| A | B | C | D | E | F | G | H | I | J | K | L | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Office of Teaching & Learning and Office of Student Supports Strategic Plan 2023-2030 Tracking | |||||||||||
2 | Year 1 | |||||||||||
3 | Key for Tracking Progress | ⬤ | Not Started | ⬤ | In Progress | ⬤ | Complete | |||||
4 | ⬤ | Paused | X | Strategically Abandoned | ||||||||
5 | ||||||||||||
6 | Strategic Priority #1 | |||||||||||
7 | GOAL 1: Define and adopt interdisciplinary, culturally-responsive curricular units of instruction that integrate academic and social-emotional standards | |||||||||||
8 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
9 | Create and share instructional framework | ⬤ | Instructional Framework has been created and added to the Teaching and Learning website. Used during elementary math walkthroughs. Also created | |||||||||
10 | Identify instructional priorities | ⬤ | Instructional Priorities were identified in collaboration with the Statewide System of Support office from the Massachusetts Department of Elementary and Secondary Education. Completed school-based site visits at all 14 schools to determine action planning in alignment with the stated District priority and intentional practices for improving instruction. Instructional Visioning Tool created and launched at the Summer Leadership Institute and posted on T&L Website. Additionally, an Instructional Coherence Document was developed to reflect the interconnectedness across systems, structures, and the human capital that is in place in an effort toward realizing the desired state. | |||||||||
11 | Create an action plan for annual administrator planning and professional development | ⬤ | Completed Leadership Institute, two day professional development in July of 2024 that focused on Instructional Leadership and research based practices | |||||||||
12 | Revise CVR (Classroom Visit Rubric) tool to focus on the student experience of students with disabilities and emergent bilinguals | ⬤ | CVR tool was revised, shared and used in school based walkthroughs. Planning and implementation of CVR tool using alignment with TNTP tool will begin in Fall of 2025. | |||||||||
13 | Elementary Sage identification and student monitoring moved to school based MTSS with OTL approval through CIA | ⬤ | Data dashboard now includes SAGE data. CogAt scores are included in dashboard. | Sage integration into MTSS has begun. | ||||||||
14 | Embed principles of Universal Design for Learning into professional learning opportunities | ⬤ | Math task-based learning PD (district and coach delivered) designed from a constructivist learning theory lens with a focus on motivation & engagement, meaningful contexts, multiple entry points and multiple ways of showing what you know. Created multiple opportunities for elementary teachers to backwards plan using the new HQIM. Revised opportunities for curriculum development for electives at the high school utilizing a UDL template. Adopted Open Sci Ed - an anchoring phenomenon-based curriculum that provides more coherent instructional sequences for students to investigate compelling natural phenomena in science - and engage in meaningful design problems - utilizing science and engineering practices. Elementary science units are anchoring phenomenon district-based units - all of which incorporate the UDL practices. All K-8, educators receive High-quality PD = Elementary led by coaches, Middle school delivered by NSTA/OSE/One8 | |||||||||
15 | Review and implement HQIM for K-8 Social Studies with multiple and varied formative assessments with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | During 2023- 2024 the Social Studies curriculum in K - 8 was reviewed; which has resulted in the implementation of HQIM identified and vetted by DESE for SS in Grades K - 8. In grades K - 3 teachers will be using Open Social Studies as the SS curriculum. In grades 4 - 7 teachers will be using Investigating History. In grade 8 teachers will be using the Democratic Knowledge Project. | |||||||||
16 | Create a vision of K-5 Literacy Instruction | ⬤ | FPS K-5 Vision & Non-Negotiables of Literacy Curriculum & Instruction v3 created and utilized to purchase and implement High Quality Instructional Materials for K-5 Literacy | |||||||||
17 | Identify and implement K-5 Literacy HQIM with multiple and varied formative assessments in partnership with the Departments of Special Education and Multilingual Education | ⬤ | Currently implementing K - 5 Literacy HQIM - HMH Into Reading and Arriba at all elementary schools. In the process of working with Department of Special Ed and Multilingual Education around supporting PD for Sped and ESL teachers to better support special education and emergent bilinguals. | |||||||||
18 | SEI (Sheltered English Immersion) content to be integrated with core content departments K-8 | ⬤ | Has been started at the elementary level. | |||||||||
19 | Provide professional development and implement task-based learning in K-12 mathematics | ⬤ | Voluntary summer professional development opportunity provided in the Summer of 2023 Math coaches delivered 3 professional development opportunities at the building based level at all nine schools. | |||||||||
20 | Create a vision of 6-8 ELA Instruction | ⬤ | Working on a Humanities Vision for grades 6-12 in January | |||||||||
