Pittsfield Public Schools

School Improvement Plan Presentations 2021-2022

Allendale Elementary

School

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Literacy

Literacy Learning Leaps:

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Preferred State: All students have the ability to fluently decode text and analyze and interpret text to make meaning.

Literacy Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

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Literacy: Commitments and Action Steps

• Embed Instructional Practices that support early literacy skills and build reading fluency for all students.
• Differentiated Small Group Instruction
• Support phonemic awareness and increase fluency.
• W.I.N. block groupings determined and monitored based on student assessment data.
• Provide instructional support for educators through modeling and coaching in an effort to ensure students engage learning experiences that target individual needs.
• Support Tier 1 Instructional Practices and Routines during instructional blocks.
• Formative and summative assessment administration and data analysis.
• Maximize impact of collaborative planning time through structured and regular opportunities for collaboration.
• Prioritize daily collaborative planning time for instructional planning and data analysis.
• Utilize assessment data to inform instructional decision-making.
• Administration of common assessments (CBM Reading, Into Reading, Heggerty)
• Structured opportunities for collaborative data analysis

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

Every Student, Every Day, In Every Way

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Preferred State: All members of the Allendale Elementary School community will have a strong sense of belonging and commitment which fosters a willingness and readiness for full and active participation of all students and staff.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement: Commitments and Action Steps

• The Student Support Team process will be redefined and restructured to ensure all students have access to academic, behavioral and social-emotional interventions and supports necessary for growth and overall success.
• Refinement of SST and RTI processes and implementation of plans.
• Establish and implement strong, consistent universal structures and interventions to strengthen students' sense of safety and belonging and to promote student readiness, interest and engagement in learning.
• Commitment to implementing positive behavior acknowledgement systems.
• Foster engagement and encourage participation of all staff by offering a variety of opportunities to be actively involved in school-based decision-making and professional learning experiences.
• Opportunities for staff members to plan and facilitate professional learning experiences
• School-wide teams (ILT, PBIS, FAC, PAC)

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Making Math Moments Matter

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Preferred State: Students actively engage in targeted, small group math instruction in order to have the opportunity to master foundational math skills, build a strong number sense, and develop higher-order thinking skills in an effort to meet or exceed grade-level standards.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion: Commitments and Action Steps

• Embed Instructional Practices that support acquisition of early math skills and build mathematical fluency for all students.
• Embed opportunities in daily instruction for students to engage in learning experiences/activities that target building math fluency.
• Administration of CBM Automaticity Benchmarks and Bi-Weekly Progress Monitoring
• Establish and implement school-wide expectations for math instructional blocks that allows for targeted math support for all students.
• Commit to including targeted, differentiated learning experiences (Small group instruction) during daily math instructional blocks.
• Maximize Impact of collaborative planning time through structured and regular opportunities for learning, collaboration and sharing of best practices.
• Learning Walks
• Collaborative data analysis and instructional decision-making
• Utilize Assessment Data to Inform Instructional Decision-Making.
• Administration of common math assessments
• ST Math Implementation goals
• Disaggregated Data Analysis

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PITTSFIELD PUBLIC SCHOOLS 2021

Capeless Elementary

School

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Literacy

Standard I: Curriculum, Planning, and Assessment.

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Preferred State: All students are able to read, critique, produce and learn from increasingly complex print and electronic texts.

Literacy Goals

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Goal: Tier One Instruction Goal to accelerate learning:

• Goal: 80% of students (or more) in 1st through 5th grade will have typical growth or better as measured by Fastbridge (CBM Reading)

Goal FOR ELA MCAS:

• 3rd: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding)
• 4th: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding)
• 5th: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding

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PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

Professional Development:

• Science of Reading PD for Elementary Teachers
• Training in FastBridge use and data analysis where needed.
• Heggerty training for Pre-K-2 teachers
• Equipped for Reading Success Book Study
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Provide Support to staff:

• Elementary School Literacy Coaches (2-years)
• Illuminate Assessment Building Leads
• Peer observations with Crosby/Capeless

Honor Collective Efficacy:

• Schedule Collaborative Planning:
• Three times a week in elementary school
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Support Assessments/Data for Learning:

• Assist in generating appropriate assessments in Illuminate
• Provide a review of MCAS data with a focus on demographics
• Collaborate in utilizing data for instructional decisions including intervention placement (FastBridge, Illuminate, iRead) and placement in targeted instruction blocks

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

Standard II: Teaching All Students.

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Preferred State: All students have a learning experience designed to create and sustain high levels of academic engagement that involves students emotionally, cognitively and behaviorally.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Goals:

• Tier One Instruction Goal to Accelerate Learning: All students will receive challenging, grade-appropriate Tier I instruction and have equitable access to high quality, universally designed academic, behavioral, and social emotional curriculum and instruction

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• Academic Engagement Goal: Students will experience sustained learning that involves them cognitively, emotionally, and behaviorally and supports the Zones of Regulation.

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Engagement

Commitments and Action Steps

Code of Conduct, Character, and Support: Creating a Restorative and Accountable Community

Professional Development:

• Review and Revise Code for 21-22 School Year
• Review and Revise Promote/Prevention Toolbox
• Restorative Conversations
• Family/Caregiver Communication
• Development and implementation of a continuum of restorative and skill-building interventions
• Ready to Rebound -
• Modules Book Study

Restorative and Accountable Discipline and Student Support

• Student Support Paraprofessional
• Ongoing coaching and collaborative meeting times
• Supporting Implementation through Data Review
• SST: Weekly Data review of student support referrals
• PBIS monthly meetings
• Sharing data and goals with whole faculty

Panorama Survey Data

• Administer surveys to families, staff, and students according to a survey plan
• Analyze and communicate data to all members to determine trends for improvement

Effective Student Support Process

• Continue to implement the Student Support Team in order to ensure that students access the necessary Tier I, II, III supports required to be successful.

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Standard II: Teaching All Students.

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Preferred State: All students have access to the educational resources, supports, interventions and rigor they need to make adequate progress toward their individualized learning goals.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

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-Tier One Instruction Goal to accelerate learning for all students

-ACCESS for ELs (DESE targeted measurements in progress/attainment)

Goal FOR ELA MCAS:

• 3rd: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding)
• 4th: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding)
• 5th: % of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding

Inclusion

Commitments and Action Steps

Professional development/support for teachers

• Teams will utilize fall data to create initial groups
• Data shared with teachers (8/31)
• Use formative assessments/analyzing data
• Address gaps in instruction through (WIN) “What I need” targeted instruction and small group instruction
• Teachers meet with Literacy Coach during CPT time
• Literacy Coach to plan, implement and facilitate CPT with coverage of: Programs, Data, and Strategies to best plan lessons, model/ co-teaching of lessons.

Student benchmarks and assessments: SWAT Team

• Fastbridge for ELA and for Math
• Criteria for Success for team members
• Data analysis with teachers monthly

Create schedule for WIN blocks (Math and ELA, K-5)

• Use fall data and MCAS 2021 data for groupings
• Allow for flexibility of all WIN blocks
• Review for teachers and support staff on expectations for WIN block
• Create list of expectations/non-negotiables for teachers for WIN
• WIN Team: teachers, paraprofessionals, Interventionists and Special Education team

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PITTSFIELD PUBLIC SCHOOLS 2021

Crosby Elementary

School

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Literacy

Standard I: Curriculum, Planning, and Assessment.

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Preferred State: Every student demonstrates ambitious personal growth toward reading on or above grade level as a result of teachers implementing the district curriculum with integrity.

