Reading Curriculum in Grades K–4 to improve literacy outcomes by building teacher capacity, ensuring curriculum fidelity, and increasing student reading proficiency.

40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

Incorporate resources, strategies and lessons into Morning Meeting that address the district/school vision around CLSP, SEL and PBIS.

By providing students with targeted lessons to build coping skills, we will be able to have 80% of students requiring Tier II and Tier III interventions on a less restrictive plan within a year.

Section 4: Action Plans and Targeted Initiatives

4.1 Goal 1- CLSP: The Washington Model and Culturally Responsive Teaching Rubric will be used by all staff members when lesson planning and when making school/classroom based decisions.( i.e. When planning school-wide events, when celebrating student work, when choosing a read aloud, when communicating with families etc.) All classroom materials and lessons will have been vetted for biases and responsiveness. All students will see themselves proportionally represented throughout their daily lessons and activities.

Performance Objectives:

Year 1: The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)

Year 2: Staff will calibrate similar observational notes when using the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.

Year 3: Staff will be able to identify and adjust practices in their classroom instruction, materials, and building-wide systems in order to ensure they are culturally sustaining according to the DESE Culturally Responsive Teaching Rubric.(The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Staff will be accustomed to looking at all curriculum materials with the Washington Model before implementing it in their classrooms.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Administrators will lead the utilization of the Washington Model; administrators will designate at least five PDs to this focus.

Year 1

Administrative Team/Coaches

2. Staff will utilize 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 look like through a pedagogical lens in regards to instructional discourse.

Year 2

Staff

3. Utilize the Washington Model to audit curriculum used in classroom instruction.

Ongoing

Teachers, Coaches, Administrative Team

4. Continue to utilize DESE’s School Improvement Network videos with CSLP at the forefront; Use these lessons at least three times a year for calibration (With a focus on the indicator of instruction

Ongoing

Teachers

5. Participate in learning walks across the school using the CSLP “look fors” and rubric from DESE; one peer observation year one, two in year two, and three in the final year.

Year 1-3

Teachers

Intended Outcomes & Monitoring System

Key Performance Indicators

1. All curricula presented to students are limited in biases

Washington Model Audit

2. All indicators are observed from the CSLP rubric sometimes by year two and frequently by year three.

CSLP Rubric

3. All indicators are observed from the CSLP rubric sometimes by year two and more frequently in building-wide systems by year three.

CSLP Rubric

Section 4: Action Plans and Targeted Initiatives

4.2 Goal 2- Leadership, Shared Responsibility, and Professional Collaboration: 100% of Bailey teachers and administrators will systematically work together on teams to address the school's strategic goals and make adjustments to the plans if necessary. Teams will systematically share the work by having each team choose an area of challenge and work to problem solve and improve outcomes for students. Six times a year, staff will increase their ability across teams by analyzing student performance data and identify trends within academics, PBIS and SEL components in order to build a shared understanding of strong student support systems.

Performance Objectives:

Year 1:

ILT: Facilitate discussions during team meetings that center on curriculum development, alignment with standards, instructional strategies, and assessment practices. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions.

PBIS 1 & 2: Provide training and resources on evidence-based behavior management strategies, proactive classroom management techniques, and interventions to support positive behavior. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions.

FACE: Introduce topics related to equity, diversity, and inclusion during team meetings, fostering awareness and understanding among staff members. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions.

Year 2: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Continue to analyze targeted data to enhance the targeted goal of the team. Identify team members interested in taking on a leadership role within the team structure. Provide targeted professional development opportunities to staff members as needed on topics related to curriculum design, data analysis, behavior support, and equity in education. Foster collaboration and engagement with families and community partners by sharing meeting notes and soliciting input and feedback on school improvement efforts.

Year 3: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Ensure that practices established in the previous years, including monthly team meetings, data analysis, behavior management strategies, and equity initiatives, are embedded into the school culture and routines. Cultivate leadership capacity among staff members by providing opportunities for mentorship, peer coaching, and leadership roles within school improvement teams.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Create teams and monthly meeting times, designate roles and norms for teams, create team leaders for each team

October of each year

Team members

2. Create a Google document shared with staff for team transparency

Monthly

Team Leader

3. Designate and work on a project for improved student outcomes

Ongoing

Team members

4. Foster collaboration with families and outside stakeholders to support team goals.

Year 2

Team members

5. Identify team facilitators/leaders for ILT, PBIS 1/SEL, PBIS2 and FACE.

Year 3

Team members

Intended Outcomes & Monitoring System

Key Performance Indicators

1. ILT- Growth in students’ ability to read and write independently. 40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

iReady, Writing rubrics

2. PBIS1/SEL- Establish clear expectations for school-wide routines and behaviors. Increase from 4.33 to 4.50 in School Culture- Relationships as measured by HALS.

DESSA, X2 data

3. PBIS2- Establish a clear protocol and language base for managing Tier 2 behaviors. 10% reduction in behavioral referrals.

DESSA, X2 data

4. FACE- Establish a culture where equity and social-emotional learning are priorities. Increase from 4.33 to 4.50 in School Culture- Relationships as measured by HALS.

HALS, X2 data

Section 4: Action Plans and Targeted Initiatives

4.3 Goal 3- Intentional Practices for Improving Instruction – Engaged Learning: Utilizing Scarborough’s Reading Rope, continue building skills around Word Recognition (Phonological Awareness, Decoding and Sight Recognition) and increase student opportunities around Language Comprehension (Background Knowledge, Vocabulary, Language Structure, Verbal Reasoning, and Literacy Knowledge). Incorporate explicit writing instruction through intentional exercises following a scope and sequence. 40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

Performance Objectives:

Year 1:

Word Recognition:

Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities.
Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE)
Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities.

Language Comprehension:

Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics.
Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues.
Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety.

Writing Instruction:

Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure.
Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities.

Year 2:

Word Recognition:

Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation.
Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts.
Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading.
Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately.
Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions.

Language Comprehension:

Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals.
Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language.

Writing Instruction:

Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre.
Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.

Year 3:

Word Recognition:

Phonological Awareness: Reinforce phonological awareness skills through word games, oral rhyming activities, and auditory discrimination tasks.
Decoding/Encoding: Provide opportunities for application of decoding and encoding skills in authentic reading and writing experiences, focusing on fluency and automaticity.
Sight Recognition: Encourage independent reading with a wide variety of texts to further develop sight word recognition and fluency.

Language Comprehension:

Verbal Reasoning: Engage students in higher-order thinking activities such as inferencing, predicting, and synthesizing information from texts.
Literacy Knowledge: Teach metacognitive strategies for comprehension monitoring, such as summarizing, questioning, and clarifying.

Writing Instruction:

Writing Across the Curriculum: Integrate writing instruction across content areas, providing opportunities for students to apply writing skills in science, social studies, and other subjects.
Publishing and Presentation: Guide students through the process of revising and editing their writing for publication. Provide opportunities for students to share their writing through presentations, portfolios, or digital platforms.

By following this three-year plan, students will have a scaffolded and comprehensive approach to developing both reading and writing skills, grounded in research-based practices and aligned with Scarborough's Reading Rope framework.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Provide teachers with resources around Language Comprehension (Background Knowledge, Vocabulary, Language Structures, Verbal Reasoning and Literacy Knowledge) and Writing.

