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 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. 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 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 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. 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 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 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. 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. II-C. Cultural Proficiency Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected 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. 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 III-B: Collaboration Collaborates with families to create and implement strategies for supporting student learning and development both at home and at school. 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 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. 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. IV-B: Collaboration Collaborates effectively with colleagues on a wide range of tasks. 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. 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 X IV-C: Decision-Making Becomes involved in school wide decision making, and takes and active role in school improvement planning.