Literacy Goals

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Goal:

Measure/Goals (MCAS):

• Kindergarten-Letter Sounds- 80% at benchmark (41 sounds per minute) by spring [Fall 2021 = 21%; 7/33 students]
• Grade 1-CBM 55% reading at benchmark (66 wpm) by spring [Fall 2021 = 38.6%]
• Grade 2 - CBM 50% reading at benchmark (101 wpm) by spring [Fall 2021 = 16.7%]
• Grade 3 - CBM 55% reading at benchmark (125 wpm) by spring [Fall 2021 = 42.9%]
• Grade 4 - % of students score meet/exceed 2022 MCAS ELA: 40% [2019 = 20%; 2021 = 20%]
• Grade 5 - % of students score meet/exceed 2022 MCAS ELA: 40% [2019 = 11%; 2021 = 8%]

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

Structure ELA block to center the Into Reading curriculum and resources:

• Utilize collaborative planning structures
• Provide guidance and offer support to teachers around structure of literacy block

Utilize Relevant Approved Tier I Curriculum Programs:

• Schedule professional learning with a focus on:
• Into Reading (General Ed)
• Corrective Reading/Reading Mastery, ACES (Multi-grade classes)
• Language for Learning, Get Set to Learn (Pre-K)
• Science of Reading Professional Development series
• Heggerty Program to support phonemic awareness
• IRead & Waggle strategic utilization

Utilize relevant skill-based reading curriculum (Tier I, Tier II, Tier III and enrichment) during targeted instruction block (WIN What I need) to meet the needs of all students:

• Analyze student achievement data to determine groups as needed
• Maintain flexible grouping for targeted instruction blocks
• Discuss students during Collaborative Planning meetings

Provide Partnerships Through Instructional Coaching to Support Educators:

• Introduce staff to the coaching cycle
• Support Tier One Literacy Instruction and Curriculum implementation to improve teaching and learning
• Utilize formative student data to inform differentiated instructional strategies

Clarify Assessments and What Instructional Decisions can be Made From the Results of Each Assessment:

• Analyze benchmark data with a focus on student populations
• Utilize formative and summative assessment cycles to determine instructional decisions
• Align assessments with priority standards
• Create Assessment Overview Matrix

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

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All Learning is Connected to Social and Emotional Learning

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Standard II: Teaching All Students.

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Preferred State: Throughout each day, every student experiences instruction that provides high levels of academic engagement involving students emotionally, cognitively, and behaviorally.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Measure/Goals:

• Tier One Instruction Goal to Accelerate Learning: All teachers in all classrooms will implement consistent school-wide practices for Tier 1 instruction in social emotional learning and academic engagement (behavioral, cognitive, and social).
• Academic Engagement Goal: Students in grades 3-5 will report an increase in interest, participation, and effort on 2021-2022 Panorama Engagement Surveys.
• Behavioral Engagement: 100% of students will report being acknowledged through PBIS practices and value added feedback for demonstrating school-wide expectations.

Engagement

Commitments and Action Steps

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Install School-wide Tier 1 Engagement Strategies in all Classrooms in order to support students with classroom routines.

• Daily Morning Meeting
• Establish schedule to implement Second Step curriculum, including the bullying prevention unit
• Maintain one weekly collaborative planning time meeting focus on SEL. Priorities within common planning to:
• Strengthen PBIS Acknowledgements and Practices to improve consistency
• Embedding social-emotional strategies and practices in all academic lessons
• Implement Zones of Regulation in all Kindergarten and Grade 1 classrooms to focus on teaching and reinforcing emotional regulation skills

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Provide Professional Development on key components of the Code of Conduct, Character, and Support: Creating a Restorative and Accountable Community in order to create a more restorative environment.

• Facilitate educator professional development in de-escalation strategies and routines for all students
• Provide new teachers with targeted, strategic support sessions beyond New Educator Induction

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Reset and Maintain PBIS Tier I Leadership Team to improve student acknowledgement system.

• Invite all colleagues to participate in PBIS Leadership Team meetings
• Share mission/vision of team with staff

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

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Inclusion is not a place!

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Standard II: Teaching All Students.

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Preferred State: Every student has access to the educational resources, supports, interventions and rigor they need to make ambitious growth in their education.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Literacy MCAS Goals Plus:

• By June 2022, the MCAS specific student group Students with Disabilities will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS
• By June 2022, the MCAS specific student group African American/Black will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS
• By June 2022, the MCAS specific student group Hispanic/Latino will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS
• By June 2022, the MCAS specific student group Multi Race/Non-Latino will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS
• By June 2022, the MCAS specific student group EL and Former EL will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS.

Inclusion

Commitments and Action Steps

Develop High-Impact Student Support Team:

• Enhance the SST Framework in order to ensure that all students have access to the necessary academic and social-emotional Tier I, II, III supports required to accelerate learning.
• Plan interventions that are differentiated based on student needs
• Refine structure for SST process to align with district model

Implement Inclusion Process for Special Education Students to enter the General Education setting (classrooms, lunch/recess, specialists)

• Revisit the Inclusion Process already in place for Academy students, to revise for students in multi-grade classes.
• Provide general education classroom teachers the necessary supports before, during, and after the student transition

Create a Robust EL Program

• Create a mentoring/buddy system for new EL Students
• Coach teachers on SEI strategies to use for EL students in classrooms

Ensure Materials and Practices are Diverse and Inclusive

• Coach administration and teachers to analyze and implement curriculum with a DEI lens (Dr. Jones-Sneed)
• Provide professional development in DEI anti-racism, and implicit bias

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PITTSFIELD PUBLIC SCHOOLS 2021

Williams Elementary

School

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Literacy

All students are demonstrating significant personal growth in reading and math by using the appropriate educational resources and rigor they need at the right moment.

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Strengthening Our Shared Structures

Literacy & Math Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Goal:

• Tier One Instruction Goal to accelerate learning as evidenced by curriculum assessments.
• Goal: 85% of students (or more) will have typical growth or better as measured by Fastbridge (CBM Reading).

Goal for 2022 ELA (MCAS):

• 3rd: % of students meet/exceed state average: 78%
• 4th: % of students meet/exceed state average: 74%
• 5th: % of students meet/exceed state average: 82%

Goal for 2022 Math (MCAS):

• 3rd: % of students meet/exceed state average: 70%
• 4th: % of students meet/exceed state average: 45%
• 5th: % of students meet/exceed state average: 55%

Grade 3-5 ELA M/E

Grade 3-5 Math M/E

Williams

State

Literacy

Commitments and Action Steps

Install Into Reading Program with Integrity:

• Professional learning and collaborative planning
• Science of Reading professional development
• Heggerty program to support phonemic awareness
• Implement Writer’s Workshop across all grade levels

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Provide Partnerships Through Instructional Coaching:

• Literacy Coach to support Tier One Literacy Instruction and Curriculum implementation to improve teaching and learning
• Collaboration with Reading Specialist
• Math Lead will support Tier One Math Instruction and Curriculum implementation
• Examine and explore math patterns in MCAS data to guide planning and decision making
• ST Math Champion to support effective implementation of the digital learning program

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PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

Implement Daily Grade Level Collaborative Planning with Integrity:

• Utilizing the Formative Assessment for Results Cycle:
• Clarifying the Learning Journey
• Infusing and analyzing formative assessment
• Analyzing assessment data
• Planning for FIRME action in response to the data

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Clarify Assessments and What Instructional Decisions can be Made From the Results of Each Assessment:

• Utilize formative and summative assessment cycles to determine instructional decisions
• Align assessments with priority standards
• Maintain flexible grouping for intervention placement and targeted instruction blocks

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

The strong sense of community among stakeholders at Williams is visible through connecting with one another and celebrating each other.

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Creating Collaborative Communities

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

• Tier One Instruction Goal to Accelerate Learning: All teachers in all classrooms will implement consistent school-wide practices for Tier 1 instruction in social emotional learning and academic engagement (behavioral, cognitive, and social).
• Academic Engagement Goal: Students in grades 3-5 will report an increase in interest, participation, and effort on 2021-2022 Panorama Engagement Surveys.
• Behavioral Engagement: 100% of students will report being acknowledged through PBIS practices and value added feedback for demonstrating school-wide expectations.