Ongoing

Buchanan, Silvestrone, Clements

2. Provide all students with opportunities for targeted instruction within the classroom around the various domains.

Ongoing

Teachers

3. Provide opportunities for teachers to participate in peer observations in order to take a deeper dive into student discourse and vocabulary being used during instruction and student to student discourse.

Ongoing

Administrative team, ILT

4. Provide professional development to staff around best practices for providing students with targeted instruction across the curriculums.

Ongoing

Buchanan, Maynard

5. Utilize the ILT and The Writing Revolution PLC group to determine next steps for writing instruction.

Year 1

Administrative team, ILT

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Reduce the number of students with a Composite score on DIBELS falling within the Well-Below range and reduce the number of students who are 2 or more grade levels below on iReady by 10%.

DIBELS, iReady

2. Expanded vocabulary and language fluency through oral interactions with peers and staff.

(K-2)80% or more of K-2 students will be at the 50% or higher in the area of Oral Language Comprehension(this encompasses Word Matching, Following Directions, Expressive Vocabulary and Oral Sentence Comprehension) on the EarlyBird Assessment.

(3-4) 85% of students in Grades 3-4 will be in the Green or Yellow bands as measured by iReady.

iReady, Early Bird, conferencing, ACCESS

3. Written responses to reading will include synthesis and analysis. Using diagnostic assessments 3 times a year to gauge the increase of specific learned strategies, 80% of students will increase 1 level.

IRA, MCAS

4. 80% of students will increase by 1 level on district rubrics as students practice organizing and conveying their thoughts effectively in written form.

Rubrics, MCAS

Section 4: Action Plans and Targeted Initiatives

4.4 Goal 4- Student-Specific Supports and Instruction to All Students: Successfully implement the ARC Reading Curriculum in Grades K–4 to improve literacy outcomes by building teacher capacity, ensuring curriculum integrity, and increasing student reading proficiency. 40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

Performance Objectives:

Year 2:

100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1.
At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics.
By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.

Year 3:

90% of classrooms will demonstrate consistent and effective use of ARC instructional routines.
40% of students will be Mid or Above as measured by iReady Diagnostic Scores based on iReady EOY data.
At least 80% of teachers will report increased confidence and competence using ARC materials and strategies (via end-of-year survey).

Action Steps

Date for Targeted Completion

Responsible Person(s)

Schedule ARC-provided initial training sessions before school year begins.
Implement monthly ARC-focused PD sessions, including grade-band collaboration.
Identify and support teacher leaders to act as site-based ARC champions.
Provide advanced ARC PD focused on data-driven instruction and student conferencing.
CPT focuses will include ARC strategy review and peer collaboration.
Offer differentiated PD tracks for new vs. returning staff.

Ongoing

Teachers, tutors, coaches

Coaching sessions aligned to ARC’s various embedded components.
Teachers are provided opportunities to track classroom data to identify trends and target follow-up PD.
Increase grade-level and vertical-level walkthroughs to gain ideas and open discussions around successes and challenges with the ARC curriculum.

Ongoing

Teachers, tutors, coaches

Create translated informational flyers to explain ARC expectations for families.
Distribute to families at Fall parent-teacher conferences.

Timeline: October

Maintenance: Ongoing

Teachers, coaches, ILT

Conduct implementation integrity audit with Instructional Leadership Team.
Celebrate successes from Year 2 and identify areas for Year 3 refinement and sustainability planning.

Ongoing

Buchanan, Maynard, Clements, ILT

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Reduce the number of students with a Composite score on DIBELS falling within the Well-Below range and reduce the number of students who are 2 or more grade levels below on iReady by 10%.

DIBELS, iReady

2. 40% of students in grades 1-4 will be at Mid or Above Grade level on I-Ready Reading’s June administration (30% Mid or Above level at the March administration).

iReady

3. Ensure successful and sustainable implementation of the ARC Reading Curriculum by systematically monitoring professional development opportunities and in-classroom support to promote integrity of use and ease of implementation for all instructional staff.

ILT, CPTs, Survey

Section 4: Action Plans and Targeted Initiatives

4.5 Goal 5- School Climate and Culture: Incorporate resources, strategies and lessons into Morning Meeting that address the district/school vision around CLSP, SEL and PBIS. By providing students with targeted lessons to build coping skills, we will be able to have 80% of students requiring Tier II and Tier III interventions on a less restrictive plan within a year.

Performance Objectives:

Year 1: Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students.

Year 2: Evaluate the effectiveness of Year 1 morning meeting lessons in addressing SEL competencies and supporting CLSP and PBIS strategies. Identify students who may require additional social-emotional support based on data from Year 1 assessments, observations, and teacher input and implement targeted interventions and support services, such as small group counseling, social skills training, or behavior plans, to address specific needs.

Year 3: Provide ongoing support and resources for teachers to deepen their understanding of CLSP, SEL and behavioral strategies, refine their instructional practices, and stay updated on research and best practices. Encourage teacher leadership and innovation in lesson implementation by recognizing and empowering educators who demonstrate expertise and dedication in promoting student well-being.

Action Steps

Date for Targeted Completion

Responsible Person(s)

1. Provide ongoing professional development opportunities to enhance skills in engaging teaching methods, effective communication, and building positive relationships with students and families.

Ongoing

Admin, coaches, social workers

2. Incorporate diverse literature, music, and artifacts into Morning Meeting to reflect the cultural backgrounds and languages of students in the classroom.

Ongoing

Teachers

3. Organize workshops, events, and outreach programs to involve parents and community members in supporting student learning and well-being.

Ongoing

SEL/Equity Team, PTO

4. Implement PBIS strategies such as proactive teaching of behavioral expectations during Morning Meeting to promote a positive and supportive classroom climate and build coping skills.

Ongoing

PBIS Teams, staff

5. Gather feedback from students, teachers, and staff to identify areas for improvement and areas of strength.

Ongoing

Admin, PBIS Teams, SEL/Equity Team

Intended Outcomes & Monitoring System

Key Performance Indicators

1. Foster a culture of reflection and continuous improvement by encouraging teachers to share successes, challenges, and lessons learned related to Morning Meeting implementation.

Staff meetings, CPTs, HALS

2. 10% reduction in behavioral referrals.

X2 data

3. All indicators are observed from the CSLP rubric sometimes; or more frequently in classrooms and building-wide systems; In addition staff will take a pre and post survey on their perspective of CSLP practices in their own classrooms as well as building-wide systems.

