Quality Teacher & Education Act
Impact & Innovation Awards 2013
IMPACT STRATEGY #1
Revere’s deeply rooted, multi-layered ROCI system utilizes data to continually improve teacher practice and increase
student achievement. School leaders, coaches, and teachers use the Results Oriented Cycle of Inquiry constantly to
ensure that every student has full access to quality teaching and learning, thus narrowing the gap for traditionally
underserved students. This process names each student’s needs and identifies school-wide trends, keeping a laser-like
focus on student achievement.
We set rigorous, meaningful goals for student outcomes then create and implement a research-based plan to achieve
them, assess the plan’s effectiveness, reflect on progress and adjust our practice to best serve students. A commitment
to continuous improvement through collaboration for student success underlies this student-centered, data-driven
mindset school wide.
Each week, administrators, instructional leaders and coaches collect data from walk-through observations, professional
development, grade level collaboration, student work, to design, implement, and continually assess the blueprint for
achieving year-long, school-wide goals. This team plans professional development and identifies individual coaching and
classroom needs. Aligning professional learning systems and meeting weekly to monitor are crucial to responding when
support is needed.
Teachers participate fully in reflection, analysis and action. Each quarter faculty analyzes benchmark data and adjusts
plans to meet student needs. One such analysis led to PD on vocabulary development.
Weekly grade level collaboration drives the cycle. Together, teacher peers analyze weekly assessment data, adjust
instructional maps and plan lessons, paying close attention to African American students, English Learners and students
at different levels. During one cycle on sentence frames, teachers created shared lesson plans for the standard, including
when students would use sentence frames. Grade levels wrote sentence frames. Teachers strategized about
differentiating for ELs, such as frontloading key vocabulary. They chose formative assessments. The following week,
they shared results and successful practices, identified re-teaching opportunities and planned another lesson.
IMPACT STRATEGY #2
Using a three-tiered Academic Response to Intervention system built on the ROCI process, Revere identifies students
with academic needs and intervenes early to close the achievement gap.
RTI supports general and special education students, creating an integrated system of instruction and intervention
guided by child outcome data and student need rather than any identified disability.
RTI begins with universal basic literacy screening three times a year. Students at risk receive interventions at increasing
levels of intensity, in Spanish and English, to accelerate learning rates, with clear instructional goals, close progress
monitoring and parent involvement. Revere’s RTI team meets weekly to analyze student data, assess and adjust, basing
decisions about intensity and duration of interventions on individual student response to instruction.
Tier I emphasizes the development and support of quality core instruction, including differentiated learning and
balanced literacy. Coaches work closely with teachers to develop their instructional practices. At Tier 1, specialists may
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Quality Teacher & Education Act
Impact & Innovation Awards 2013
push into classrooms for reading and small group instruction, supporting individual students and helping teachers to
strengthen Tier 1 strategies.
Tier II involves direct push-in or pullout instruction. Students work in groups where instruction is specifically targeted to
their needs. At Tier III, students may receive one-on-one instruction and push-in support.
Serving 90 to 110 students a year -- largely ELs and African Americans -- RTI works child by child to accelerate growth
and close the gap. Students move through dynamically and exit when ready, not in a predetermined cycle.
Early diagnosis and intervention allow many students to avoid special education assessment. Only 5 students tested for
SPED services (and all qualified) in 2012-13 after failing to make adequate progress in intervention. Two intervention
students moved from Special Day Class into RSP; one made two and a half to three years of reading growth in two
school years.
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