Engagement

Commitments and Action Steps

Reset/Redefine PBIS Team Purpose & Roles:

• Redesign structure/schedule for student and staff celebrations
• Review student expectations and management systems
• Share expectations with all staff

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Rebuild Teacher Agency:

• Daily grade level collaborative planning utilizing the Formative Assessment for Results Cycle:
• Clarifying the Learning Journey
• Infusing and analyzing formative assessment
• Analyzing assessment data
• Planning for FIRME action in response to the data
• Enhance professional learning communities and high performing teams that continuously invest in their collective efficacy by maintaining a focus on impact

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

Commitments and Action Steps

Rebuild Student Agency:

• Teachers and students will co-construct academic and social emotional growth oriented goals to improve on previous performance with specific and measurable action steps
• Identify criteria for success to develop student goals
• Develop planning and self-reflection tools for goal setting conferences in order to regularly monitor progress and make adjustments as needed

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Implement Tier I Prevention and SEL Curricula with Integrity:

• School Adjustment Counselor to provide Tier I prevention and promotion across grade levels
• School Adjustment Counselor & Student Support Paraprofessional to provide Tier II and Tier III supports

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

All students who are at-risk are provided the targeted and flexible educational supports and interventions they need to demonstrate growth across the curriculum.

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Enhancing Educational Equity

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

• Tier One Instruction Goal to accelerate learning- All students will receive challenging, grade-appropriate tier I instruction and have equitable access to high quality, universally designed academic, behavioral, and social emotional curriculum and instruction
• Goal for MCAS SubGroup:
• Students with Disabilities will demonstrate a 60% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS
• Students with Disabilities will demonstrate a 60% growth percentile (SGP) as shown on the accountability report of the Spring 2022 Math MCAS
• TELL for ELs to monitor ongoing progress and performance relative to English Language Proficiency
• 85% of students in grades K-5 will meet their identified ACCESS progress targets

Inclusion

Commitments and Action Steps

Develop High-Impact Student Support Team:

• Enhance the SST Framework in order to ensure that all students have access to the necessary academic and social-emotional Tier I, II, III supports required to accelerate learning
• Plan interventions that are differentiated based on student needs
• Refine structure for SST process to increase collaboration between SST and grade level teams
• When needed, a member of the SST will join grade level collaborative planning meetings to discuss students of concerns

Build Academic Intervention Continuum Anchored in Research and Student Data:

• Sustain academic student intervention system to support identified students
• BEE Block for literacy
• Create system for Math Intervention
• Utilize coaching and building leads to support intervention programs
• Continuously use data and progress monitoring to assess impact and determine growth rate

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Commitments and Action Steps

Build a Foundation for an Inclusive Preschool Classroom:

• Implement Pre-K schedule and curriculum with integrity and scaffolding in order to meet the needs of all learners
• Create collaborative system for Pre-K team

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PITTSFIELD PUBLIC SCHOOLS 2021

Crosby

Academy

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Literacy

Preferred State: Teachers are implementing effective instructional practices that are sustainable so that all students are growing in reading and math.

Creating Educational Achievement

Literacy Goals

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Goal:

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

Build a Literacy Foundation:

• Participate in a 4-session (12 hours) reading series for all educators teachers that provide foundational instruction in the teaching of reading to all elementary teachers.
• Schedule strategic follow-up professional development with appropriate district coordinators.

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Utilize Relevant Approved Tier I Curriculum Programs:

• Schedule professional learning with a focus on:
• Into Reading (General Ed)
• Heggerty Program to support phonemic awareness
• IRead & Waggle strategic utilization

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Evidence:

• Attendance certificates
• Professional Learning and Faculty meeting calendar
• Implementation of available tools
• Benchmark and progress monitoring results
• Intervention schedule and groupings
• Spring 2022 MCAS Scores

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

Preferred State:

Staff members feel connected through strong, trusting relationships,and a sense of community among our families where they feel valued and heard.

Everyone Matters

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Engagement

Commitments and Action Steps

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Create communication plan/expectations

• Monthly newsletter to families
• Share resources/exemplars/success stories with staff aligned to individual staff members communication with families

Create plan/schedule for family engagement and events

• Create and distribute family survey to gauge interest in PTO and or School Council participation
• Build groups based on survey results
• Create meeting calendar and agenda template
• Consider how to share student celebrations as well

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Evidence

• Completed survey
• Professional Learning and Faculty Meeting calendar
• Staff resources bank
• School Council development
• Event calendar
• Event attendance

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Preferred State:

All students have the social emotional support systems in place to be

successful.

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I Win, You Win, We All Win!

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Commitments and Action Steps

Create overview/calendar of all Tier I supports to share with all staff

• Morning Meeting and/or character lessons
• Alignment of student goals with relevant topics/focus areas

Identify specific Tier II interventions to implement program-wide

• Frequent and consistent acknowledgement of student success (rule rockstars, assemblies etc)

Revise SST/child-study team and structure to discuss students who require Tier III supports

• Team includes all stakeholders that are impacted (teacher, electives etc)

Evidence

• Meeting documentation
• Revised student support plans
• SST form update and implementation
• SST meeting notes and student data
• Continued participation in the MTSS SEL & Mental Health Academy

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PITTSFIELD PUBLIC SCHOOLS 2021

Herberg Middle

School

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All Means All, No EXCUSES!!

2021 Highlights

Attendance Increase

2020-91.7%

2021-92.8%

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MCAS Open Response Writing Average Score

2019-1.15

2021-2.53

State Average 3.02

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6th Grade ELA Meeting/Exceeding Expectations

2019-25%

2021-46%

State Average 47%

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Number of ELA Questions above State Average

2018- 0

2019- 0

2021- 23

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2021 Highlights

Academy Model

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Team Structure

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Strong Academy Academic Leadership

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Culture Team

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Professional Learning System

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Amazing Staff

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Literacy

PREFERRED STATE

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In all classes, HMS students will demonstrate their thinking through daily writing, supported through discussion, that is grounded in textual evidence from complex text that students have read.

Literacy Goals

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Progress Monitoring FastBridge

• HMS will decrease the percentage of students scoring below the 30% percentile by the following percentages - 6th grade 7%, 7th grade by 15%, 8th grade by 12%

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2022 ELA (MCAS)

• % of students scoring meets/exceeds equals state MCAS ELA average:
• Grade 6 - 50% [HMS 2021 = 46%; 2022 = 50%]
• Grade 7 - 43% [HMS 2021 = 35%; 2022 = 43%]
• Grade 8 - 41% [HMS 2021 = 23%; 2022 = 41%]

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• Overall open response writing score equals/exceeds state MCAS average of:
• Grade 6 - 3.06 [HMS 2021 = 2.67; 2022 = 3.06]
• Grade 7 - 2.86 [HMS 2021 = 2.64; 2022 = 2.86]
• Grade 8 - 3.17 [HMS 2021 = 2.30; 2022 = 3.17]

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

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Provide Targeted Student Feedback:

HMS will decrease the percentage of students falling in the 35th percentile in aReading and aMath assessments by 10%

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Implement Herberg Instructional Model:

At least 80% of teachers showing ineffective implementation of the HMS instructional model will show growth in their implementation by the third walkthrough conducted in April.

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Implement CER Writing:

At least 70% of students scoring a “1 or 2” on the fall or winter writing rubric scores in Illuminate will improve to “3” in early or late spring common assessments.

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Incorporate Student Conferencing:

90% of HMS students will have evidence of at least one individual conference with teachers.