CLSP Rubric; Staff Survey

Section 5: Quarterly Progress Monitoring Review

5.1 2024-2025 Quarter 1

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 1 Performance Objective:	In progress	The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a Baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24. Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)	HALS- School Culture (Relationships) 4.33 Washington Model- All Reviewed
2: Year 1 Performance Objective:	In progress	ILT: Facilitate discussions during team meetings that center on curriculum development, alignment with standards, instructional strategies, and assessment practices. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. ILT has met monthly to work on the Writing Revolution. PD during CPT on 10/7/24 and PD on 11/5/24 for staff. Teams have also been given time to meet together and plan. Scope and sequences have been readjusted to meet classroom needs. Team has reviewed work samples and grade level exemplars. PBIS 1 & 2: Provide training and resources on evidence-based behavior management strategies, proactive classroom management techniques, and interventions to support positive behavior. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals. FACE: Introduce topics related to equity, diversity, and inclusion during team meetings, fostering awareness and understanding among staff members. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. 11/18/24- The Equity (FACE) team collaborated with Fatima De Sousa to meet with grade level teams and look at books for biases using the Washington Model. The team had met several times prior to showcasing their work at CPTs with Fatima and one another to get comfortable having discussions around equity, diversion, and inclusion. 12/4 ELL department (FACE team members) led multiple professional developments, including bringing in community members to share information about their identities.	ILT-iReady, Writing rubrics DESSA, X2 data HALS, X2 data
3: Year 1 Performance Objective:	In progress	Word Recognition: Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities. Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE) Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities. Language Comprehension: Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics. Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues. Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety. Writing Instruction: Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure. Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities. Structured literacy continues at every level in K-2 along with structured, targeted interventions for students in K-4. School-wide rollout of the Writing Revolution which includes an oral language development focus. Staff have been provided PD during CPT and election day. Also have embedded time for grade-level lesson planning.	DIBELS- 38% Well Below iReady Stretch Growth- Meeting 8.5% Early Bird- Risk Score 75%
4: Year 1 Performance Objective:	In progress	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. Skill and Strategy Groupings: Group students based on their specific instructional needs, focusing on similar skills or learning styles. Create small groups that allow for targeted instruction while also considering diversity within each group. 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. 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. 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. 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. Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.	677 TCIs recorded for Bailey students. All interventions, progress monitoring and notes being logged in OA in the Student Companion.
5: Year 1 Performance Objective:	In progress	Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students. Dedicated 15-20 minutes each morning. Staff have been given SEL, bullying and PBIS lessons to do with students. Five classrooms are piloting the 180 Days lessons around brain-based strategies for behavior management. Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.	OA- Student Behavior Last year- 489 conducts at this time; this year only 296 Each month the amount of conducts has decreased since the start of the year. 113 in September to 72 in November Kindergarten-171 Grade 4-17; Students are learning the coping strategies they need in the lower grades.

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 1 Performance Objective:

In progress

The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a Baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)

Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24.
Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)

HALS- School Culture (Relationships) 4.33

Washington Model- All Reviewed

2: Year 1 Performance Objective:

In progress

ILT has met monthly to work on the Writing Revolution. PD during CPT on 10/7/24 and PD on 11/5/24 for staff. Teams have also been given time to meet together and plan. Scope and sequences have been readjusted to meet classroom needs. Team has reviewed work samples and grade level exemplars.

PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals.

11/18/24- The Equity (FACE) team collaborated with Fatima De Sousa to meet with grade level teams and look at books for biases using the Washington Model.

The team had met several times prior to showcasing their work at CPTs with Fatima and one another to get comfortable having discussions around equity, diversion, and inclusion.

12/4 ELL department (FACE team members) led multiple professional developments, including bringing in community members to share information about their identities.

ILT-iReady, Writing rubrics

DESSA, X2 data

HALS, X2 data

3: Year 1 Performance Objective:

In progress

Word Recognition:

Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities.
Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE)
Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities.

Language Comprehension:

Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics.
Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues.
Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety.

Writing Instruction:

Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure.
Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities.

Structured literacy continues at every level in K-2 along with structured, targeted interventions for students in K-4. School-wide rollout of the Writing Revolution which includes an oral language development focus. Staff have been provided PD during CPT and election day. Also have embedded time for grade-level lesson planning.

DIBELS- 38% Well Below

iReady Stretch Growth- Meeting 8.5%

Early Bird- Risk Score 75%

4: Year 1 Performance Objective:

In progress

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.

Skill and Strategy Groupings:

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

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.

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.

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.

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.

Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.

677 TCIs recorded for Bailey students.

All interventions, progress monitoring and notes being logged in OA in the Student Companion.

5: Year 1 Performance Objective:

In progress

Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students.

Dedicated 15-20 minutes each morning. Staff have been given SEL, bullying and PBIS lessons to do with students. Five classrooms are piloting the 180 Days lessons around brain-based strategies for behavior management.

Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.

OA- Student Behavior

Last year- 489 conducts at this time; this year only 296

Each month the amount of conducts has decreased since the start of the year. 113 in September to 72 in November

Kindergarten-171 Grade 4-17; Students are learning the coping strategies they need in the lower grades.

Section 5: Quarterly Progress Monitoring Review

5.2 2024-2025 Quarter 2

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 1 Performance Objective	In progress	The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a Baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24. Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)	HALS- School Culture (Relationships) 4.33 Washington Model- All Reviewed
2: Year 1 Performance Objective	In progress	ILT: Facilitate discussions during team meetings that center on curriculum development, alignment with standards, instructional strategies, and assessment practices. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. ILT has met monthly to work on the Writing Revolution. Teams have also been given time to meet together and plan. Scope and sequences have been readjusted to meet classroom needs. Team has reviewed work samples and grade level exemplars. PBIS 1 & 2: Provide training and resources on evidence-based behavior management strategies, proactive classroom management techniques, and interventions to support positive behavior. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals. FACE: Introduce topics related to equity, diversity, and inclusion during team meetings, fostering awareness and understanding among staff members. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions.	ILT-iReady, Writing rubrics – 8.5% Met stretch growth DESSA, X2 data HALS, X2 data *Waiting on second round of data
3: Year 1 Performance Objective	In progress	Word Recognition: Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities. Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE) Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities. Language Comprehension: Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics. Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues. Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety. Writing Instruction: Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure. Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities. Structured literacy continues at every level in K-2 along with structured, targeted interventions for students in K-4. School-wide rollout of the Writing Revolution which includes an oral language development focus. Staff have been provided PD during CPT and election day. Also have embedded time for grade-level lesson planning.	Early Bird- Risk Factor 52% DIBELS- 38% Well Below iReady stretch growth 8.5%
4: Year 1 Performance Objective	In progress	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. Skill and Strategy Groupings: Group students based on their specific instructional needs, focusing on similar skills or learning styles. Create small groups that allow for targeted instruction while also considering diversity within each group. 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. 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. 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. 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. Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.	701 TCIs recorded for Bailey students. All interventions, progress monitoring and notes being logged in OA in the Student Companion.
5: Year 1 Performance Objective	In progress	Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students. Dedicated 15-20 minutes each morning. Staff have been given SEL, bullying and PBIS lessons to do with students. Five classrooms are piloting the 180 Days lessons around brain-based strategies for behavior management. Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 1 Performance Objective

In progress

Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24.
Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)

HALS- School Culture (Relationships) 4.33

Washington Model- All Reviewed

2: Year 1 Performance Objective

In progress

ILT has met monthly to work on the Writing Revolution. Teams have also been given time to meet together and plan. Scope and sequences have been readjusted to meet classroom needs. Team has reviewed work samples and grade level exemplars.

PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals.

