Comprehensive District Review Protocol

2019–2020

Massachusetts Department of Elementary & Secondary EducationCenter for District and School Accountability

75 Pleasant Street Malden, MA 02148

Table of Contents

The Comprehensive District Review.........................................................................................................................1

2019–2020 District Review Document List............................................................................................................7

2019–2020 Sample ODRM Draft Site Visit Schedule for Comprehensive District Review....................................11

Appendix A: Expectations for Review Participants..............................................................................................18

Appendix B: Guidelines for Classroom Visits........................................................................................................22

Appendix C: Review of Educator Evaluations.......................................................................................................23

Appendix D: Massachusetts Department of Elementary and Secondary Education................................................

District Standards and Indicators.........................................................................................................................24

Updated November 2019

The Comprehensive District Review Research on effective school and district leadership has highlighted the importance of a concerted districtwide focus on aligning all district systems in service of improving student performance and outcomes. This focus is demonstrated by clear standards for performance and goals for improvement, coupled with an ongoing cyclical process for measuring progress.

To that end, the Office of District Reviews and Monitoring (ODRM) at the Massachusetts Department of Elementary and Secondary Education (DESE) provides a district review that assesses district systems, enabling district leaders to reflect on progress and strengthen performance. District reviews are conducted according to Chapter 15, Section 55A of the Massachusetts General Laws.

The district review is designed to identify the systems, policies, and practices that drive the day-to-day work of the school district, as well as those factors that may help or hinder staff performance and, ultimately, student performance and outcomes. Analysis of these systems, policies, and practices includes a focus on the ways in which the district works to improve and promote equity for all students.

The district review is intended to add value to the improvement cycle by providing an experienced team of education leaders who provide an objective analysis and suggestions for improvement. The value of the district review is measured: first, by the reflection that preparing and participating in the review promotes; second, by the usefulness of the findings and recommendations to district leaders and stakeholders; third, by the effectiveness of the resulting action steps and goals that the process generates; and ultimately by improved results.

The comprehensive district review is an evidence-based process that uses the 6 District Standards and 21 Indicators to organize the collection and analysis of data in order to generate findings about key district systems and practices as well as recommendations for improvement. The comprehensive district review is a capacity-building process designed to promote district reflection on its own performance and potential next steps.

DESE’s District Standards and Indicators

The District Standards and Indicators1 that form the basis of the district review provide clarity on the areas in which district capacity and excellence should be built and focused in a systemic way. The 6 District Standards and 21 Indicators were developed based on research and on input from school-, district-, and state-level stakeholders about policies, systems and practices which, if implemented well, are likely to lead to improved student performance, opportunities, and outcomes. In particular, the Standards and Indicators describe the focus on equity that all school districts must embrace to ensure they are effectively serving all students.

1 For a full list of the District Standards and Indicators, see Appendix D. District Indicators are continuously updated and clarified to reflect DESE’s priorities.

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I. Leadership and Governance 1. School Committee Governance 2. District and School Leadership 3. District and School Improvement Planning 4. Budget Development

II. Curriculum and Instruction1. Curriculum Selection and Use 2. Classroom Instruction 3. Student Access to Coursework

III. Assessment 1. Data Collection System 2. Data Use3. Sharing Results

IV. Human Resources and Professional Development1. Infrastructure2. Recruitment, Hiring, and Assignment 3. Supervision, Evaluation, and Educator Development4. Recognition, Leadership Development, and Advancement

V. Student Support1. Safe and Supportive School Climate and Culture2. Tiered Systems of Support3. Family and Community Engagement and Partnerships

VI. Financial and Asset Management1. Budget Documentation and Reporting2. Adequate Budget3. Financial Tracking, Forecasting, Controls, and Audits4. Capital Planning and Facility Maintenance

DESE’s Preparation for the Comprehensive Review

ODRM assembles a review team of independent consultants. Team members are each assigned to one or more of the six District Standards, based on their specific areas of experience and expertise. The size of the team depends on district size and needs, with teams typically ranging from four to six members. ODRM provides protocols, materials, and oversight of the review process.