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Create After School Support Program:

At least 80% of students enrolled in the after-school program will show an increase of 10 points on their third window of Fastbridge assessments

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

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PREFERRED STATE

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At Herberg, every student is invested in a learning experience which is designed to intellectually challenge, inspire curiosity, increase confidence and foster the motivation to learn more.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

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• Herberg will increase student attendance by 1.5% - Currently 93.6%

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• Herberg will decrease student external suspensions by 5% -Currently 9.3%

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• Herberg will distribute 3 Parent/Family Surveys

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• Herberg will distribute 3 Student Surveys

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• Herberg staff will utilize Liveschool to support a PBIS ratio of 8:1

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Engagement

Commitments and Action Steps

Develop a Culture Team & Culture Plan

• HMS will decrease the number of chronically absent students by 5% quarterly

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Implement Restorative & Accountable Discipline System

HMS will decrease the number of Reset calls monthly using September as a baseline

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Grow the Student Leadership Council

HMS will create a Student Leadership Council that coordinates 3 school and community based initiatives

HMS will create a Student Leadership Council that consists of 10% of student population and represents demographic data in proportion with school totals

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Develop Ways to Better Connect to Families

HMS will increase the percent of favorable responses on Panorama Survey by 15%

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

PREFERRED STATE

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Staff attitude, along with methods of instruction and support, reflect the belief that all learners can receive challenging instruction with their peers and experience intellectual growth. All students will gain confidence and a sense of belonging that helps them develop their talents and achieve their goals.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

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• By June 2022, the MCAS specific student group Students with Disabilities will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS. (currently 33.8)

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• By June 2022, the MCAS specific student group African American/Black will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS. (currently 31.3)

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• By June 2022, the MCAS specific student group EL and Former EL will demonstrate a 50% growth percentile (SGP) as shown on the accountability report of the Spring 2022 ELA MCAS. (currently 33.7)

Inclusion

Commitments and Action Steps

Implement Professional Learning Communities:

HMS academic leadership team will provide teachers with 60 hours of relevant professional development along with 3- 54 min PLC meetings per week.

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Develop Means of Culturally Responsive Teaching:

80% of HMS teachers will show effective implementation of culturally responsive teaching as evident through walkthroughs focused on elements of culturally proficient teaching

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Focus on and Analyze Disaggregated Data:

HMS will hold quarterly meetings focused on analysis of subgroup data and implement action items to see a average increase of 5 points from 1st to 2nd fastbridge assessments

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Implement 8th Grade Accelerated Instruction:

HMS will increase the percentage of participation in advanced math courses by 30%

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PITTSFIELD PUBLIC SCHOOLS 2021

We are a PAK!

Productive Accountable Kind

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PITTSFIELD PUBLIC SCHOOLS 2021

Reid

Middle

School

68

Every student, every day.

Literacy

PREFERRED STATE

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Through a building-wide focus on reading and writing across the curriculum, every student, every day will participate in standards-based writing in every class.

Literacy Goals

70

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• 80% of students in grades 6-8 will have typical growth or better as measured by Fastbridge aReading.

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• EOY writing benchmark scores will increase by 25% for each grade level as compared to BOY writing benchmark; November progress monitoring goal of 12.5% increase.

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• MCAS Goals:
• 6th: 36% of students meet/exceed state average
• 7th: 31% of students meet/exceed state average
• 8th: 23% of students meet/exceed state average

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

• Writing Lead Teacher
• Writing Across the Curriculum
• Clear expectations for daily, standards-based writing
• Focus on summarizing grade-level, nonfiction texts in all subject areas
• Consistent and deliberate collection of implementation data through three scheduled walkthroughs
• Targeted Professional Development
• Design and Implement TELA blocks
• Data analysis that inform student schedules
• Design instructional expectations for ELA teachers
• Create unit plans with clear, standards-based targets

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

PREFERRED STATE

Every student, every day has a learning experience that has high levels of engagement by design. Students are connected through a multidisciplinary approach that leverages participation in purposefully designed cognitive tasks while practicing appropriate social-emotional skills.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Goals:

• Teachers and teacher-led teams at Reid will routinely use student data, through the FAR cycle, to adapt and improve instruction to engage all learners.
• 100% of FAR Teams will show weekly use of formative data analysis, articulate next steps, and increase cognitive engagement as measured by our walkthrough tools

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• The RMS TLT team will create an RMS Instructional Playbook grounded in high engagement strategies that clearly defines the instructional expectations at Reid Middle School.

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• The RMS team will build a common understanding of shared behavioral expectations and commit to systematically teaching, reteaching, reinforcing and monitoring implementation of schoolwide and classroom expectations so that RESET referrals and persistent classroom misbehavior log entries are reduced by at least 50%

Engagement

Commitments and Action Steps

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PITTSFIELD PUBLIC SCHOOLS 2021

• High-Impact Teacher-Led Teams
• FAR leaders will use protocols to facilitate purposeful planning and collaborative discourse to improve practices and increase student engagement.
• Provide small, professional learning experiences to develop high-quality, culturally responsive instructional strategies that accelerate student progress.
• Shared behavioral expectations guided by the Code of Conduct, Character and Support and supported by consistent routines and procedures which support student learning and safety
• Professional learning around the implementation of consistent routines that provide structures for
• Before Class, Start of Class, End of Class, Exiting Class

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Inclusion

PREFERRED STATE

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At RMS, every student, every day has access to the educational resources, supports, interventions, and rigor they need to be successful.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

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• 100% of students who meet criteria for academic, behavioral, or emotional supports will receive appropriate interventions through a data-driven student support system.

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• Create a culture within which core academic teachers understand the need for and gain the skills necessary for providing frontline intervention in the classroom, so that 100% of students receive targeted ELA and Math support.

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• To build a common understanding of effective behavioral interventions that support student learning so that persistent classroom and public space misbehavior is reduced by at least 50%.

Inclusion

Commitments and Action Steps

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PITTSFIELD PUBLIC SCHOOLS 2021

• Refine our building-wide Student Support Team
• Create a system and timeline for communicating next steps to staff
• Continue growing a “bank” of tier II interventions for academic and behavioral supports

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• RISE and RESET Protocols will be developed by our RISE and RESET Teachers, Dean of Students, Principal, in collaboration with Engaging Schools.
• RISE and RESET data routinely used to inform Building-wide SST

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• Provide frontline interventions in the Tier I classroom
• Implement ALEKS personalized math program in Grades 6-8.
• Staff professional learning
• Communication to Parents
• Design and implement Targeted ELA Blocks in each grade level.

Taconic

High

School

78

Literacy

Using scaffolding, accommodations, and interventions when necessary, students are able to independently comprehend multiple types of media, use academic language, and reflect on their progress.

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Literacy Goals

80

Goal for 2022 ELA (MCAS)

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• 85% of students in grades 9 and 10 will show growth on the end of year English benchmark
• Goal for ELA (MCAS)
• 60% of all students will meet or exceed expectations on 2022 MCAS (35% in 2021)
• 55% of AP Exams taken in ELA, History, and World Language will earn a qualifying score

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

• Establish common academic language and literacy goals for each grade level
• Grade 9 -12: Focus on using Claim-Evidence-Reasoning in all classes
• Using HMH Into Literature, ELA Grade 9,10, and 11 will complete a scope and sequence (curriculum crosswalk) that identifies high priority standards and utilizes units grounded in Understanding by Design Principles
• Using the Mass state standards, US History, Word History, Biology, Chemistry, and Physics will embedded and highlight MA Literacy standards in all UbD units
• Digital Literacy: Grade 9 Strategies for Success curriculum will identify digital literacy skills that every ninth grader will know
• EX: Google Slides, Sheets, Gmail

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

PREFERRED STATE

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All students will demonstrate excitement, engagement and understanding in their classes.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Engagement

Commitments and Action Steps

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The Family Engagement team will author and implement a three year Family Engagement Plan Including:

• Asset Mapping
• Community Focus groups
• Attendance Motivators for stakeholders
• Ways to support THS/Opportunities to get involved
• Family Resource Center

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Establish a system to gain student voice on a regular basis

• Taconic Student Voice Club

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Students will be engaged in the Career and College readiness process:

• Utilizing Xello, establish a sequence of Career Activities for each grade level (MyCaP)
• School Counseling will Implement components of the Mass Model curriculum in classes

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

PREFERRED STATE

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All THS students will access a rigorous curriculum while having the supports they need in order to demonstrate they are meeting the expectations defined in the state standards.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

• 2022 ELA and Math MCAS Targets: 40% of all subgroups will be Meeting or Exceeding Expectations:
• Students with Disabilities: ELA 8%, Math 8% in 2021
• High Needs students: ELA 24%, Math 17% in 2021
• Economically Disadvantaged: ELA 26%, Math 18% in 2021
• Black/African American: ELA 22%, Math 23% in 2021
• Hispanic: ELA 33%, Math 13% in 2021
• Percentage of students in Honors and AP courses will be reflective and proportionate for student demographic population
• Student Suspensions data (OSS and ISS) will not demonstrate disproportionality.
• Percentage average of favorable response to family and student inclusion survey will improve by 5% over prior school year.