21 | Refine and update current 6-8 ELA units based on vision in partnership with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | Implementing HMH Into Reading and Arriba La Lectura as ELA curriculum - Full adoption at Fuller, phased in adoption at Cameron and Walsh | |||||||||
22 | Create a vision of K-8 Social Studies Instruction | ⬤ | Completed the Humanities Vision for grades 6-12 | |||||||||
23 | Create a vision for K-5 math and science | ⬤ | - FPS Elementary Math Vision.pdf Elementary Science Vision DRAFT: Framingham Public Schools Instructional Vision 11.2023 | |||||||||
24 | Create a vision for 6-12 math, science, and technology education | ⬤ | Math and Science visions completed Framingham Public School Secondary Science Vision - Final. Continuing to work with FHS Tech Ed in the Fall of 2024 | |||||||||
25 | CIA collaboration with Special Ed to support to ensure coherence and consistency with MTSS interventions and Special Education support | ⬤ | Conversations started by STEAM Coordinators with the Director/Assistant Director of Special Education regarding elementary task-based learning for students on IEPs. Director of Curriculum, Instruction and Assessment and the Humanities Coordinator had similar conversations about HMH for reading in sub separate classrooms. Additionally conversations on-going between the MTSS Coordinator and the Assistant Director of Special Education to ensure consistency of alignment for referral processes and screening between MTSS and Special Education | |||||||||
26 | Implement, monitor, and expand historically accurate, culturally responsive units of study for core History courses at FHS with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | History department at FHS is currently working with Roots to Revolution to review, rewrite, and expand historically accurate and culturally responsive units of study for core History courses. | |||||||||
27 | Implement, monitor, and refine units of study for core English courses at FHS in partnership with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | Met with core content teachers at FHS, using mastery connect. | |||||||||
28 | Utilize the data dashboard to ensure a student-centered mindset and positive experience | ⬤ | Data dashboard utilized for elementary MTSS interventions, adding Middle School incycle two. Checkin and Check out data is being rolled out. | |||||||||
29 | Review and revision of DCAP | ⬤ | Revision of DCAP completed in 2023-2024 for full launch in the fall of 2024 | |||||||||
30 | Use Advanced Placement African American History class to begin assessing student engagement and growth | ⬤ | First year of implementation of AP AA History class. Next steps are regular walkthroughs with CVR tool with History DH to assess student engagement and growth and more conversations with the teacher around the curriculum. | |||||||||
31 | ||||||||||||
32 | GOAL 2: Implement a set of procedures and screening tools to monitor students progress toward mastering grade level standards | |||||||||||
33 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
34 | Develop new conduct data entry module for staff to align to the code of conduct | ⬤ | ||||||||||
35 | Monitor new conduct module in dashboard to align to the code of conduct | ⬤ | Data is reviewed at Admin Health and Wellness meetings, DRC Meetings (41 Middle & Elementary meetings in SY23-24 as of 4/1) This spring Code and Culture teams will use a data protocol to create action plans. The MTSS module has been rolled out at the Elementary level and is planned for Middle Schools in May. The dashboard is updated nightly with content from Aspen X2, House Code Meetings have occurred with each house. | |||||||||
36 | Create CVR process online to allow for reporting | ⬤ | CVR Dashboard created to analyze CVR data and shared with all administrators; revision of CVR document in the Spring of 2024 and movement to the use of TNTP walkthrough tool as the CVR for 2024-2025 | |||||||||
37 | Create the Emergent Bilingual Success Plan (EBSP) workflow in Analytic Vue dashboard | ⬤ | Technology has a rough draft version. They are meeting with DME this Spring and Summer for feedback to better this tool and to be able to effectively share with families. | |||||||||
38 | Create SEL survey to reporting in the dashboard | ⬤ | A belonging survey has been created. The survey has been embedded into the data dashboard for reviewing data. Next steps: continued administration, expansion to implementation to the high school in FY25. | |||||||||
39 | Develop common assessments by unit to monitor student progress towards standards proficiency | ⬤ | Topic at secondary DH meeting on 2/9. PD time on 5/9 for secondary teams to start creating common formative assessments via Mastery Connect | |||||||||
40 | Roll out Canvas Mastery Connect to secondary schools to align state standards to a test/quizzes leading toward assess project to yearly benchmarks | X | The High School would prefer to look at other products. This was strategically abandoned | |||||||||
41 | Create a system of common assessments, rubrics, and interventions/acceleration for 6-8 ELA with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | Special Education department is in the process of creating a folder with resources containing assessment materials (Curriculum Based Measurements, DIBELS, QRI) and a spreadsheet outlining appropriate interventions | |||||||||