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Review team members review district documents and other relevant information before the on-site visit. This helps them prepare thoughtful, tailored questions that are grounded in the District Standards and Indicators. The team meets for two days at DESE before the site visit to review documents, sort evidence, and develop specific questions for various stakeholders in the district.

The review team coordinator works collaboratively with the district to establish a schedule for the onsite visit. ODRM provides sample templates and letters to help districts communicate with various constituencies about the review.

ODRM provides an optional conference call for superintendents, designated review liaisons, and other district staff to explain and answer questions about the review process.

The District’s Preparation for the Comprehensive District Review

Before the review, districts are asked to appoint a district liaison; the liaison should be someone with experience in and knowledge of the district. The liaison handles matters related to scheduling, documents, and other relevant issues. The liaison’s responsibilities include:

Serving as the “point person” for the district for communication with ODRM

With the superintendent, making administrators, faculty, and staff aware of the review, its purpose, and the onsite schedule

Ensuring private meeting space for the review team for the onsite visit (ideally with access to copier, printer, and Internet)

Ensuring additional private meeting space(s) for interviews (different from team room)

Providing school master schedules, directions to schools, building maps, and parking arrangements

Districts are asked to complete the District Self-Assessment to promote reflection on the district’s practices, as well as to prepare for the visit. The district also provides documents that it has and uses (see District Document List below). The district is not required to create any new documents for the purposes of a review. The district should be prepared to provide additional documents that the review team might request during the on-site visit.

The liaison and the review team coordinator work together to prepare a site visit schedule (see sample site visit schedule below). The district liaison should not share the schedule with other district personnel until the review team coordinator informs the liaison that the schedule is final; schedules undergo numerous changes in the course of preparing for a review. The district liaison also arranges appropriately composed focus groups and keeps district staff informed about the review process.

The On-site Visit

The visit begins with an orientation meeting with key district leaders. This meeting gives review team members a chance to introduce themselves and begin the ongoing communication with the district that characterizes the review process. It also provides district leaders with an opportunity to bring questions and concerns about district systems and practices to the attention of the review team.

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During the on-site visit, the review team uses multiple sources of evidence to understand district policies, systems, processes, practices, and outcomes. The reviewers seek to identify those systems and practices that may be promoting or impeding rapid improvement, as well as those that might need to be further analyzed and developed. The team holds interviews and focus groups with stakeholders including school committee members, teachers’ association representatives, administrators, teachers, families, and students. Review team members also observe classroom instruction. Arrangements are made, if applicable, to interview the district’s turnaround partners and monitors, including DESE staff, as necessary.

The district may share additional information with the review team at any point during the on-site visit. As the visit progresses, the team might request additional documents, as well as follow-up interviews, to address questions that emerge in focus groups and classroom observations. This is the team’s opportunity to make sure that the evidence it gathers is complete.

Methodology

The team gathers evidence from multiple sources including documents, interviews, focus groups, student performance data, and classroom visits. Evidence in findings is triangulated; that is, findings are based on at least two and preferably three of the following sources: data, interviews, documents, and classroom observations. This ensures that the team’s findings are well-substantiated. In interviews with district personnel, the team checks for understanding by summarizing, restating, and asking follow-up questions.

While individual team members focus on assigned standards, the team as a whole considers all of the evidence collected, makes connections, and looks for patterns and trends. The team considers the entire body of evidence in order to determine the impact of the district’s systems on student performance.

Four Stages of the Comprehensive District Review

Following initial preparation and planning by ODRM, the district, and the review team coordinator, the comprehensive district review consists of the four stages outlined below.