ILT-iReady, Writing rubrics

– 8.5% Met stretch growth

DESSA, X2 data

HALS, X2 data

*Waiting on second round of data

3: Year 1 Performance Objective

In progress

Word Recognition:

Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities.
Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE)
Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities.

Language Comprehension:

Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics.
Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues.
Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety.

Writing Instruction:

Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure.
Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities.

Early Bird- Risk Factor 52%

DIBELS- 38% Well Below

iReady stretch growth 8.5%

4: Year 1 Performance Objective

In progress

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.

Skill and Strategy Groupings:

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

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.

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.

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.

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.

Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.

701 TCIs recorded for Bailey students.

All interventions, progress monitoring and notes being logged in OA in the Student Companion.

5: Year 1 Performance Objective

In progress

Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.

Section 5: Quarterly Progress Monitoring Review

5.3 2024-2025 Quarter 3

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 1 Performance Objective	In progress	The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a Baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric	HALS- School Culture (Relationships) 4.12 Washington Model- All Reviewed
2: Year 1 Performance Objective	In progress	ILT: Facilitate discussions during team meetings that center on curriculum development, alignment with standards, instructional strategies, and assessment practices. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. ILT has met monthly to work on the Writing Revolution. Teams have also been given time to meet together and plan. Scope and sequences have been readjusted to meet classroom needs. Team has reviewed work samples and grade level exemplars. PBIS 1 & 2: Provide training and resources on evidence-based behavior management strategies, proactive classroom management techniques, and interventions to support positive behavior. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals. FACE: Introduce topics related to equity, diversity, and inclusion during team meetings, fostering awareness and understanding among staff members. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. FACE team hosted a multicultural week at the Bailey including a parent night and many events throughout the week to celebrate students’ cultures.	ILT-iReady, Writing rubrics – 8.5% Met stretch growth DESSA, X2 data HALS, X2 data HALS- School Culture (Relationships) 4.12
3: Year 1 Performance Objective	In progress	Word Recognition: Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities. Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE) Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities. Language Comprehension: Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics. Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues. Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety. Writing Instruction: Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure. Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities. Structured literacy continues at every level in K-2 along with structured, targeted interventions for students in K-4. School-wide rollout of the Writing Revolution which includes an oral language development focus. Staff have been provided PD during CPT and election day. Also have embedded time for grade-level lesson planning.	- DIBELS- 40% Well Below -iReady stretch growth 23.5%
4: Year 1 Performance Objective	Partially Completed	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. Skill and Strategy Groupings: Group students based on their specific instructional needs, focusing on similar skills or learning styles. Create small groups that allow for targeted instruction while also considering diversity within each group. 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. 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. 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. 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. Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.	736 TCIs recorded for Bailey students. All interventions, progress monitoring and notes being logged in OA in the Student Companion.
5: Year 1 Performance Objective	In progress	Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students. Dedicated 15-20 minutes each morning. Staff have been given SEL, bullying and PBIS lessons to do with students. Five classrooms are piloting the 180 Days lessons around brain-based strategies for behavior management. Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.	OA- Student Behavior Last year- 485 conducts at this time; this year 634 Kindergarten-305 Grade 4-50; Students are learning the coping strategies they need in the lower grades however the amount of behaviors continues to be a concern.

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 1 Performance Objective

In progress

Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric

HALS- School Culture (Relationships) 4.12

Washington Model- All Reviewed

2: Year 1 Performance Objective

In progress

PBIS1 has met monthly to discuss the 180 Days curriculum and complete lesson planning. PBIS2 has met monthly to review CICO data and X2 referrals.

FACE team hosted a multicultural week at the Bailey including a parent night and many events throughout the week to celebrate students’ cultures.

ILT-iReady, Writing rubrics

– 8.5% Met stretch growth

DESSA, X2 data

HALS, X2 data

HALS- School Culture (Relationships) 4.12

3: Year 1 Performance Objective

In progress

Word Recognition:

Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities.
Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE)
Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities.

Language Comprehension:

Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics.
Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues.
Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety.

Writing Instruction:

Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure.
Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities.

- DIBELS- 40% Well Below

-iReady stretch growth 23.5%

4: Year 1 Performance Objective

Partially Completed

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.

Skill and Strategy Groupings:

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

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.

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.

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.

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.

Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.

736 TCIs recorded for Bailey students.

All interventions, progress monitoring and notes being logged in OA in the Student Companion.

5: Year 1 Performance Objective

In progress

Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.

OA- Student Behavior

Last year- 485 conducts at this time; this year 634

Kindergarten-305 Grade 4-50; Students are learning the coping strategies they need in the lower grades however the amount of behaviors continues to be a concern.

Section 5: Quarterly Progress Monitoring Review

5.4 2024-2025 Quarter 4

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 1 Performance Objective	Partially Completed	The staff will be exposed to and begin using the Washington Model to examine books they read aloud to their classrooms for biases. The staff will establish a Baseline rating using the DESE Culturally Responsive Teaching Rubric. (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24. Actions completed- Staff practiced the DESE Culturally Responsive Teaching Tool (Looking at Content) using Optic Videos from DESE’s Video Library. Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)	HALS- School Culture (Relationships) 4.12 Washington Model- All Reviewed DESE Culturally Responsive Classroom Rubric- All reviewed and practiced
2: Year 1 Performance Objective	Partially Completed	FACE: Introduce topics related to equity, diversity, and inclusion during team meetings, fostering awareness and understanding among staff members. Train staff members to analyze student performance data regularly, identify trends, and use data to inform instructional decisions and interventions. The Equity (FACE) Team met monthly on meeting school goals and working on solving school concerns. (Throughout the year the team improved the intake process for newcomers; worked on translating notices home and improving communication with families. Invited diverse groups from the community to come in and perform for the students; brought in diverse authors and hosted a food festival with the support of PTO 5/17) 11/18/24- The Equity (FACE) team collaborated with Fatima De Sousa to meet with grade level teams and look at books for biases using the Washington Model. The team had met several times prior to showcasing their work at CPTs with Fatima and one another to get comfortable having discussions around equity, diversion, and inclusion. 12/4 ELL department (FACE team members) led multiple professional developments, including bringing in community members to share information about their identities. 5/1 The Equity Team provided PD to teams on using the DESE CLSP Rubric (Focus on Content) ** The team wants to continue this work and add an ELPAC to the school.	HALS, X2 data, Equity Rolling Notes; Attendance to events; Data collected from student intakes
3: Year 1 Performance Objective	Partially Completed	Word Recognition: Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities. Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE) Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities. Language Comprehension: Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics. Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues. Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety. Writing Instruction: Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure. Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities. Structured literacy continues at every level in K-2 along with structured, targeted interventions for students in K-4. School-wide rollout of the Writing Revolution which includes an oral language development focus. Staff have been provided PD during CPT and election day. Also have embedded time for grade-level lesson planning.	iReady- 55% On or Above Stretch- 36.25%
4: Year 1 Performance Objective	In progress	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. Skill and Strategy Groupings: Group students based on their specific instructional needs, focusing on similar skills or learning styles. Create small groups that allow for targeted instruction while also considering diversity within each group. 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. 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. 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. 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. Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.	-Interventions tracked in TCIs -736 TCIs recorded for Bailey students. All interventions, progress monitoring and notes being logged in OA in the Student Companion.
5: Year 1 Performance Objective	In progress	Design morning meeting lessons that address specific skills or competencies identified in the district/school SEL framework, CLSP, and PBIS strategies, integrating interactive discussions, role-plays, or cooperative games into Morning Meeting activities. Allocate resources to address the social, emotional, and academic needs of students. Dedicated 15-20 minutes each morning. Staff have been given SEL, bullying and PBIS lessons to do with students. Five classrooms are piloting the 180 Days lessons around brain-based strategies for behavior management. Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.	OA- Student Behavior Last year- 485 conducts at this time; this year 634 Kindergarten-305 Grade 4-50; Students are learning the coping strategies they need in the lower grades however the amount of behaviors continues to be a concern.