Inclusion

Commitments and Action Steps

Implement co-teaching models in Grade 9 ELA with dedicated, common, weekly collaboration time.

Train an second cohort of teachers skilled in Culturally Responsive Teaching

• Join last years cohort as “Teacher leaders”

Implement RISE/RESET rooms grounded in restorative practices and reteaching expectations

• Develop and implement a continuum of Tier II and III restorative and skill-building interventions to be systemically delivered by identified staff when appropriate to match student need

Develop High-Impact Student Support Teams (SST) to ensure that all students have access to the necessary academic and social-emotional Tier I, II, III supports required to accelerate learning.

Develop a new inclusive master schedule and and prepare to implement in the ‘22-’23 School year

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PITTSFIELD PUBLIC SCHOOLS 2021

School Culture

PREFERRED STATE

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Students, families, and faculty will build a sense of community by demonstrating mutual respect and fostering a sense of belonging for all students.

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School Culture

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PITTSFIELD PUBLIC SCHOOLS 2021

• By June 2022, there will be a 10% increase of positive survey responses (teachers, students, parents, administration) relating to school culture.
• There will be an increase in attendance and participation in school-wide events, clubs and activities

School Culture

Commitments and Action Steps

Bring a school-Wide Focus to improving School Culture by dedicating one staff meeting a month to topics related to improving School Culture

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Provide extra curricular opportunities developed from student interest

• Offer a wide variety of after school enrichment and extracurricular activities based on student interest: Ex: ESPORTS, Taconic TV

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School-Wide Expectations Team is created to:

• Identify school-wide expectations
• Create lessons to teach and reinforce school-wide expectations
• Create a series of boosters and recognition to acknowledge those meeting/exceeding the school-wide expectations

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Student and Staff led Steering committee chooses new school mascot

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Deploy the SuperFan App to inform and entice students and community to participate in school events

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PITTSFIELD PUBLIC SCHOOLS 2021

Pittsfield

High

School

91

Literacy

PREFERRED STATE

At PHS, students will be introduced to a variety of complex texts and will be asked to critically read, analyze and synthesize the information in order to make cross-curricular connections, form their own educated opinions on what they read and explain to others what they have learned through writing and discussions.

Literacy Goals

93

Measure/Goals:

• 85% of PHS grade 9 and 10 students will show growth as measured by Illuminate benchmarks.
• ELA (MCAS)10th: % of students meet/exceed state average: 64% (raw score of 500 is meeting, 530 is exceeding)(PHS 2021 - 56%)

PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

Literacy focused Professional Development provided

• Develop UbD Units that provide students with complex texts that encourage students to analyze the content and evaluate the purpose of the text.
• Develop UbD Units that encourage students to write responses to texts for a variety of purposes.
• Provide students with texts from a diverse authors/sources
• Provide time for teachers to meet with mentors and coaches

Support Assessments/Data for Learning

• Gather data (Into Lit grade, Fastbridge, System 44, Read 180 (PACE and ASPIRE), Illuminate (ELA and Math grades 9 and 10), and department benchmarks.
• Bimonthly scheduled time for departments and grade based teams to analyze data gathered in common exams.
• Review and revise benchmarks in all non-MCAS classes, administer three times within the year and analyze the data collected.

Honor Collective Efficacy

• Support bimonthly meeting time in order for educators to collaborative plan, analyze data, and share best practices that promote literacy.
• Enhance Professional Learning Communities and solicit the input of a variety of teachers across all departments to discuss literacy in all content areas.
• Communicate literacy goals and data with the PHS faculty on an ongoing basis.

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

PREFERRED STATE

At PHS, students have a sense of belonging and can connect what they are learning to other classes and its practical application to the real world. Students are insightful and respectful of those working around them and feel comfortable participating in class. Students are given challenging tasks and the support to persevere through academic struggles.

95

Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Engagement

Commitments and Action Steps

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Review and Revise curriculum and existing UbD Units

• Conduct equity audits on current curriculum and increase texts from diverse authors, with relatable content.
• Time dedicated to reviewing existing UbD Units to ensure that these units represent a diverse voice in the curriculum.

Tier interventions designed to support students' needs and communicate our belief in their ability to succeed.

• Academic Center for Excellence (ACE) Freshmen Strategies for Success course
• ACE Student Support through targeted interventions (personalization and whole class instruction)
• Tutoring Center through ACE, staffed by content teachers and National Honor Society students
• Writing Lab through the school library

PBIS Interventions

• Use of PBIS Rewards system to acknowledge positive behavior, and allow students to earn both tangible and intangible rewards.
• Teaching and re-teaching of expectations in both classrooms and public spaces.
• Collect and Analyze data based on behavior.

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

Commitments and Action Steps

​

Restorative Practices / Code

• Systematic procedures for students who access RESET from both the classroom and public spaces
• Develop a system for students to self identify the need for RESET based on SEL needs.
• Use of the Code of Conduct, Character and Support to assign RISE to students for behavior infractions
• Use of restorative practices, reflection, and mediation in both RESET and RISE spaces.

Engaging Schools and building relationships

• Continual professional learning on tier one strategies from Engaging Schools
• Walk-through tool to assess the use of tier one strategies in classrooms
• Opportunity for teachers to share best practices for tier one strategies offered through our professional learning experiences.

Utilize student feedback to adjust instructional practices and respond to student needs

• Panorama Surveys
• School based surveys and focus groups

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

PREFERRED STATE

At PHS, our diverse population is visible, represented in the curriculum and all students have access to information that will help them have academic success and plan their future.

99

Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Commitments and Action Steps

Ensure Instruction is Planned and Implemented to Meet Diverse Learners’ Academic Needs

• Provide professional development to increase educator’s repertoires in working with diverse student groups.
• Review honors/intervention data and put structures in place to remove any barriers towards disproportionality
• Provide supports for all students to access extracurricular clubs and sports

Develop High-Impact Student Support Teams to ensure that all students have access to the necessary academic and social-emotional Tier I, II, III supports required to accelerate learning.

• Plan interventions/enrichment that is differentiated based on student needs
• Develop a post graduation plan for all students to be revisited yearly.
• Have all students utilize their Xello account to identify interests and develop a graduation plan.
• Have all freshmen identify an AP course they are interested in taking, and make a plan for
• Portrait of a Graduate pilot program

Strengthen EL knowledge base in order to promote and support a shared responsibility for educating and monitoring the progress of English learners anchored in an equity-oriented and research-based approach to the meeting the needs of the district’s diverse English learner student population.

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PITTSFIELD PUBLIC SCHOOLS 2021

Eagle

Academy

102

Literacy

PREFERRED STATE

Students are reading fluently and able to comprehend complex texts, and the curriculum in place sets up students for success in all content areas and on standardized tests

Literacy Goals

104

Goal: Fastbridge and Progress Monitoring: 90% of students will participate in Fastbridge and CBM assessments as scheduled by the district and school.

All students Fall to Spring growth will be at or above the 35% Nationally. Currently most students are well below or have not participated consistently.

Goal for 2022 ELA (MCAS)

100% of students in MCAS testing grades will participate in the MCAS assessments.

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The average student growth percentile in each grade will be at least 50%.

