The Bromfield High School

SY24-25 School Improvement Plan

October 15, 2024

Kim Murphy

TBHS Thematic Goal

Design and implement a comprehensive tiered instructional support system to move towards the Harvard Public Schools Vision.

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Theories of Action

5 Year:

If we want students to experience dynamic learning and acquire the knowledge and skills to reach our Vision THEN our approach to the classroom and instruction needs to be relationship-centered, universally designed, with flexible means and measures that is informed and revised based on student needs and understandings.

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SY 24-25:

If we want to increase Engagement (as defined by the 4P’s framework for engagement) in our work next year, then our approach should be to focus on evidence based strategies and learning routines, purpose setting, increased feedback and reflection, and relationship building so that all students have a similar grade distribution and we see an increase in self-identified feelings of belonging on the TBHS Belonging Survey for all students.

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A Framework for Engagement

Sense of Purpose

I know what I am doing and why I am doing it.

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Sense of Place

I am a part of a community that supports me and vice versa.

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Sense of Possibility

I believe that I have the ability (or a way to get it) and agency to make it happen.

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Sense of Progress

I know if I am moving forward toward my goal.

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Strategic Initiatives

“The what…”

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3 Strategic Initiatives

1. Instructional habits to foster dynamic learning and a sense of belonging.

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For 24-25 this means: Increase the use of evidence based input and instruction strategies and purpose setting routines to support a sense of purpose and progress.

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1. Systemic academic and SEL intervention to support dynamic learning and sense of belonging

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For 24-25 this means: Increase the use of evidence based feedback and reflection in class and in Flex block and Strategic tier 2 intervention in class and in Flex block, to support a sense of possibility.

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1. Daily student classroom support to access dynamic learning, increased sense of belonging, and well-being.

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For 24-25 this means: Increase the use evidence based relationship building strategies to support an increased sense of belonging, place, and possibility.

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Strategic Initiative 1: Increase the use of evidence based input and instruction strategies and purpose setting routines to support a sense of purpose and progress.

Action Steps:

• TBHS faculty will maximize learning time through effective planning using UDL with firm goals and flexible means.

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• TBHS faculty will proactively differentiate their instruction, materials, and assessments to meet the needs of all learners in the classroom.

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• TBHS faculty will use UDL to design grade level tasks and assessments with multiple ways to learn content and demonstrate learning.

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• TBHS faculty will use the DCAP to support all students in their classroom.

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• TBHS faculty will support students to build their self-awareness and engage all students as active participants in the learning experience.

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Strategic Initiative 2: Increase the use of evidence based feedback and reflection in class and in Flex block and Strategic tier 2 intervention in class and in Flex block, to support a sense of possibility.

Action Steps:

• TBHS will implement a flexible block during each school day to provide an opportunity for targeted and responsive Tier 1 SEL and academic lessons.
• TBHS will design a Student Support Team to analyze student data and provide Tier 2 academic and SEL interventions.
• TBHS will continue to have co-teaching in core classes in 9th and 10th grade.
• TBHS will analyze and revise Tier 3 SEL interventions to align with evidence-based best practices.

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Strategic Initiative 3: Increase the use evidence based relationship building strategies to support an increased sense of belonging, place, and possibility.

Action Steps:

• TBHS faculty will explicitly form positive and caring relationships with all students to earn their trust so that they can warmly demand engagement and achievement.

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• TBHS Department Leaders will study Zaretta Hammond’s Culturally Responsive Teaching and the Brain in order to lead educators in PLCs in SY 25-26 towards warm demanding & independent learners.

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Overarching Action Steps to Support

Action Steps:

• TBHS will monitor the new schedule as a whole for effectiveness with a particular focus on the creation of PLC time in the daily schedule to enable teachers professional learning on a weekly basis and prepare facilitators to implement in SY 25-26.

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• TBHS faculty will create and maintain safe, supportive, and inclusive environments so that all of our students can engage in learning.

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• TBHS will form a committee to co-create a Vision of a Graduate to increase a sense of purpose.

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• TBHS leadership will analyze the Program of Studies, including graduation requirements and course offerings, to ensure alignment with DESE recommendations and district vision.

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• TBHS will create a system to review, revise, and store units of instruction.

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• TBHS will create a common approach to creating courses, units, and lessons using UDL and UBD.

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Measures & Benchmarks

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What data we be looking at to monitor progress towards our goals?

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Passing rates

Assessment data (STAR, MCAS)

Attendance data

Belonging Survey data

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