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 1 Performance Objective

Partially Completed

Actions completed- Staff participated in PD with Fatima DeSousa on 11/18/24.
Actions completed- Staff practiced the DESE Culturally Responsive Teaching Tool (Looking at Content) using Optic Videos from DESE’s Video Library.
Remaining action- Equity team will visit classrooms in their grade level and use the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information)

HALS- School Culture (Relationships) 4.12

Washington Model- All Reviewed

DESE Culturally Responsive Classroom Rubric- All reviewed and practiced

2: Year 1 Performance Objective

Partially Completed

The Equity (FACE) Team met monthly on meeting school goals and working on solving school concerns.

(Throughout the year the team improved the intake process for newcomers; worked on translating notices home and improving communication with families. Invited diverse groups from the community to come in and perform for the students; brought in diverse authors and hosted a food festival with the support of PTO 5/17)

11/18/24- The Equity (FACE) team collaborated with Fatima De Sousa to meet with grade level teams and look at books for biases using the Washington Model.

The team had met several times prior to showcasing their work at CPTs with Fatima and one another to get comfortable having discussions around equity, diversion, and inclusion.

12/4 ELL department (FACE team members) led multiple professional developments, including bringing in community members to share information about their identities.

5/1 The Equity Team provided PD to teams on using the DESE CLSP Rubric (Focus on Content)

** The team wants to continue this work and add an ELPAC to the school.

HALS, X2 data, Equity Rolling Notes; Attendance to events; Data collected from student intakes

3: Year 1 Performance Objective

Partially Completed

Word Recognition:

Phonological Awareness: Implement daily phonological awareness activities focusing on segmenting, blending, and manipulating sounds. (Heggerty/UFLI) Use games, songs, and multisensory activities.
Decoding: Introduce systematic phonics instruction, starting with letter-sound correspondences and progressing to more complex phonics patterns. Provide explicit instruction on decoding strategies. (Letterland/UFLI/SPIRE)
Sight Recognition: Integrate high-frequency word instruction into daily routines, using flashcards, word walls, and interactive activities.

Language Comprehension:

Background Knowledge: Engage students in rich, content-based discussions and activities to build background knowledge across various topics.
Vocabulary: Implement vocabulary instruction using explicit strategies such as semantic mapping, word webs, and context clues.
Language Structure: Teach grammar and syntax explicitly, focusing on sentence structure, parts of speech, and sentence variety.

Writing Instruction:

Scope and Sequence: Develop a scope and sequence for writing instruction, starting with foundational skills such as letter formation and sentence structure.
Intentional Exercises: Provide explicit instruction in writing conventions, including punctuation, capitalization, and paragraph structure. Model and scaffold writing processes through shared writing activities.

iReady- 55% On or Above

Stretch- 36.25%

4: Year 1 Performance Objective

In progress

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.

Skill and Strategy Groupings:

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

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.

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.

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.

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.

Use of the newly developed Open Architects Student Companion Intervention Tracking Tool to track students in a timely manner and to determine next steps in the TCI/TAT process.

-Interventions tracked in TCIs

-736 TCIs recorded for Bailey students.

All interventions, progress monitoring and notes being logged in OA in the Student Companion.

5: Year 1 Performance Objective

In progress

Several options for PD during Early Release Days and CPTs for all staff to learn co regulation and de escalation techniques. Research about the brain and how it processes emotions.

OA- Student Behavior

Last year- 485 conducts at this time; this year 634

Kindergarten-305 Grade 4-50; Students are learning the coping strategies they need in the lower grades however the amount of behaviors continues to be a concern.

Section 5: Quarterly Progress Monitoring Review

5.5 2025-2026 Quarter 1

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 2 Performance Objective	In progress	Staff will calibrate similar observational notes when using the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.	Teams conducted grade level observations of their peers the week of 3/2. They observed ARC and had a lens of culturally responsive teaching practices.
2: Year 2 Performance Objective	In progress	Year 2: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Continue to analyze targeted data to enhance the targeted goal of the team. Identify team members interested in taking on a leadership role within the team structure. Provide targeted professional development opportunities to staff members as needed on topics related to curriculum design, data analysis, behavior support, and equity in education. Foster collaboration and engagement with families and community partners by sharing meeting notes and soliciting input and feedback on school improvement efforts.	ILT and Equity are two teams that followed over into the beginning of this year with clear objectives and goals. The two other teams run by our previous social workers are finding new ground with the new staff. *Discussions of PBIS initiatives and continuing to implement practices have been discussed.
3: Year 2 Performance Objective	In progress	Year 2: Word Recognition: Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation. Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts. Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading. Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately. Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions. Language Comprehension: Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals. Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language. Writing Instruction: Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre. Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.	I-Ready BOY: Overall – Gr1-76% one grade level below Gr2-47% two grade levels below Gr-3- 28% one grade level below Gr-4- 48% one grade level below Dibels BOY: 147 Well below 48 below 85 benchmark 73 above
4: Year 2 Performance Objective	In progress	Year 2: 100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1. At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics. By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.	100% of staff have attained ARC training and monthly CPTs with the ARC coach. All staff members are implementing the curriculum and coming back with insightful feedback. BOY iReady- 19% Mid or Above
5: Year 2 Performance Objective	In progress	Year 2: Evaluate the effectiveness of Year 1 morning meeting lessons in addressing SEL competencies and supporting CLSP and PBIS strategies. Identify students who may require additional social-emotional support based on data from Year 1 assessments, observations, and teacher input and implement targeted interventions and support services, such as small group counseling, social skills training, or behavior plans, to address specific needs.	All Students are receiving the new Wayfinder SEL curriculum on Fridays with Specialists. Staff have been using the Wayfinder activities during their morning meeting to address social competencies. DESSA ratings/ Teacher input has created strategic groupings for the Social Worker to meet with. Addition of a Behavior Paraprofessional to support Tier II behaviors. *Conducts on Aspen X2 are down from where they were last year. (255 in 24-25 vs. 110 in 25-26)

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 2 Performance Objective

In progress

Staff will calibrate similar observational notes when using the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.

Teams conducted grade level observations of their peers the week of 3/2. They observed ARC and had a lens of culturally responsive teaching practices.

2: Year 2 Performance Objective

In progress

*ILT and Equity are two teams that followed over into the beginning of this year with clear objectives and goals.

*The two other teams run by our previous social workers are finding new ground with the new staff.

*Discussions of PBIS initiatives and continuing to implement practices have been discussed.