The latest SGPs for our students:

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Grade 6- 1%

Grade 7 -1%

Grade 8- 27%

Grade 10- 59%

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PITTSFIELD PUBLIC SCHOOLS 2021

Literacy

Commitments and Action Steps

• Assess and Determine needs regarding our reading curriculum and intervention
• Brian to engage in consultation meetings with Judy about curriculum and resources for Eagle
• Training for staff on incorporating reading into to all content areas facilitated by Phyllis Hakeem
• Create bank of resources for teachers to utilize

Determine structure for weekly reading day

Schedule Ryan B to visit to share overview on assessments and data (Fastbridge etc)

Determine how best to assess- at reading level

Assess students

Ensure Consistent Progress monitoring:

• Ensure all students receive progress monitoring with Fastbridge and (CBM) Joe Dapson to assist with supporting teachers to assess students with CBM
• Data analysis

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

PREFERRED STATE

Teachers are making real world connections within content for students and attendance is strong

106

Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

• Relevance:
• 100% of students complete the EOY survey.
• By the end of the 2021.22 school year 50% of students will rate the following question favorably: In the past week how interesting did you find the things you learned in your classes? (23% rated favorably in 2020.2021)
• Attendance:
• 80% of students are on track for at least 80% attendance in 2021.2022 (20% of students were on track for at least 80% attendance in 2020.2021)

Engagement

Commitments and Action Steps

​

Review and improve PBIS system school-wide

Create expectations for participation, engagement, attendance and sustainability (Student of the Month, rewards etc)

Implement RISE/Reset system

Connect with outside PBISATA partner for support (start with Tier I)

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Create culturally relevant lessons

Identify resources that match students’ backgrounds

Reach-out to Williams College for resources

Schedule community activities and opportunities for students (Williams College etc)

Continue with Engaging Schools professional learning and implementation

Project Based Learning PD (October- PBL 101- 3 sessions)

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PITTSFIELD PUBLIC SCHOOLS 2021

Project Based Learning (PBL) is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.

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7 Essential Project Design Elements in PBL

109

Inclusion

PREFERRED STATE

Students have access to a range of resources to help them be successful academically, socially, emotionally and behaviorally.

110

Inclusion Goals

111

PITTSFIELD PUBLIC SCHOOLS 2021

• 80% of students favorably respond to the question: I feel respected, known, and heard. (57% last year)

Teachers - I feel supported or I have access to resources I need

• 70% of teachers respond favorably to the question: How effective do you feel at your job right now. (33% last year)

Inclusion

Commitments and Action Steps

Create teacher resource database

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Identify Eagle needs (what content, specialists, SEL etc)

Develop google doc with name/contact info(district specialists, teachers in district)

Consider sending Eagle staff/teachers to PD at other schools

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Identify and create opportunities for students outside of core content areas (Eagle Personalization Plan)

Survey students to determine their interests/hobbies

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Establish community partnerships/outreach (serving meals, Christian center, cooking class, yoga, finances)

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Collaboration and Consultation with Yvette Sirker, Coordinator of Arts Integration and Community Partnerships

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Club schedule - teachers will select a hobby/skill to share with students

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PITTSFIELD PUBLIC SCHOOLS 2021

Pittsfield

Public Virtual Academy

113

PPVA Mission Statement

The Pittsfield Public Virtual Academy’s (PPVA) mission is to provide a distinctive and engaging educational experience that meets the needs of a diverse population of learners.

Literacy

PREFERRED STATE

Students are fluent readers and are able to read and comprehend increasingly complex texts.

Literacy Goals

115

EOY Success Measures:

• Fastbridge - 75% of all 2nd year students will make their End of Year Score as defined by Fastbridge in Reading.
• Fastbridge - 70% of all 1st year students will make their End of Year Score as defined by Fastbridge in Reading.

Goal for ELA (MCAS)

• 3rd: 50% of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding - last year 41%)
• 4th: 50% of students meet/exceed state average: 68% (raw score of 500 is meeting, 530 is exceeding - last year 46%)
• 5th: 50% of students meet/exceed state average: 65% (raw score of 500 is meeting, 530 is exceeding - last year 30%)
• 6th: 50% of students scoring meets/exceeds equals state MCAS ELA average of: 50% (raw score of 500 is meeting, 530 is exceeding - last year 23%)
• 7th: 50% grade students scoring meets/exceeds equals state MCAS ELA average of 43% (raw score of 500 is meeting, 530 is exceeding - last year 15%)
• 8th: 50% grade students scoring meets/exceeds equals state MCAS ELA average (raw score of 500 is meeting, 530 is exceeding)
• 10th: 60% grade students scoring meets/exceeds equals state MCAS ELA average (raw score of 500 is meeting, 530 is exceeding)

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Literacy

Commitments and Action Steps

• Benchmark all students to determine baseline and compile MCAS data from last year and then set EOY Success Measures;

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• Training and support for teachers to implement curriculum;

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PITTSFIELD PUBLIC SCHOOLS 2021

• Fastbridge K-10
• Compile and analyze last year’s MCAS data for students to determine EOY Success Measure
• Look at grouping students to analyze their success?
• Edgenuity PD before school(data and content)
• Research/meeting with Edgenuity to learn about program (especially K-5)
• Create a teacher schedules based on recommendations.

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Literacy

Commitments and Action Steps

• Finalize teacher expectations for instructional expectations within ELA lessons (Exit Tickets)

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• Teacher support and accountability

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• Progress Monitoring

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PITTSFIELD PUBLIC SCHOOLS 2021

• Lesson schedule/agenda template
• Teacher PD/support use of formative assessments (exit tickets etc is mapped and charter over lessons) - aligned to lesson standard/objective and has identified elements
• 3 question exit ticket or formative assessment
• Teacher brief summary with interpretation of her/his data.
• Exit ticket criteria - first or second time second topic is discussed, percentage correct, and any adjusted practice completed by the teacher after the data was analyzed. (i.e. reteaching, extended activity, tabled for another lesson, remediate 1:1 or small group).
• Walkthroughs and Observations of teachers to ensure they are implementing curricular materials effectively (programs, formative assessment expectations, teaching schedule etc)
• Identify teachers who need additional support
• Follow-up based on the walk-through data
• Utilize Common Planning Time to discuss and share best practices

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Engagement

PREFERRED STATE:

​

P Students and families are positively engaged in student learning and all stakeholders feel a part of the PPVA community.

118

Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Engagement

Commitments and Action Steps

120

PITTSFIELD PUBLIC SCHOOLS 2021

• Two orientations before school start (live and recorded, sent out to all families)
• How to set up Edgenuity
• Learning Coach Responsibilities
• Back to school supply pick-up(split K-5 and 6-12)
• School supplies handed out
• Saturday Sept 17 and Oct. 2nd - of school
• Guidance counselor, SAC, Family Engagement Counselor
• Weekly Principal Video Updates sent to Families - Parent/Guardian Update
• Monthly - MS and HS Check-ins
• Teaching students how to be engaged digital citizens
• Hired Family Engagement Coordinator
• Part of SST team
• Create ongoing family engagement opportunities (Supplies Pick-up day, Picture Day etc..)
• All K-5 will have gathering in morning and closing in afternoon - time for teachers to evaluate student well-being/engagement
• 6-12 Weekly Administrative Check-ins with Teachers
• SAC will work with teachers to establish process (questions/schedule that will help gauge appropriate follow-through)

Engagement

Commitments and Action Steps

121

PITTSFIELD PUBLIC SCHOOLS 2021

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• Exit tickets (or formative assessments) will highlight 3 areas of the lesson and teacher will engage in their own reflection based on student data.
• Explain to teachers why formative assessments and data should drive instructional decisions.
• Teacher’s use varied response techniques in order for students to fully articulate and communicate their ideas.
• Walkthroughs by Instructional Coach and Principal will focus on student engagement
• Tied to Teacher Evaluation system/goals
• Mid-October PBIS committee to develop Student Council Structure

Inclusion

PREFERRED STATE

All students in sub groups (specifically students who are African American/Black, ELL, and/or Economically Disadvantaged) feel supported and are growing and achieving academically.

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122

Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

Commitments and Action Steps

• Focus Group will create a survey and conduct interviews to determine when students are and are not feeling supported;

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• Compile quantitative data to analyze;

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• Collect qualitative data from students and families;

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• Analyze and develop appropriate action steps based on findings;

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• Progress monitoring action plan.

