4 of 18

District and School Improvement Plan Components

Outcome

Supporting School Level Admin Element

Key Practices to Support the Outcome

Benchmark Dates

Data Source/Evidence To Demonstrate Growth

Resources

5 of 18

How the Outcomes Were Authored in our Plan

Each year we struggled to find the right common language that connects to what we must do as an educator in Massachusetts and what we should do to further student outcomes based on our data and best practice.

6 of 18

How the Outcomes Were Authored in our Plan

7 of 18

How the Outcomes Were Authored in our Plan

Unsatisfactory

Needs Improvement

Exemplary

Proficient

8 of 18

Matching Key Practices to the Outcomes in our Plan

Each school team has been provided with a key practice in the District Improvement Plan.
Each school team will walk the room to review each outcome in the district improvement plan.
Each school team will tape their key practice underneath the appropriate district improvement plan outcome when the team feels it is match that supports the outcome.

9 of 18

The District Improvement Plan

10 of 18

The School Improvement Plan

Each school has been given their own school copy of the district improvement plan to modify.
In order to support the district improvement plan, each school must keep each outcome on their copy, but may add additional outcomes that are authored using the teacher evaluation rubric standards and elements.
In order to support the district improvement plan, each school must keep each key practice on their copy, but may add additional key practices to support the outcome.
In the School Improvement Plan, key practices may be “schoolified” adding school specifics or additional details.

Focus Group: Administrators, Educators, Community Leaders

By June 2019, The District Code Task Force and Code Team tasked with creating the Code of Character, Conduct and Support will:

define and delineate responsibilities for culturally proficient communication by district leadership, teaching and other staff and families within the Pittsfield Public Schools. Each building will have representation on the District Code Task Force.

Focus Group: Administrators, Educators, Community Leaders

By June 2019, Allendale Elementary School will

perform key activities related to implicit bias that will support the future implementation of the Student Code of Character, Conduct and Support

11 of 18

The School Improvement Plan - Making It Happen

Consistent meeting template that is also driven by the MA Evaluation rubric.

12 of 18

Strategic Objective 1 - Outcome 1

The Pittsfield Public Schools promotes the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.

I-A-4 Well Structured Lessons Develops well-structured lessons with challenging, measurable objectives and appropriate student engagement strategies, pacing, sequence, activities, materials, resources, technologies, and grouping.	Focus Group: Educators By the end of September 2018, educators will receive additional professional development to: develop student friendly learning objectives that are linked to skills within the Massachusetts Curriculum Frameworks that can be reached by the end of the lesson.	December 30, 2018
	Focus Group: Educators By the end of September 2018, educators will receive additional professional development in order to: strategically utilize formative assessments throughout the lesson that are tied to the learning objective that is to be reached by the end of the lesson.	December 30, 2018
	Focus Group: Administrators and Educators Throughout the 2018-2019 school year, administrators and educators will refine and continue to put into practice a system of curriculum, instruction, and assessment that enables each student to be engaged in well structured lessons with challenging, measurable objectives that are grounded in the Massachusetts Curriculum Frameworks by piloting: science programs in grades K - 8 civics programs in grade 8 algebra, biology and english language arts programs in selected high school classes Intervention programs in grades 6 - 8	2018-2019 school year

13 of 18

Strategic Objective 1 - Outcome 2

I-B-2 Adjustment to Practice Organizes and analyzes results from a variety of assessments to determine progress toward intended outcomes and uses these findings to adjust practice and identify and/or implement appropriate differentiated interventions and enhancements for students.	Focus Group: Students By April of 2019, The Pittsfield Public Schools will: collect and intentionally use Panorama student response data in improvement planning to enhance academic and social emotional experiences for students.	October 2018 To April 2019
	Focus Group: District Administrators By the end of November 2018, administrators will receive professional development in: data coaching by Research for Better Teaching.	November 30, 2018
	Focus Group: Building Administrators By the end of February 2019, building administrators and principals will guide educators in: analyzing student performance data.	By February 2019 and ongoing through the remainder of the year
	Focus Group: Educators By the end of June 2019, educators will present: student performance data and related instructional adjustments to their peers.	By June 2019

14 of 18

Strategic Objective 1 - Outcome 3

I-C-3 Sharing Conclusions with Students Based on assessment results, provides descriptive feedback and engages students and families in constructive conversation that focuses on how students can improve their performance.	Focus Group: Educators By June 2019, educators will receive professional development in: providing descriptive feedback and engaging students and families in constructive conversation that focuses on how students can improve their performance.	By June 2019	School based presentations and educator feedback related to those presentations

15 of 18

Strategic Objective 2 - Outcome 1

The Pittsfield Public Schools promotes the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.