3: Year 2 Performance Objective

In progress

Year 2:

Word Recognition:

Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation.
Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts.
Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading.
Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately.
Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions.

Language Comprehension:

Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals.
Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language.

Writing Instruction:

Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre.
Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.

I-Ready BOY:

Overall –

Gr1-76% one grade level below

Gr2-47% two grade levels below

Gr-3- 28% one grade level below

Gr-4- 48% one grade level below

Dibels BOY:

147 Well below

48 below

85 benchmark

73 above

4: Year 2 Performance Objective

In progress

Year 2:

100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1.
At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics.
By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.

*100% of staff have attained ARC training and monthly CPTs with the ARC coach. All staff members are implementing the curriculum and coming back with insightful feedback.

*BOY iReady- 19% Mid or Above

5: Year 2 Performance Objective

In progress

*All Students are receiving the new Wayfinder SEL curriculum on Fridays with Specialists.

* Staff have been using the Wayfinder activities during their morning meeting to address social competencies.

*DESSA ratings/ Teacher input has created strategic groupings for the Social Worker to meet with.

*Addition of a Behavior Paraprofessional to support Tier II behaviors.

*Conducts on Aspen X2 are down from where they were last year. (255 in 24-25 vs. 110 in 25-26)

Section 5: Quarterly Progress Monitoring Review

5.6 2025-2026 Quarter 2

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 2 Performance Objective	In progress	Staff will calibrate similar observational notes when using the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.	HALS- School Culture (Relationships) 4.33 Washington Model- All Reviewed


2: Year 2 Performance Objective	Partially Completed	Year 2: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Continue to analyze targeted data to enhance the targeted goal of the team. Identify team members interested in taking on a leadership role within the team structure. Provide targeted professional development opportunities to staff members as needed on topics related to curriculum design, data analysis, behavior support, and equity in education. Foster collaboration and engagement with families and community partners by sharing meeting notes and soliciting input and feedback on school improvement efforts.
3: Year 2 Performance Objective	Partially Completed	Year 2: Word Recognition: Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation. Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts. Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading. Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately. Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions. Language Comprehension: Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals. Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language. Writing Instruction: Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre. Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.	I-Ready (December) Overall Gr1-60% one grade level below Gr2-35% two grade levels below Gr-3- 50% on grade level or above Gr-4- 37% one grade level below Dibels MOY: 153 Well below 58 below 72 benchmark 67 above
4: Year 2 Performance Objective	Partially Completed	Year 2: 100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1. At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics. By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.	*MOY iReady: 37% Mid or Above
5: Year 2 Performance Objective	In progress	Year 2: Evaluate the effectiveness of Year 1 morning meeting lessons in addressing SEL competencies and supporting CLSP and PBIS strategies. Identify students who may require additional social-emotional support based on data from Year 1 assessments, observations, and teacher input and implement targeted interventions and support services, such as small group counseling, social skills training, or behavior plans, to address specific needs.	All Students are receiving the new Wayfinder SEL curriculum on Fridays with Specialists. Staff have been using the Wayfinder activities during their morning meeting to address social competencies. DESSA ratings/ Teacher input has created strategic groupings for the Social Worker to meet with. Addition of a Behavior Paraprofessional to support Tier II behaviors. *Conducts on Aspen X2 are down from where they were last year. (375 in 24-25 vs. 162 in 25-26)

Section 5: Quarterly Progress Monitoring Review

5.7 2025-2026 Quarter 3

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 2 Performance Objective	In progress	Staff will calibrate similar observational notes when using the DESE Observation Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model. *Even though the district curriculum is vetted the staff looks through a lens of Equity when teaching ARC; ex. Unit 3 for Grade 1 is about families. Teachers collaborated to form language around foundations of various families. The Equity team also used this lens when planning the MultiCultural Night, the Parade of Nations, and other School Events like parent conferences. We ensured language transportation, or other barriers were removed to improve attendance to school events.	HALS- School Culture (Relationships) 4.33 Washington Model- All Reviewed Staff conducted team observations Attendance at School-Wide Events
2: Year 2 Performance Objective	Partially Completed	Year 2: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Continue to analyze targeted data to enhance the targeted goal of the team. Identify team members interested in taking on a leadership role within the team structure. Provide targeted professional development opportunities to staff members as needed on topics related to curriculum design, data analysis, behavior support, and equity in education. Foster collaboration and engagement with families and community partners by sharing meeting notes and soliciting input and feedback on school improvement efforts.	Staff took on leadership roles to create TWR lessons to incorporate with ARC. Completed K-4 for Units 3 & 4.
3: Year 2 Performance Objective	Partially Completed	Year 2: Word Recognition: Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation. Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts. Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading. Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately. Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions. Language Comprehension: Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals. Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language. Writing Instruction: Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre. Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.	I-Ready (March) Overall Gr 1-39% at or above GL Gr 2-34% at or above GL Gr 3- 56% oat or above GL Gr 4- 42% at or above GL
4: Year 2 Performance Objective	Partially Completed	Year 2: 100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1. At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics. By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.	100% of teachers using ARC I-Ready (March) Overall Gr 1-25% mid or above GL Gr 2-20% mid or above GL Gr 3- 26% mid or above GL Gr 4- 18% mid or above GL Bailey- 22% mid or above GL
5: Year 2 Performance Objective	In progress	Year 2: Evaluate the effectiveness of Year 1 morning meeting lessons in addressing SEL competencies and supporting CLSP and PBIS strategies. Identify students who may require additional social-emotional support based on data from Year 1 assessments, observations, and teacher input and implement targeted interventions and support services, such as small group counseling, social skills training, or behavior plans, to address specific needs.	All Students are receiving the new Wayfinder SEL curriculum on Fridays with Specialists. Staff have been using the Wayfinder activities during their morning meeting to address social competencies. DESSA ratings/ Teacher input has created strategic groupings for the Social Worker to meet with. Addition of a Behavior Paraprofessional to support Tier II behaviors. *Conducts on Aspen X2 are down from where they were last year. (459 in 24-25 vs. 190 in 25-26)

Goal

Status

Progress Notes

(Actions Completed, Actions Remaining, Challenges, Successes)

KPI Data

1: Year 2 Performance Objective

In progress

Staff will calibrate similar observational notes when using the DESE Observation Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.

*Even though the district curriculum is vetted the staff looks through a lens of Equity when teaching ARC; ex. Unit 3 for Grade 1 is about families. Teachers collaborated to form language around foundations of various families.

The Equity team also used this lens when planning the MultiCultural Night, the Parade of Nations, and other School Events like parent conferences. We ensured language transportation, or other barriers were removed to improve attendance to school events.

HALS- School Culture (Relationships) 4.33

Washington Model- All Reviewed

Staff conducted team observations

Attendance at School-Wide Events

2: Year 2 Performance Objective

Partially Completed

Staff took on leadership roles to create TWR lessons to incorporate with ARC. Completed K-4 for Units 3 & 4.

3: Year 2 Performance Objective

Partially Completed

Year 2:

Word Recognition:

Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation.
Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts.
Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading.
Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately.
Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions.

Language Comprehension:

Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals.
Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language.

Writing Instruction:

Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre.
Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.