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PITTSFIELD PUBLIC SCHOOLS 2021

• Compile survey and interview data
• Interventionist will analyze benchmark scores in K-6 to determine response to intervention groups based on district-wide determinations
• Analyze any gaps between sub-groups
• Define and Create an Action Plan around - What systems/structures need to be improved? Developed?

Thank You!

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PITTSFIELD PUBLIC SCHOOLS 2021

Stearns Elementary

School

126

Photo

Literacy

All staff work to close achievement gaps in literacy

Literacy Goals

128

Goal: 70% of students in Kindergarten through 5th grade will meet grade level standards as measured by Into Reading Assessment Data

Goal: 70% of students (or more) in 1st through 5th grade will have typical growth or better as measured by Fastbridge (CBM Reading)

Goal for 2022 ELA (MCAS)

PITTSFIELD PUBLIC SCHOOLS 2021

Grade 3-ELA

Grade 4-ELA

Grade 5-ELA

Stearns

State

Literacy

Commitments and Action Steps

• Benchmark data
• All students under 40th percentile have individual goals created & shared with families
• Progress monitor
• Create & Adjust WIN groups

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129

PITTSFIELD PUBLIC SCHOOLS 2021

Components of Goals Form

-Fluency Goal

-3 things child needs to do to meet their goal

-3 things child needs from teacher to meet their goal

-Halfway check/Adjustment & Reflection

-Parent, Teacher & Student signature

Engagement

Students will have an opportunity to collaborate cooperatively with peers on a daily basis.

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130

Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

100% of students will have daily opportunities to cooperatively collaborate with peers

Engagement

Commitments and Action Steps

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• Recorded within common planning logs- daily opportunity for collaboration
• Use of specific resources from Into Reading Program at each grade level to build collaborative skills
• Staff will volunteer to observe a peer facilitating a collaborative opportunity

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132

PITTSFIELD PUBLIC SCHOOLS 2021

Inclusion

All staff work to close achievement gaps and improve social emotional well being

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133

Inclusion Goals

134

PITTSFIELD PUBLIC SCHOOLS 2021

*Co-taught rooms K-3, hope to expand full building next year

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All are welcomed, valued and challenged academically

-80% of students feel sense of belonging as measured by Panorama & staff created survey (PreK-2)

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Inclusion

Commitments and Action Steps

Improvement Plan

• Individual goals
• Creation of developmentally appropriate survey for PreK-2 (verbal/visual)
• PBIS Team will analyze survey data(2x/year)

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PITTSFIELD PUBLIC SCHOOLS 2021

Morningside Community

School

136

Literacy

MCS is a community of learners who prioritize literacy through mastery of foundational skills and increased grade-level content knowledge by engaging in rigorous, discourse-centered, and culturally responsive real world experiences.

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Literacy Goals

138

• Kindergarten- 80% of students will identify 33 letter sounds per minute, the 25th percentile (beginning average), on the Spring Early Reading benchmark
• Grade 1- 60% of students will read at least 45 words per minute, the 25th percentile (beginning average), on the Spring CBMR benchmark
• Grade 2 - 60% of students will read at least 83 words per minute, the 25th percentile (beginning average), on the Spring CBMR benchmark
• Grade 3 - 60% of students will read at least 106 words per minute, the 25th percentile (beginning average), on the Spring CBMR benchmark
• Grade 4- 60% of students will read at least 130 words per minute, the 25th percentile (beginning average), on the Spring CBMR benchmark
• Grade 5- 60% of students will read at least 144 words per minute, the 25th percentile (beginning average), on the Spring CBMR benchmark

Goal for 2022 ELA (MCAS)

• 4th: 40% (35% margin movement + 5%) of students meet/exceed MCAS ELA: 51% state average in 2021; MCS (2021=26%)
• 5th: 40% (20% margin movement + 20%) of students meet/exceed MCAS ELA: 49% state average in 2021; MCS (2021= 18%)

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Goal for 2022 MATH (MCAS)

• 4th: 30% (12% margin movement + 18% ) of students meet/exceed MCAS Math: 33% state average; MCS (2021=7%)
• 5th: 35% (18% margin movement + 17%) of students meet/exceed MCAS Math: 33% state average; MCS (2021=11%)

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Literacy

Commitments and Action Steps

139

Engagement

Every student should have access to grade appropriate assignments, strong instruction, deep engagement, and teachers with high expectations, every day, in every class regardless of their race, ethnicity, or any other part of their identity. MCS will continually investigate the extent to which our students receive this access and report on our progress.

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Engagement Goals

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• By Spring 2022, 70% of students in grades 3-5 will respond favorably to questions about effort (competence, confidence, persistence) on the Panorama student engagement survey results.

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PITTSFIELD PUBLIC SCHOOLS 2021

Definitions from Engaged Classrooms: The Art and Craft of Reaching and Teaching All Learners by Lieber, Tissier, Bialek and Mehle, 2019.

Engagement

Commitments and Action Steps

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Inclusion

Every student and family is an authentic partner and should have real opportunities to shape the experiences students have in school, receive accurate and accessible information about students’ progress, and have a legitimate role in decision-making. MCS will continually seek feedback from all students and families about whether we’re living up to this commitment.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

• Students with Disabilities:
• ELA: 24% of Students with Disabilities will Meet/Exceed expectations across grade levels in ELA (14% currently)
• Math: 25% of Students with Disabilities will Meet/Exceed expectations across grade levels in Math (15% currently)

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• Hispanic/Latino:
• ELA: 35% of Hispanic/Latino Students will Meet/Exceed expectations across grade levels in ELA (8% currently)
• Math: 20% of Hispanic/Latino Students will Meet/Exceed expectations across grade levels in Math (0% currently)

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• ACCESS: 86% of students in grades 1-5 will meet their identified progress targets

Inclusion

Commitments and Action Steps

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Egremont Elementary

School

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Every student, every day, some success, some way.

Literacy

Teachers will build upon knowledge and skills in order to work toward efficacy in literacy instruction so that students will be able to read, discuss and learn from age appropriate text.

Literacy Goals

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Goal:

• 70% of students (or more) in 1st through 5th grade will have typical growth or better as measured by Fastbridge (CBM Reading)

Goals for 2022 ELA (MCAS)

• 3rd Grade - 65% of students meet/exceed state average
• 4th Grade - 68% of students meet/exceed state average
• 5th Grade - 65% of students meet/exceed state average

PITTSFIELD PUBLIC SCHOOLS 2021

Grade 3

Grade 4

Egremont

vs.

State

Grade 5

Literacy

Commitments and Action Steps

• Professional Development
• The Science of Reading
• Into Reading
• Heggerty Program
• Literacy Coach
• Provide Professional Development
• Model Lessons
• Facilitate CPT Meetings
• Targeted Small Group Instruction
• Teacher Resources/Support for Differentiation in the Classroom
• Intervention (WIN Blocks)
• Intervention Students (receive small group x2)

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PITTSFIELD PUBLIC SCHOOLS 2021

Engagement

All teachers will have consistent common planning time in order for every student to have learning experiences designed to create and sustain high levels of academic engagement that involves students emotionally, cognitively, and behaviorally.

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Engagement Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Goals:

• Common Plan Time
• PBIS Monthly Meetings
• Behavior Support Team

Engagement

Commitments and Action Steps

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PITTSFIELD PUBLIC SCHOOLS 2021

WIN Blocks

• Math and ELA (Grades K - 5)
• Flexible groups updated using Fastbridge Data

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Common Planning Time for All Teachers

• SIP focus for meetings
• Time to meet with Literacy Coach, Interventionists, and Support Staff

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PBIS

• Monthly Meetings
• Engaging Schools/Code of Conduct
• Clear Expectations (Classroom/Building)

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BST

• Panorama/PowerSchool Data
• Teacher Referrals

Inclusion

Every student has access to the educational and SEL resources, supports, interventions and rigor they need at the right moment in their education in order to achieve at their appropriate level.