II-A-3 Meeting Diverse Needs Uses appropriate practices, including tiered instruction and scaffolds, to accommodate differences in learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.	Focus Group: Administrators and Educators Throughout the 2018-2019 school year administrators and educators will: follow the district progress monitoring calendar (K - 8) and K - 12 benchmark calendar utilize data to place students in a tiered model of instruction. provide differentiated learning instruction using district approved resources	Ongoing 2018-2019 school year	At least 95% of students will participate in benchmarking. Student data analyzed at least three times per year and presented to staff.
	Focus Group: Administrators and Educators By June 2019, administrators and educators will: author and implement the building based Positive Behavior Support manual and lesson repository.	Ongoing 2018-2019 school year	A building level increase in targeted Panorama data.

16 of 18

Strategic Objective 3 - Outcome 1

The Pittsfield Public Schools promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

III-B-2 Curriculum Support Regularly updates parents on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency.	Focus Group: Administrators and Educators By December 2018, each building will have: a professional learning experience allowing faculty to dissect the element language and explore data sources that supports the reason why this element is an important focus.	By December 2018	Agenda and meeting notes
	Focus Group: Administrators and Educators By February 2019, each building will hold: a facilitated meeting to discuss and develop a written plan for regular and ongoing communication with families (outside of regularly scheduled progress reports and report cards) related to the curricula provided and includes suggested strategies for supported learning at home. District tools such as Google Classroom and the PowerSchool Gradebook should be utilized.	By quarter 3 2019 to form plan By Quarter 4, 2019 for trial implementation	Monthly building fidelity checks beginning Quarter 3

17 of 18

Strategic Objective 3 - Outcome 2

The Pittsfield Public Schools promotes the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.

III-C-2 Culturally Proficient Communication Always communicates respectfully with families and demonstrates understanding of and sensitivity to different families’ home language, culture, and values	Focus Group: Pittsfield Families By January of 2019, The Pittsfield Public Schools will: collect and intentionally use Panorama family response data for district and schoolwide planning to further support families in engaging in their child’s educational experience.	By January 2019	Survey results, building presentations, and actions as a result of the data collected
	Focus Group: Administrators, Educators, Community Leaders By June 2019, The District Code Task Force and Code Team tasked with creating the Code of Character, Conduct and Support will: define and delineate responsibilities for culturally proficient communication by district leadership, teaching and other staff and families within the Pittsfield Public Schools. Each building will have representation on the District Code Task Force from the variety of stakeholders included.	By June 2019	District Code of Character, Conduct and Support draft

18 of 18

Strategic Objective 4 - Outcome 1

The Pittsfield Public Schools promotes the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.

IV-A-1 Reflective Practice Regularly reflects on the effectiveness of lessons, units, and interactions with students, both individually and with colleagues, and uses insights gained to improve practice and student learning	Focus Group: Administrators, Educators, Support Staff By April of 2019, The Pittsfield Public Schools will: collect and intentionally use Panorama educator, administrator/support staff, family, and student response data in improvement planning to enhance culturally proficient academic and social emotional experiences for students.	October 2018 April 2019
	Focus Group: Educators By the end of March 2019, all administrators and educators will: have professional development on effective culturally proficient interactions with students and strategies for providing student feedback.	By the end of March 2019
	Focus Group: Administrators and Educators By June 2019, the district and all schools will: hold three sessions to review academic and social emotional data through School-Wide Data Presentations that foster culturally proficient instructional and social emotional support changes needed based on data analysis.	By June 30, 2019