I-Ready (March)

Overall

Gr 1-39% at or above GL

Gr 2-34% at or above GL

Gr 3- 56% oat or above GL

Gr 4- 42% at or above GL

4: Year 2 Performance Objective

Partially Completed

Year 2:

100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1.
At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics.
By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.

100% of teachers using ARC

I-Ready (March)

Overall

Gr 1-25% mid or above GL

Gr 2-20% mid or above GL

Gr 3- 26% mid or above GL

Gr 4- 18% mid or above GL

Bailey- 22% mid or above GL

5: Year 2 Performance Objective

In progress

*All Students are receiving the new Wayfinder SEL curriculum on Fridays with Specialists.

* Staff have been using the Wayfinder activities during their morning meeting to address social competencies.

*DESSA ratings/ Teacher input has created strategic groupings for the Social Worker to meet with.

*Addition of a Behavior Paraprofessional to support Tier II behaviors.

*Conducts on Aspen X2 are down from where they were last year. (459 in 24-25 vs. 190 in 25-26)

Section 5: Quarterly Progress Monitoring Review

5.8 2025-2026 Quarter 4

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 2 Performance Objective:	Not started	Staff will calibrate similar observational notes when using the DESE Culturally Responsive Teaching Rubric (The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information); all supplemental curriculum material will be audited with the Washington Model.


2: Year 2 Performance Objective:	Not started	Year 2: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Continue to analyze targeted data to enhance the targeted goal of the team. Identify team members interested in taking on a leadership role within the team structure. Provide targeted professional development opportunities to staff members as needed on topics related to curriculum design, data analysis, behavior support, and equity in education. Foster collaboration and engagement with families and community partners by sharing meeting notes and soliciting input and feedback on school improvement efforts.	Survey completed by staff to evaluate.
3: Year 2 Performance Objective:	Not started	Year 2: Word Recognition: Phonological Awareness: Build on phonological awareness skills with more complex activities such as phonemic segmentation and manipulation. Decoding: Expand phonics instruction to include multisyllabic words, prefixes, suffixes, and word roots. Provide opportunities for decoding practice in authentic texts. Sight Recognition: Increase exposure to high-frequency words through guided reading activities and independent reading. Encoding: Apply phonics, spelling rules and patterns to accurately apply letter-sound relationships to write and spell words accurately. Morphology: Expand morphology instruction to teach the structure and forms of words through the use of morphemes. Explicitly teach prefixes and suffixes and roots to add to the understanding of word meanings and grammatical functions. Language Comprehension: Vocabulary: Extend vocabulary instruction to include academic and domain-specific vocabulary. Use strategies such as word maps, word sorts, and vocabulary journals. Language Structure: Introduce more advanced concepts of grammar and syntax, including sentence combining, complex sentence structures, and figurative language. Writing Instruction: Genre Study: Introduce various genres of writing (narrative, expository, persuasive) and teach specific features and structures of each genre. Writing Process: Teach students the writing process (prewriting, drafting, revising, editing, publishing) through explicit instruction and guided practice. Provide opportunities for independent writing with teacher feedback.
4: Year 2 Performance Objective:	Not started	Year 2: 100% of teachers in Grades K–4 will receive initial training in ARC implementation by the end of Year 1. At least 80% of classrooms will demonstrate foundational integrity to ARC routines and structures as measured by observation rubrics. By the end of Year 1, 35% of students will be Mid or Above as measured by iReady Diagnostic based on iReady EOY data.	June Optional iReady-
5: Year 2 Performance Objective:	Not started	Year 2: Evaluate the effectiveness of Year 1 morning meeting lessons in addressing SEL competencies and supporting CLSP and PBIS strategies. Identify students who may require additional social-emotional support based on data from Year 1 assessments, observations, and teacher input and implement targeted interventions and support services, such as small group counseling, social skills training, or behavior plans, to address specific needs.	Survey completed by staff to evaluate.

Section 5: Quarterly Progress Monitoring Review

5.9 2026-2027 Quarter 1

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 3 Performance Objective	Not started	Staff will be able to identify and adjust practices in their classroom instruction, materials, and building-wide systems in order to ensure they are culturally sustaining according to the DESE Culturally Responsive Teaching Rubric.(The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Staff will be accustomed to looking at all curriculum materials with the Washington Model before implementing it in their classrooms.


2: Year 3 Performance Objective	Not started	Year 3: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Ensure that practices established in the previous years, including monthly team meetings, data analysis, behavior management strategies, and equity initiatives, are embedded into the school culture and routines. Cultivate leadership capacity among staff members by providing opportunities for mentorship, peer coaching, and leadership roles within school improvement teams.
3: Year 3 Performance Objective	Not started	Year 3: Word Recognition: Phonological Awareness: Reinforce phonological awareness skills through word games, oral rhyming activities, and auditory discrimination tasks. Decoding/Encoding: Provide opportunities for application of decoding and encoding skills in authentic reading and writing experiences, focusing on fluency and automaticity. Sight Recognition: Encourage independent reading with a wide variety of texts to further develop sight word recognition and fluency. Language Comprehension: Verbal Reasoning: Engage students in higher-order thinking activities such as inferencing, predicting, and synthesizing information from texts. Literacy Knowledge: Teach metacognitive strategies for comprehension monitoring, such as summarizing, questioning, and clarifying. Writing Instruction: Writing Across the Curriculum: Integrate writing instruction across content areas, providing opportunities for students to apply writing skills in science, social studies, and other subjects. Publishing and Presentation: Guide students through the process of revising and editing their writing for publication. Provide opportunities for students to share their writing through presentations, portfolios, or digital platforms.
4: Year 3 Performance Objective	Not started	Year 3: 90% of classrooms will demonstrate consistent and effective use of ARC instructional routines. 40% of students will be Mid or Above as measured by iReady Diagnostic Scores based on iReady EOY data. At least 80% of teachers will report increased confidence and competence using ARC materials and strategies (via end-of-year survey).
5: Year 3 Performance Objective	Not started	Year 3: Provide ongoing support and resources for teachers to deepen their understanding of CLSP, SEL and behavioral strategies, refine their instructional practices, and stay updated on research and best practices. Encourage teacher leadership and innovation in lesson implementation by recognizing and empowering educators who demonstrate expertise and dedication in promoting student well-being.

Section 5: Quarterly Progress Monitoring Review

5.10 2026-2027 Quarter 2

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 3 Performance Objective	Not started	Staff will be able to identify and adjust practices in their classroom instruction, materials, and building-wide systems in order to ensure they are culturally sustaining according to the DESE Culturally Responsive Teaching Rubric.(The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Staff will be accustomed to looking at all curriculum materials with the Washington Model before implementing it in their classrooms.


