Mid Year Formative Assessment Report ~ Franklin Public Schools – Davis Thayer
Overall Assessment and Comments (see next page for assessment of progress on each goal.):
Mid-Year Ratings
Instructional Leadership:
Learning Environment:
Family and Community Engagement:
Professional Culture:
Mid-Year Formative Assessment Report ~ Franklin Public Schools- Davis Thayer
IA-A: Vision
At all grade levels, Franklin Public
Schools will foster within its students
the knowledge and skills to find and
achieve satisfaction in life as a
productive global citizens
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IA-B: High Expectations
Maintain high expectations for all staff
and students to achieve mastery of
required learning objectives using
appropriate and developmentally
sound practices and varied strategies
to meet the needs of all learners.
I-C: Standards Based Curriculum
and Instruction
Create rigorous standards based units
of instruction that are aligned across
grade levels and content areas with
the Massachusetts Frameworks and
use varied instructional strategies to
reach all learners.
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School wide core values program
Various opportunities provided to engage with the community at large
as productive citizens (food drive, Pennies for Patients, etc.)
Partnerships with local organizations to promote engagement with the
community: Franklin Senior Citizens, Dean College students, YMCA
Peals international program with Australian classrooms/teachers
(grades 3 & 5)
Bobcat Buddies fifth grade program
X
Provided PD during faculty meetings about analysis of school-wide
assessment data, providing meaningful feedback, special education
reports and protocols, assessment and analysis of student growth,
report cards etc.
Admin presence at common planning meetings
Through frequent observations and specific feedback
Weekly memo reflections typically communicate expectations
Recognizing students who persevere, challenge themselves, and
engage in their learning through core values program
NAEYC re-accreditation
Implementation of co-teaching/teaming schoolwide
Continuous work with outside math and co-teaching consultants
Common planning for all grade levels – 1X/month each with math
specialist and literacy specialist
PLCs in ELA and Math for vertical teams (K-2 and 3-5) in collaboration
with Keller Elementary
X
X
Not
Started
Progress
Off
Target
Goal
On
Target
Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by
cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.
I-A: Curriculum Planning
Ensures that all teachers design
effective and rigorous standardsbased units of instruction consisting of
well-structured lessons with
measurable outcomes and aligned to
the Massachusetts Frameworks
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Common planning for all grade levels – 1X/month each with math
specialist and literacy specialist
PLCs in ELA and Math for vertical teams (K-2 and 3-5) in collaboration
with Keller Elementary
District job-alike meetings focused on curriculum development
Work with outside math consultants
X
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Observation feedback to all educators – all observation write-ups of
instruction note aligned MA framework standards
I-B: Instruction
All educational environments utilize
instructional practices that reflect high
expectations regarding content and
quality of effort and work; engage all
students; and are personalized to
accommodate diverse learning styles,
needs, interests, and levels of
readiness.
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Implementation of responsive classroom methodologies in some
classrooms
Messages communicated to staff through weekly memos
Observation feedback to all educators
WIN intervention blocks in grades K - 3
Co-Teaching model in grades K – 3, Teaming model in grades 4 & 5
(see above)
X
I-C Assessment
All educational environments
encompass a variety of formal and
informal methods and assessments to
measure student learning, growth and
understanding
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Currently use a variety of formal and informal methods and
assessments in all educational settings
Data analysis during common planning to inform instruction
PD on assessment of writing using district rubrics
Assessment planning with math and literacy specialists
Provided PD during faculty meetings about analysis of school-wide
assessment data, providing meaningful feedback, assessment and
analysis of student growth, etc.
MKEA assessment initiative
DDM work across the district
X
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Not
Started
Progress
Off
Target
Goal
On
Target
Standard IA: Curriculum, Planning, and Assessment. The district promotes the learning and growth of all students by providing
high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student
performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing
basis, and continuously refining learning objectives.
II-A: Instruction
Uses instructional and clinical
practices that reflect high
expectations regarding content
and quality of effort and work;
engage all students; and are
personalized to accommodate
diverse learning styles, needs,
interests, and levels of
readiness.
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II-B: Learning Environment
Creates and maintains a safe
and collaborative learning
environment that motivates
students to take academic
risks, challenge themselves,
and claim ownership of their
learning.
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II-C. Cultural Proficiency
Actively creates and maintains
an environment in which
students’ diverse backgrounds,
identities, strengths, and
challenges are respected
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Implementation of Responsive Classroom methodologies in some
classrooms
Implementation of MA 2011 Curriculum Framework Standards
Utilization of WIN intervention block (K-3) & Title I (K-2) to deliver
targeted, differentiated instruction; intervention built into gr. 4 & 5
teaming model of instruction
SEI instruction supported by ELD teacher
Feedback regarding instructional practices provided through frequent
observations and follow-up dialogue
Tutoring aligned with instructional practices provided to targeted
students in grades 4 – 5
Professional development provided: co-teaching/teaming, math
instruction/work-shop model, assessing writing quality using rubrics
Implementation of Responsive Classroom methodologies/Zones of
Regulation in some classrooms
Feedback regarding instructional practices which promote a safe and
collaborative learning environment provided through frequent
observations and follow-up dialogue
Implementation of Open Circle curriculum as needed
Implementation of school-wide Core Values program which includes
recognition of those demonstrating the values (scoop tickets,
assemblies, etc.)
