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School District
District Improvement Plan
2016-2018
Mission
The mission of ACRSD is to create a partnership of our schools and communities that
develops all of our students into educated, responsible and productive citizens.
Theory of Action
If we develop and implement plans to ensure intentional instruction focused on
state standards and continuously monitor implementation, then we can expect our
students to demonstrate improved achievement and growth on standardized
assessments.
Robert R. Putnam
Interim Superintendent
Jeremiah Ames
Peter Bachli
Michelle Colvin
CT Plunkett Principal
Jackie Fortier
intentional practices
Massachusetts' Framework for District Accountability and Assistance classifies schools and districts on a five level
scale, classifying those meeting their gap narrowing goals in Level 1 and the lowest performing in Level 5. The ACRSD has been classified
as a Level 3 since the system was implemented in 2012. All three ACRSD schools are among the lowest performing 20 percent relative
to other schools of the same school type based on the 2016 performance on standardized assessment and the trend, as shown in
Appendix A, has not been positive.
It is imperative that the downward trend be reversed. To that end, each of the schools in the district will fully implement the
research-based turnaround practice, Intentional Practices for Improving Instruction, that has been one of the factors found in schools
that have experienced rapid improvements in student outcomes. The Bay State Reading Initiative (BSRI) is a research-based
instructional program currently in the third year of implementation in both Cheshire and Plunkett schools. BSRI will be the vehicle for
implementing Intentional Practices for Improving Instruction. The District and School Accountability Center (DSAC) will be working with
Hoosac Valley to implement practices that are consistent with the indicators for a successful implementation of Intentional Practices for
Improving Instruction.
The choice to focus on Intentional Practices for Improving Instruction, one of four turnaround practices, was made, in part, due to
financial and personnel considerations. Our efforts would be greatly enhanced if we were able to implement the practice of providing
student-specific supports, but budget cuts over several years have reduced intervention personnel positions, increased class sizes, and
removed scheduling flexibility. State accountability reports cite the gap in performance of students with disabilities, but staffing cuts
have limited personnel dedicated to providing support. Given these conditions, our only choice is to focus on the classroom instruction
because we dont have intervention positions that could provide student-specific supports and instruction to all struggling students.
Ultimately, intentional practices for improving instruction for all students is the key to improving student performance in all school
districts. We have no alternative but to accept the challenge. The plan outlined below will require a great deal of work, time, and focus
on the part of all members of the ACRSD community. We must find the way to ensure that all students succeed.
ALL
HIGH NEED
HIGH NEED
SPED
SPED
2016
2017
2016
2017
2016
2017
78.7
92.3
69.9
89.4
48.5
82.1
MATH CPI
73.3
86.8
63.1
83.2
41.1
74.8
SCI CPI
60.0
86.0
58.6
82.4
46.1
76.3
ELA SGP
37
51
33
51
23
51
MATH SGP
44
51
39
51
25
51
Significant movement toward the 2017 performance objectives listed above should serve to improve the percentile ranking of the
school. Extra Credit points are available in each discipline - ELA, Math, and Science - for increasing the percentage of students scoring
advanced and decreasing the percentage of students scoring in Warning/Failing. Each of the schools will endeavor to take advantage of
the opportunities for extra credit.
Action Plan
Goal I: To improve student outcomes by developing and ensuring intentional practices for improving
teacher-specific and student responsive instruction in Cheshire and CT Plunkett Elementary Schools.
Cheshire Elementary and CT Plunkett are very different schools serving different populations but both schools are in the third year of
partnership with the Bay State Reading Institute (BSRI) so we will build on that work. The schools have different CPI goals because they
were based on the baseline set by each schools performance in 2011. The tables below present the goals for each school. Significant
progress towards the goals will ensure an improvement in each schools percentile ranking.
ALL
HIGH NEED
HIGH NEED
SPED
SPED
2016
2017
2016
2017
2016
2017
ELA CPI
82.5
91.3
72.1
89.1
NA
NA
MATH CPI
81.8
88.0
73.6
84.0
NA
NA
SCI CPI
69.0
85.3
NA
NA
NA
NA
ELA SGP
34
51
NA
51
NA
NA
MATH SGP
35
51
NA
51
NA
NA
Significant movement toward the 2017 performance objectives listed above should serve to improve the percentile ranking of the
school. Extra Credit points are available in each discipline - ELA, Math, and Science - for increasing the percentage of students scoring
advanced and decreasing the percentage of students scoring in Warning/Failing. Each of the schools will endeavor to take advantage of
the opportunities for extra credit.