2: Year 3 Performance Objective	Not started	Year 3: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Ensure that practices established in the previous years, including monthly team meetings, data analysis, behavior management strategies, and equity initiatives, are embedded into the school culture and routines. Cultivate leadership capacity among staff members by providing opportunities for mentorship, peer coaching, and leadership roles within school improvement teams.
3: Year 3 Performance Objective	Not started	Year 3: Word Recognition: Phonological Awareness: Reinforce phonological awareness skills through word games, oral rhyming activities, and auditory discrimination tasks. Decoding/Encoding: Provide opportunities for application of decoding and encoding skills in authentic reading and writing experiences, focusing on fluency and automaticity. Sight Recognition: Encourage independent reading with a wide variety of texts to further develop sight word recognition and fluency. Language Comprehension: Verbal Reasoning: Engage students in higher-order thinking activities such as inferencing, predicting, and synthesizing information from texts. Literacy Knowledge: Teach metacognitive strategies for comprehension monitoring, such as summarizing, questioning, and clarifying. Writing Instruction: Writing Across the Curriculum: Integrate writing instruction across content areas, providing opportunities for students to apply writing skills in science, social studies, and other subjects. Publishing and Presentation: Guide students through the process of revising and editing their writing for publication. Provide opportunities for students to share their writing through presentations, portfolios, or digital platforms.
4: Year 3 Performance Objective	Not started	Year 3: 90% of classrooms will demonstrate consistent and effective use of ARC instructional routines. 40% of students will be Mid or Above as measured by iReady Diagnostic Scores based on iReady EOY data. At least 80% of teachers will report increased confidence and competence using ARC materials and strategies (via end-of-year survey).
5: Year 3 Performance Objective	Not started	Year 3: Provide ongoing support and resources for teachers to deepen their understanding of CLSP, SEL and behavioral strategies, refine their instructional practices, and stay updated on research and best practices. Encourage teacher leadership and innovation in lesson implementation by recognizing and empowering educators who demonstrate expertise and dedication in promoting student well-being.

Section 5: Quarterly Progress Monitoring Review

5.11 2026-2027 Quarter 3

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 3 Performance Objective	Not started	Staff will be able to identify and adjust practices in their classroom instruction, materials, and building-wide systems in order to ensure they are culturally sustaining according to the DESE Culturally Responsive Teaching Rubric.(The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Staff will be accustomed to looking at all curriculum materials with the Washington Model before implementing it in their classrooms.


2: Year 3 Performance Objective	Not started	Year 3: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Ensure that practices established in the previous years, including monthly team meetings, data analysis, behavior management strategies, and equity initiatives, are embedded into the school culture and routines. Cultivate leadership capacity among staff members by providing opportunities for mentorship, peer coaching, and leadership roles within school improvement teams.
3: Year 3 Performance Objective	Not started	Year 3: Word Recognition: Phonological Awareness: Reinforce phonological awareness skills through word games, oral rhyming activities, and auditory discrimination tasks. Decoding/Encoding: Provide opportunities for application of decoding and encoding skills in authentic reading and writing experiences, focusing on fluency and automaticity. Sight Recognition: Encourage independent reading with a wide variety of texts to further develop sight word recognition and fluency. Language Comprehension: Verbal Reasoning: Engage students in higher-order thinking activities such as inferencing, predicting, and synthesizing information from texts. Literacy Knowledge: Teach metacognitive strategies for comprehension monitoring, such as summarizing, questioning, and clarifying. Writing Instruction: Writing Across the Curriculum: Integrate writing instruction across content areas, providing opportunities for students to apply writing skills in science, social studies, and other subjects. Publishing and Presentation: Guide students through the process of revising and editing their writing for publication. Provide opportunities for students to share their writing through presentations, portfolios, or digital platforms.
4: Year 3 Performance Objective	Not started	Year 3: 90% of classrooms will demonstrate consistent and effective use of ARC instructional routines. 40% of students will be Mid or Above as measured by iReady Diagnostic Scores based on iReady EOY data. At least 80% of teachers will report increased confidence and competence using ARC materials and strategies (via end-of-year survey).
5: Year 3 Performance Objective	Not started	Year 3: Provide ongoing support and resources for teachers to deepen their understanding of CLSP, SEL and behavioral strategies, refine their instructional practices, and stay updated on research and best practices. Encourage teacher leadership and innovation in lesson implementation by recognizing and empowering educators who demonstrate expertise and dedication in promoting student well-being.

Section 5: Quarterly Progress Monitoring Review

5.12 2026-2027 Quarter 4

Goal	Status	Progress Notes (Actions Completed, Actions Remaining, Challenges, Successes)	KPI Data
1: Year 3 Performance Objective	Not started	Staff will be able to identify and adjust practices in their classroom instruction, materials, and building-wide systems in order to ensure they are culturally sustaining according to the DESE Culturally Responsive Teaching Rubric.(The content itself is reflective of and affirming to students' identities, brings awareness to global diversity, and it allows for students to interrogate the presented information) Staff will be accustomed to looking at all curriculum materials with the Washington Model before implementing it in their classrooms.


2: Year 3 Performance Objective	Not started	Year 3: Evaluate the effectiveness of monthly team meetings and refine meeting processes based on feedback and outcomes from the previous year. Ensure that practices established in the previous years, including monthly team meetings, data analysis, behavior management strategies, and equity initiatives, are embedded into the school culture and routines. Cultivate leadership capacity among staff members by providing opportunities for mentorship, peer coaching, and leadership roles within school improvement teams.
3: Year 3 Performance Objective	Not started	Year 3: Word Recognition: Phonological Awareness: Reinforce phonological awareness skills through word games, oral rhyming activities, and auditory discrimination tasks. Decoding/Encoding: Provide opportunities for application of decoding and encoding skills in authentic reading and writing experiences, focusing on fluency and automaticity. Sight Recognition: Encourage independent reading with a wide variety of texts to further develop sight word recognition and fluency. Language Comprehension: Verbal Reasoning: Engage students in higher-order thinking activities such as inferencing, predicting, and synthesizing information from texts. Literacy Knowledge: Teach metacognitive strategies for comprehension monitoring, such as summarizing, questioning, and clarifying. Writing Instruction: Writing Across the Curriculum: Integrate writing instruction across content areas, providing opportunities for students to apply writing skills in science, social studies, and other subjects. Publishing and Presentation: Guide students through the process of revising and editing their writing for publication. Provide opportunities for students to share their writing through presentations, portfolios, or digital platforms.
4: Year 3 Performance Objective	Not started	Year 3: 90% of classrooms will demonstrate consistent and effective use of ARC instructional routines. 40% of students will be Mid or Above as measured by iReady Diagnostic Scores based on iReady EOY data. At least 80% of teachers will report increased confidence and competence using ARC materials and strategies (via end-of-year survey).
5: Year 3 Performance Objective	Not started	Year 3: Provide ongoing support and resources for teachers to deepen their understanding of CLSP, SEL and behavioral strategies, refine their instructional practices, and stay updated on research and best practices. Encourage teacher leadership and innovation in lesson implementation by recognizing and empowering educators who demonstrate expertise and dedication in promoting student well-being.

Section 6: Title 1 Schoolwide Requirements

1	A comprehensive needs assessment of the entire school
	https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600002&orgtypecode=6

2	Schoolwide reform strategies
	https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcode=01600002&orgtypecode=6

3	Instruction by highly qualified teachers
	https://profiles.doe.mass.edu/profiles/teacher.aspx?orgcode=01600002&orgtypecode=6&

4	In accordance with section 1119…
	Please use this Quality Improvement Plan (QIP) as a response to this section.

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

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).

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.