X
Implementation of Responsive Classroom methodologies in some
classrooms
Core Values program promotes the values of “Include” and “Respect”
which speak directly to cultural proficiency
Promotion of inclusionary practices among all staff (ELL, Coteaching/teaming, etc.)
X
X
Not
Started
Progress
Off
Target
Goal
On
Target
Standard II: Learning Environment. The district promotes the learning and growth of all students through instructional practices that establish
high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
II-D Expectations
Plans and implements lessons
and/or supports that set clear
and high expectations and also
make knowledge, information,
and/or supports accessible for
all students.
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Learning objectives posted and verbalized throughout lessons across
the school; differentiation expected across all subject areas
PD provided to promote clear and high expectations implementation
(assessment, analysis-sharing conclusions with students, math &
literacy, zones of regulation & responsive classroom.)
Implementation of co-teaching in grades K – 3 and teaming in grades 4
& 5 to make classroom instruction accessible for all students within the
regular classroom. In-class support also provided by ELD & Title I
teachers, SLP, OT, SAC, and school psychologist
X
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III-B: Collaboration
Collaborates with families to
create and implement
strategies for supporting
student learning and
development both at home and
at school.
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Host events welcoming families: Math mornings, Kindergarten open
house, Curriculum night, monthly PCC meetings
Staff/Admin attendance at PCC sponsored school events
Provide numerous volunteer opportunities within the school
Classroom teachers invite families into school for presentations, to
volunteer, and to read to children
Invitation to larger community for Community Reading Day
Partnerships which welcome Franklin Senior Citizens, Dean students, and
YMCA staff
Monthly classroom & specialist newsletters must include how families can
help support learning goals at home
Grade level math mornings for each grade
School communications include links to provide families with curricular
information
Annual Curriculum Night
All professional staff frequently communicate with individual families
regarding student progress at school to promote partnerships
Dean College/PE partnership
YMCA/family walk to school/fitness partnership
Franklin Senior Citizen literacy volunteers
DARE program partnership with FPD
Fire safety program partnership with FFD
Not
Started
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Off
Target
III-A: Engagement
Welcomes and encourages
every family to become active
participants in the classroom
and school community.
X
Progress
X
Goal
On
Target
Standard III: Family and Community Engagement. The district promotes the learning and growth of all students through effective
partnerships with families, caregivers, community members, and organizations.
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Promotion of monthly classroom communications; trimester specialist
communications; websites and/or blogs
At least monthly communications from school administration to home via
Blackboard Connect with invitation to share questions or concerns
Administrator monthly attendance at PCC meetings to partner with families
Monthly School Council meetings
Translation provided to families requiring such (meetings and written
communications)
Weekly admin. memos to staff include message laden with expectations
for teaching/learning as well as necessary nuts-&-bolts issues. Invitations
for collaboration often included
School leadership team (any staff welcome) to promote communication
and collaboration
X
III-C: Communication
Engages in regular, two-way,
and culturally proficient
communication with families
about student learning,
behavior and wellness.
IV-A: Reflection
Demonstrates the capacity to
reflect on and improve the
educator’s own practice, using
informal means as well as
meeting with team and work
groups to gather information,
analyze data, examine issues,
set meaningful goals, and
develop new approaches in
order to improve teaching and
learning.
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IV-B: Collaboration
Collaborates effectively with
colleagues on a wide range of
tasks.
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Implementation of Common Planning Meetings and PLCs to promote
reflection and collaboration to set and inform goals and current
practices
Continued dialogue with specialists and outside consultants to promote
reflection and collaboration to inform current practices and develop new
approaches ( example: co-teaching/teaming)
Evaluation system promotes partnership between individual educators
and administration to reflect on educator’s current practices with a goal
of seeking to continuously learn
Faculty meetings devoted to reflection of current practices and
improving teaching/learning rather than nuts-&-bolts issues
School Council and School leadership team reflected on K-12 Insight
data to inform improved practice
Administrators frequently collaborate with mentors/other admin.
New teachers frequently collaborate with mentors; admin. during “New
Teacher” workshops
Weekly common planning meetings by grade level (often with math or
literacy specialists)
Monthly PLC meetings (vertical teams) with Keller Elementary
Whole faculty collaboration during faculty meetings
EA trainings provided to promote collaboration
Outside consultants brought in to promote collaboration and learning
School council meetings
PCC meetings
Weekly special education team meetings
School Leadership Meetings
X
Not
Started
Off
Target
Progress
X
Goal
On
Target
Standard IV: Professional Culture: The district provides promotes the learning and growth of all students and staff through ethical,
culturally proficient, skilled, and collaborative practice.
IV-D: Shared Responsibility
Shares responsibility for the
performance of all students
within the school.
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Administrators actively growing a distributed leadership model mindset
among staff
Collaboration promoted during common planning meetings, faculty
meetings, PLC meetings, school leadership meetings, and School
Council meetings etc. to encourage an active role in school
improvement planning
This mindset promoted during faculty meetings, common planning
meetings, and through weekly memos etc.
Implementation of WIN blocks supports this shared responsibility
Implementation of Co-teaching/Teaming model supports this shared
responsibility
Shared Responsibility message delivered to all families whenever
possible (during math mornings, email communications, at team
meetings, etc.)
X
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X
IV-C: Decision-Making
Becomes involved in school
wide decision making, and
takes and active role in school
improvement planning.