42 | Develop and implement a menu of intervention and acceleration opportunities for K-5 Literacy with a specific focus on students with disabilities and students who are identified as Emergent Bilinguals | ⬤ | Currently working with coaches to think about intervention and acceleration opportunities for K - 5 Literacy. Special Education department is in the process of creating a folder with resources containing assessment materials (Curriculum Based Measurements, DIBELS, QRI) and a spreadsheet outlining appropriate interventions | |||||||||
43 | Monitor MTSS interventions to see successes and impact of when and how interventions take place | ⬤ | Coaches and admin (elementary and middle school) have been trained on how to use the MTSS Dashboard. Teams are working towards fidelity of data entry. Coaches have used an equity pause protocol to analyze mtss data. | |||||||||
44 | ||||||||||||
45 | GOAL 3: Build instructional capacity in all classrooms to develop students’ language acquisition | |||||||||||
46 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
47 | Increase co-teaching as an ESL model at all elementary and middle schools | ⬤ | Co-teaching professional Development through West Ed at Brophy, Dunning, Harmony Grove, McCarthy, Potter Road PD offered through Andrea Honigsfeld LLC for all ELD coaches, King and Stapleton - Fuller Middle is co teaching in Social Studies, Walsh and Cameron are co-teaching 8th grade English. Schools have established partnerships to engage in the trainings and begin planning a co-teaching at an early adoption phase. Other schools are receiving PD and coaching from the DME. | |||||||||
48 | Extend GLAD (Guided Language Acquisition Design) certification to all FPS instructional staff, including school and district based leadership teams. | ⬤ | We have been offering this every summer and will continue to do so this summer. This will continue to be a slow roll out based on funds from our Immigrant Grant. We have received less funding than years prior so will not be able to extend the training to as many staff members as in previous summers. | |||||||||
49 | Strengthen scaffolding with language acquisition practices at all schools to reach grade-level content | ⬤ | We continue to have WestEd training for our schools to help build scaffolding. We are also using the CVR walkthroughs to determine where more supports can be given for scaffolding. | |||||||||
50 | Review coach model to maximize effectiveness | ⬤ | Job descriptions drafted for district elementary STEAM and Humanities coaches for FY 24-25 and meetings with each school and coach have taken place | |||||||||
51 | Review department head model to maximize effectiveness | ⬤ | Moved to 2024-2025 | |||||||||
52 | Align World Language instructional practices with research and current state standards | ⬤ | We have had a focus on 90% of the instruction being in the content language. WL teachers received PD this year on target language instruction. | |||||||||
53 | Explicitly embed language acquisition practices into all content area professional development opportunities, curriculum work, and common planning | ⬤ | Currently working on embedding language acquisition practices into all content area professional development opportunities, curriculum work, and common planning throughout the district. In math: task based learning is modeled with language acquisition tools including math vocab cards and recording key information from the problem with visuals. In social studies: co-teaching between the content teacher and ESL is occurring at the secondary level. In SEL curriculum language access tools have been amended and teachers have been trained on how to use them in Circle. | |||||||||
54 | ||||||||||||
55 | GOAL 4: Ensure all students with disabilities access appropriate services so they are able to participate in the least restrictive environment | |||||||||||
56 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
57 | Identify effective co-teaching practices in order to ensure access to the Least Restrictive Environment | ⬤ | Special Education co-teachers attended the WestEd Co-teaching PD during team times on 12/4/23 and 12/13/23. In addition, a folder has been created in a shared drive that contains the literature on effective co-teaching practices. | |||||||||
58 | Utilize pre and post common assessments to show effectiveness of co-teaching strategies | ⬤ | We will be beginning this focus area in Spring 2024 | |||||||||
59 | Professional Development to introduce the new IEP format (implementation FY25) | ⬤ | Professional Developmental delivered throughout multiple PD days. | |||||||||
60 | Professional Development on effective accommodations in the four categories: presentation, response, timing and environment to general education teachers, special education staff and school administrators | ⬤ | Professional Development provided on 11/7/23 and additional training delivered on 5/2/2024. | |||||||||