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Inclusion Goals

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PITTSFIELD PUBLIC SCHOOLS 2021

Goals:

• Fastbridge
• Majority of students will have typical growth in ELA/Math
• ACCESS
• Majority of EL students will meet progress target

Inclusion

Commitments and Action Steps

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PITTSFIELD PUBLIC SCHOOLS 2021

Professional Development/Support for Teachers

• Formative Assessment Support (Literacy Coach/Equity of Learning Data Coordinator)
• Data Analysis (Benchmarks, Formative Assessments)
• Literacy Coach Resource Hub
• CPT Support (Literacy Coach, Equity of Learning Data Coordinator)

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Assess Students

• Fastbridge Benchmarks
• Data Analysis - update WIN Groups

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Conte Community

School

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Literacy

Preferred State 1: All students are writing every day across all subjects.

This means that students are

deliberately writing daily with organization and purpose, supported by teachers’ focus on common strategies. These strategies promote ambitious growth through frequent monitoring of student progress and center around student goal-setting and feedback.

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Preferred State 2: All students in grades PK-5 will learn through the science of reading.

This means that all students will

demonstrate ambitious growth in fluent word reading and language comprehension as supported by instruction that is grounded in the science of reading.

Literacy Goals

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Goals:

• At least 70% of students at “1 or 2” on winter writing rubric grades from common assessments will improve to “3” in spring common assessments.
• 70% or more of students in 1st through 5th grade who were below benchmark on the Fall FastBridge Assessment for oral reading will have typical growth or better as measured by Fastbridge Progress Monitoring (CBM Reading).
• 70% or more of students in 1st through 5th grade will meet or exceed benchmark criteria on the end of year Fastbridge CBM Reading Benchmark.
• 80% or more of students in Kindergarten will meet or exceed benchmark criteria on the Onset Sound subtest in FastBridge by winter.
• 80% or more of students in Kindergarten and grade one will meet or exceed criteria on the end of year Word Segmentation measure in FastBridge.
• 80% or more of students in grade one will meet or exceed criteria on the end of year Nonsense Word Fluency measure in FastBridge.
• 80% or more of students in Kindergarten will meet or exceed criteria on the end of year letter sound fluency measure in FastBridge.
• 80% or more of students in Kindergarten and first grade will meet or exceed criteria on the end of year Sight Word Reading assessment in FastBridge.

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Goal for 2022 ELA (MCAS)

• 3rd: 38% of students meet/exceed
• 4th: 40% of students meet/exceed
• 5th: 38% of students meet/exceed

Literacy

Commitments and Action Steps

• Communicate school wide focus on writing and science of reading.
• Design a common planning structure and schedule that incorporates time to structure the literacy block (reading/writing workshop models), time to re-examine writing rubrics, time to learn Heggerty, time to discuss “What I Need” (WIN) block (getting to every student and including enrichment).
• Ensure that teacher learning opportunities (including PD in Heggerty) help all teachers with effective implementation of science of reading practices.
• Develop a direct, explicit phonics instructional sequence that aligns to the Science of Reading to be utilized during WIN block for students in all grades.
• Form a Writing Committee: Establish and implement a system for teachers to disseminate classroom practices with each other about writing every day in every subject.
• Schedule for frequent monitoring & assessment of student progress in writing & reading across content areas.
• Plan for opportunities for “writing celebrations” for students and families and collections of exemplar writing samples from all students. (*We also have the Golden Pencil Award handed out to one student in each grade K-5 each month.)

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Engagement

Preferred State: Conte families and students will feel a sense of belonging in all aspects of school life throughout the 2021-2022 school year.

This means that student and

family voices will be welcomed, relationships will continue to be bridged, and additional outreach and support will be prioritized for families who are struggling with a connection to the school community.

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Engagement Goals

• The school-wide chronic absenteeism rate will be no higher than 30% for the 21-22 school year.
• Panorama Survey participation will increase by at least 15 families. (This will be through a hybrid approach of paper and online.)
• All subgroups (males, IEP students, etc) in Panorama will be at 75% or greater in response to the question “How well do your teachers understand you as a person?”.
• By the end of the year, the Neighborhood Advisory Council will have 2-3 consistent family participants and/or will lead one parent-led initiative for our Parent Teacher Association.
• The School Council will have 2-3 consistent family participants throughout the year.
• Routine (TBD) Student Leadership Team Meetings.

161

Engagement

Commitments and Action Steps

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• Student Support Team will meet once a month to identify students with high rates of chronic absenteeism in a data cycle. These students will be put into a group and monitored for 6-8 weeks with a plan of action and champion. Team will continue to assess and re-evaluate end of this.
• Identify key data to gather throughout the year to document trends in attendance barriers (for example: consistent notes during calls, possible winter survey)
• Brainstorm list of strategies (based on data analysis) to reduce barriers to access for parents

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• Identify effective parent engagement strategies
• Ask parents active in Neighborhood Advisory Council or School Council to lead programs in support of the school
• Teachers use Common Planning time to plan family/student engagement events & strategies (ex. spring writing celebration)
• When health measures allow, create opportunities for parents to volunteer and engage in academic events
• Conduct family survey in both paper and electronic format

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• Re-establish 4th and 5th grade Student Leadership Teams.
• Clarify name of both programs, entry process, purpose (ex. engaging student leaders with ways to strengthen school culture), and action steps (ex. connect to high school leadership team, school store, videos of school expectations).

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• Review and strengthen all teachers’ common practices to celebrate relationships with students:
• 2 X 10
• You’re the reason I come to school
• Value-added feedback
• Code Of Conduct PD

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Inclusion

Preferred State 1: Conte students with IEPs & English Language Learners will have the access they need to the appropriate grade level academic resources, supports, interventions and rigor to make ambitious growth.

This means that students with IEPs and English Learners will be provided with targeted academic differentiated instruction and additional layers of support as needed, as well as ongoing progress monitoring with adjustments to instruction and plans.

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Preferred State 2: Conte students that are struggling with social emotional learning will have access to appropriate grade level resources, supports, and interventions, with a lens on equity to limit disproportionality outcomes.

This means that all students will be provided with targeted social emotional differentiated instruction and additional layers of support as needed, as well as ongoing progress monitoring with adjustments to instruction and plans.

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Inclusion Goals

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• 85% of students with IEPs will make ambitious growth as determined by FastBridge in ELA and Math based on the progress monitoring review cycles between benchmark assessment periods.
• 85% of EL students with a SP21 ACCESS overall level of 3 or higher will advance at least one TELL proficiency level from the beginning of the year TELL administration to the end of year TELL administration.
• 85% of English Language Learners will meet or surpass their progress targets through ACCESS as determined by DESE.
• The total number of suspensions of African-American/Black students will not exceed that of any other ethnic student group in the 2021-2022 school year.
• Routines established and roles clarified for Student Support Team sustained throughout the school year.

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Inclusion

Commitments and Action Steps

• Prioritize regular common planning time on matters such as structuring the block, utilizing materials/resources that match the need (iRead k-2; WAGGLE 3-5), and backwards planning to look at alignment of formative/summative assessments to create effective Tier I instruction.
• Prioritize daily intervention common planning time in the schedule to examine student data, communicate goals, document progress & evaluate effectiveness of programs/interventions.
• Support all educators (teachers and staff) in consistent implementation of the Code of Conduct.
• At a bare minimum, bi-weekly progress monitoring for students qualifying as high risk or some risk in Fastbridge; monthly for students qualifying as low risk in FastBridge. (ELA, Math). Establish a time to do the progress monitoring.
• Establish a Student Support Team (SST) as a precursor to the Building Assistance Meeting (BAM) process (Early Warning System), where twice a month the Team will look at academics, once a month behavior referrals, and once a month attendance, to serve in a capacity towards prioritizing student services and needs.
• Establish what is ambitious growth for each of the English Language Learner students and students on Individualized Educational Programs. Enter these two subgroups in Panorama. Identify a champion and specific interventions & supports they need & Progress Monitoring.

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Thanks.

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