ALL
HIGH NEED
HIGH NEED
SPED
SPED
2016
2017
2016
2017
2016
2017
ELA CPI
72.9
89.3
67.0
86.4
49.1
75.0
MATH CPI
74.0
85.8
68.7
81.9
50.9
72.7
SCI CPI
67.9
84.0
62.8
80.8
NA
NA
ELA SGP
38
51
36
51
32
51
MATH SGP
50.5
51
44
51
24.5
51
The strategies outlined below are ambitious. We have neither the time nor the resources to fully implement them in the course of one
year. It will take two to three years but we will see improvement in student performance as our teachers and administrators develop
the skills and knowledge required to reach all students.
The strategies outlined below are based on Turnaround Practices that have been associated with rapid improvement in student
performance in many Massachusetts schools. We are focusing on the practice called Intentional Practices for Improving Instruction.
We will be implementing the following practices:
Many of these practices are incorporated into the BSRI model. We will be working with BSRI trainers and DSAC staff to ensure fidelity of
implementation and ongoing evaluation.
The strategies, resources, and measures of implementation are shown in the table below.
STRATEGY
Ensure full implementation of the BSRI
Model in K-5 classrooms
RESOURCES
MEASURE OF IMPLEMENTATION
Observations by administrators
will confirm implementation of
program components in all
classrooms. Each classroom
teacher will be observed a
minimum of 2x per month.
Training on forming and using
ILT completed by May 2017 with
a plan for implementation in
September 2017.
Training on forming and using
grade level PLCs completed by
May 2017 with a plan for
implementation in September
2017.
Progress on Benchmark
Assessments (DIBELS and Track
My Progress)
Feedback from BSRI Consultants
One Cabinet meeting a month
will include scoring DESE
teaching video.
Each principal will schedule
observations with the
superintendent. All teachers will
be observed monthly.
Starting in February the cabinet
will schedule team observations
in each school.
Principals and coaches will
attend the RBT training
Feedback from DSAC
Action Plan
Goal I: To improve student outcomes by developing and ensuring intentional practices for improving
teacher-specific and student responsive instruction in Hoosac Valley Middle and High School
Hoosac Valley Middle and High School CPI goals were based on the baseline set by the 2011 MCAS performance. The table below
presents the goals for the school. Significant progress towards the goals will ensure improvement in the schools percentile ranking.
ALL
HIGH NEED
HIGH NEED
SPED
SPED
2016
2017
2016
2017
2016
2017
ELA CPI
81.4
96.1
71.1
94.3
49.7
90.9
MATH CPI
71.1
88.0
56.5
85.7
33.7
78.6
SCI CPI
67.9
87.5
57.1
84.2
45
76.0
ELA SGP
37
51
32
51
18.5
51
MATH SGP
44
51
37.5
51
29
51
Significant movement toward the 2017 performance objectives listed above should serve to improve the percentile ranking of the
school. Extra Credit points are available in each discipline - ELA, Math, and Science - for increasing the percentage of students scoring
advanced and decreasing the percentage of students scoring in Warning/Failing. Each of the schools will endeavor to take advantage of
the opportunities for extra credit.
The strategies, resources, and measures of implementation are shown in the table below.
STRATEGY
RESOURCES
MEASURE OF IMPLEMENTATION
DSAC
Dedicated time to develop
instruction rubric informed by
research.
DESE Calibration Videos: Staff
will watch and score teaching
videos to develop common
expectations for teaching.
Learning walks by the ILT with
aggregate feedback
Guidebook for Inclusive Practice
Pioneer Valley DSAC Engagement
Observation Tool
Webbs DOK Tool
Create PLCs
Train staff on analyzing
benchmark and common unit
assessment results
Train staff on the cycle of inquiry
Train staff on using daily
assessments to drive instruction
Strengthen annual goal setting
process for teachers
Implement student survey of
current instructional practices