61 | Professional development to increase staff's capacity to write Individualized Education Program goals that are aligned to the curriculum standards, the language development goals (for dually-identified Emergent Bilingual students) and address their lagging skills | ⬤ | Professional Development provided on 11/7/23 and additional training delivered on 5/2/2024. | |||||||||
62 | Professional development to increase staff's capacity to write IEP goals that are culturally and linguistically responsive | ⬤ | Professional Development provided on 11/7/23 and additional training delivered on 5/2/2024. | |||||||||
63 | Pull quarterly data on special education referrals to ensure we are not overidentifying selected populations | ⬤ | Quarterly data has been pulled, reviewed and analyzed. | |||||||||
64 | Professional Development on Tiered Interventions (including District Curriculum Accommodation Plan) | ⬤ | 9/15/23 Math Teacher/Intervention Tasked Based Learning PD, All new support and admin have been trained on both short and long term interventions off the SEB intervention menu. This Spring all support and admin will be trained on "behavior coaching." | |||||||||
65 | Ensure specialized programs align with the Code of Character, Conduct and Support and any future revisions of the Code | ⬤ | Participation in Quarterly Code Meetings - Ongoing monthly supervision with the Special Education TECs overseeing specialized programs provides opportunities for program revisions regarding the alignment, regular check ins with principals on special education data to ensure they align. Discipline response calibrations across preK-12 that involve discussion around this topic | |||||||||
66 | Program assessment of Emotional Disability program (K-5) | ⬤ | District's Behavioral Health Clinical Care Coordinator meets weekly with the TLC, and also regularly with the RISE and Phoenix programs and is focused on analyzing/creating efficient systems, reviewing and updating the entrance and exit criteria, and reviewing best practices for case management. The district is finalizing an outside consultant to conduct multiple program reviews, including the TLC program. The contract with EDC is waiting on City approval | |||||||||
67 | Program assessment of Language Based Learning Disabilities Program (1-5) | ⬤ | Continued consultation with the Landmark School is ongoing with a focus this year on increasing inclusive co-teaching opportunities for our students with language based learning disabilities. | |||||||||
68 | Utilize the data dashboard to assess achievement of dually identified students | ⬤ | Dashboard has been created and information has been analyzed. | |||||||||
69 | Explicitly embed inclusive practices into all content area Professional Development, curriculum work, and common planning | ⬤ | ||||||||||
70 | ||||||||||||
71 | GOAL 5: Build students foundational social emotional skills so that they embrace diversity and become a valued member of the school community | |||||||||||
72 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
73 | Create a vision for Social Emotional Learning implementation 6-12, that aligns with PreK-5 vision | ⬤ | Vision has been created and has 3 levers: direct instruction, integration, and environment. Middle school has rolled out SEL practices that support all 3 levers this school year. | |||||||||
74 | Conduct Pre-K-12 Social Emotional Learning/School mental health program analysis | ⬤ | Push in observations of high school programming (Phoenix, RFL, Thayer, Bridge) have begun with Stephanie Glenn, and formal recommendations have been provided for some action steps for Phoenix. Additionally, a contract is in process with EDC to complete a comprehensive program assessment of mental health programming at FHS. A contract with JED to assess and provide recommendations around school mental health supports at FHS is in process as well. A contract with EDC is in process to conduct a program analysis and develop recommendations around specialized programs for students with disabilities. Pre-K comprehensive SEL roll out has begun in alignment with Elementary and the SEL vision and levers | |||||||||
75 | Identify and implement an anti-bias social emotional learning curriculum and bias-based incidents intervention protocol | ⬤ | Amazeworks curriculum has been identified and funding sources (earmark funding for SEL and hate crimes prevention grant) have been identified. Amazeworks curriculum has been purchased and will begin translating and developing implementation model. Bias based incident intervention have been created and are being piloted across select schools. Elementary expansion of No Place for Hate (ADL) has also begun implementation in two schools with a plan for lateral and upward expansion at all levels. | |||||||||
76 | Foundational Social Emotional Learning Professional Development - Targeted at tier 1 social emotional-behavioral practices in the classroom | ⬤ | Pre-K-12 has been trained on a set of research based universal practices that support the integration of academics and SEL. Each month a practice is highlighted by SEB coaches at the building level and the universal practices have been integrated into the DCAP and instructional framework. | |||||||||
77 | K-4 Health Program Expansion | ⬤ | K-4 SEL Second Step Bullying Lessons (and grade 5) across all elementary schools have begun with addition of 2.0 FTE health teachers (one at Hemenway and 1 float). Additional existing FTEs will be converted to expand K-4 health by 4 additional schools in SY 24-25 | |||||||||
78 | K-12 Health Curriculum Review and Revision | ⬤ | A curriculum through ETR has been identified for K-5 and purchased, with review and revision for alignment with updated Prek-12 standards. Initial review meetings have begun to map current curricular modules with revised standards and will be on-going through FY24 into FY25 | |||||||||
79 | Develop & implement Pre-K-12 Bullying Intervention curriculum | ⬤ | All schools PreK-8 receive direct tier 1 instruction on bully prevention. In Elementary we use Second Step Prevention that are being taught to all students as part of Health expansion efforts. In middle school we use Second Step as well as lessons and lessons from the book "Countering Bullying and Harassment: Skill-Based Lessons to Move from Bystander to Ally." As part of tiered intervention we utilize Boston vs Bullies and Ripple Effects SEL Curriculum, and Stapleton provided a whole school PD in partnership with the MARC center at Bridgewater state (upstander model). Additionally, FPS has adopted through a DESE Hate Crimes Prevention Grant, the Amazeworks Anti-Bias SEL curriculum, which has begun being reviewed in the Spring 2024, and will be implemented as part of community meetings and responsive lessons due to incidents of identity or bias based bullying and harassment. | |||||||||
80 | ||||||||||||
81 | GOAL 6: Implement a set of procedures and screening tools to identify the various needs of students | |||||||||||
82 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
83 | Review the performance and roadmap of Aspen X2 to see if if continues to meet our needs | X | Project cancelled because of budget constraints | |||||||||
84 | Continue, refine, and expand the Early Literacy Universal Screening process for all students in grades Pre-K - 3 | ⬤ | New guidance from DESE was sent out in the fall of 2023. Continuing to refine current process to ensure that we are following the new guidance; especially with parent communication of Early Literacy Screening and next steps post screening assessment. | |||||||||
85 | Identify and implement Universal Social-Emotional Learning/Learning and Life Competency Screening Pre-K-5 | ⬤ | Engaging Schools had been working on the development of a PreK-5 SEL Universal Screener based on the Learning and life /SEL competencies, with anticipated roll-out in Spring/Fall 2024, however the organization closed unexpectedly in the Spring 2024. In the Fall of 2024, Health and Wellness will begin exploration of alternative SEL competency screening options. | |||||||||
86 | Review implementation of the screening and identification process of SLIFE (Students with Limited or Interrupted Formal Education) students. | ⬤ | Current screening and identification of SLIFE students has been reviewed and updated to align with current DESE criterias. This information has been communicated with the Language Assessment team and the SLIFE Coordinators at Fuller Middle School and Framingham High School. | |||||||||
87 | Review current diagnostic tools to align with district goals | ⬤ | In the process of reviewing out current diagnostic tools (i.e. iReady, ESI-K, Georgia Numeracy) to ensure that they are aligned to our district goals. | |||||||||
88 | Review and increase efficiency of language screening for Pre-K-12 | ⬤ | New guidance was provided from DESE regarding language testing for 3 and 4 year olds in the Spring of 2024 | |||||||||
89 | ||||||||||||
90 | Strategic Priority #2 | |||||||||||
91 | GOAL 1: Create systems and structures to strengthen home-school relationships in Framingham | |||||||||||
92 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||
93 | Send a monthly mass communication to all families with steps on how to access services if needed | ⬤ | ||||||||||
94 | Inform families of the Translation Office supports and how to access the services | ⬤ | In August will be sharing information with families and schools again. | |||||||||
95 | Evaluate the purpose and process of summer reading and summer assignments in partnership with caregivers and students | ⬤ | Working with the K - 12 Library Media Specialists to evaluate the current purpose and process. | |||||||||
96 | Create guiding document on expectations around two way communication with caregivers for support teams and staff | ⬤ | ||||||||||
97 | Revise Code of Character Conduct and Support to determine caregiver communication around referrals, interventions, and consequences | ⬤ | Extensive Code revisions took place in 2022 and will take place every 2-3 years. For each intervention that is supported by the Code a parent/caregiver communication has been added to the protocol and reviewed by teams. Through discipline response calibrations teams are working through systems around closing the loop with parents/caregivers. An updated user-friendly administrator matrix is in the planning process and will be available to administrators to start SY24-25 to support with consequence and intervention determination. | |||||||||
98 | ||||||||||||
99 | GOAL 2: Increase opportunities for ownership of learning and student voice | |||||||||||
100 | Action Step | FY 24 Status | Notes / Evidence | Collaborator Notes / Evidence | ||||||||