1. Document and Data Review

The review team reviews information about the district’s context, student achievement, goals and processes, and resources. The District Standards and Indicators serve as a framework for collecting and sorting information

Team members independently review documents and data to learn about district practices

Team members independently develop specific questions related to their assigned standard

The team comes together to collectively review data analyses

The team collectively prioritizes and tailors questions for each interview

The team collectively reviews the onsite schedule and the review team coordinator adjusts it as needed

2. On-site Visit 4

During the four-day on-site review, the review team observes instruction, collects documents, and interviews district stakeholders about district practices. On-site activities include:

Orientation meeting: purpose of the review and a brief overview of the review process

School committee interviews

District, school, and program leader interviews

Teachers’ association leadership interview

Teacher focus groups

Family focus group(s)

High-school student focus group(s)

Classroom observations

Review of educator evaluation documentation

Collection of additional documents as needed

Closing meeting with the superintendent to wrap up the review and explain next steps

3. Analysis of Evidence and Draft Report Development

The review team uses the evidence gathered from the review to generate a draft report of findings and recommendations, a summary of data about observed instruction, and a description of the district context and background. Review team members follow a strict protocol for evidence triangulation in developing findings to ensure that findings are well substantiated. The process of report production consists of:

Development of district background and context

Evidence sorting

Identification of priority findings and possible recommendations

Team consensus that findings are sufficiently coherent and supported by evidence

Collective correction of and feedback on draft findings, recommendations, and the district context and background

Compilation of findings, recommendations, and data about observed instruction as well as the district context and background by the review team coordinator; draft report is created

ODRM staff edit the draft to ensure that findings are supported by sufficient evidence, that recommendations are aligned with current DESE guidance, and that the report is aligned with DESE’s writing guidelines

The draft report is sent to the superintendent to check factual accuracy

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ODRM staff respond to the district’s corrections and finalize the report

4. Publication of the Final Report

Final reports include a description of the district context and background, demographic and student achievement data, data about observed instruction, findings focused on the school system’s most significant strengths and challenges, and recommendations that the district can use for ongoing systematic improvement and that DESE can use to consider when identifying technical assistance and other resources to provide to the district.

ODRM’s goal is to provide a draft report three to four months after the on-site visit. The time required to produce reports varies based on several factors.

The superintendent has an opportunity to review the draft report and to provide factual corrections/clarification.

ODRM reviews the superintendent’s recommended corrections/clarifications and incorporates them based on ODRM’s discretion. The report is then finalized and sent to the superintendent.

Final reports are posted to http://www.doe.mass.edu/accountability/district-review/.

Supporting the District after the Comprehensive Review

The report is intended to provide district stakeholders with a clearer sense of which systems and practices are likely contributing to improvement and which might need to be further developed. In some cases, the report may be the basis for future technical assistance and/or DESE intervention.

At the district’s request, DESE representatives may present the findings and recommendations to the district’s school committee.

In addition, districts have the option of participating in a DESE-led meeting after the report is final. The purpose of the meeting is to assist district stakeholders in identifying areas for improvement that are most important and most likely to have an impact on student performance and outcomes. The meeting typically includes district leaders in addition to DESE representatives.

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2019–2020 District Review Document ListDistricts are asked to provide as many of the documents on this list as possible. The most essential documents are listed under “Core Documents.” The items listed under “Additional Documents” will also help the review team to learn important information about the district. You are not required to create documents (from either list) that do not already exist. Other pertinent information about the district that might inform the review team is also welcome. Please be prepared during the site visit to provide other documents that the review team might request. Individual student information should be redacted prior to submission.

Electronic documents are preferred if available. If documents are on the district’s website, please provide URL. If not, please upload documents to ODRM’s drop box (ODRM Reviews folder) using the following naming convention: [short name of district] name of document. If multiple documents are being uploaded, please use the convention [short name of district] doc name_1, [short name of district] doc name_2, etc. For example, Centerville Student Support Team_1, Centerville Student Support Team_2.

Core Documents

1. Completed District Self-Assessment and supporting documents/evidence

2. Strategic Plan, District Improvement Plan, and School Improvement Plans, as well as any district- or school-level plans related to ensuring educational equity for all students

3. School committee minutes from past year

4. Most recent budget proposal with any narrative/presentation used, and approved budget for past 3 years

5. Financial audits (including, if applicable, annual single audit findings; EOY Compliance Supplement; and any other recent financial management audits or review)

6. Curriculum guides and sample curriculum documents or curriculum units of study for ELA, mathematics, science and technology/engineering, and history and social science for all grade levels. (The district may also choose to provide access to curriculum posted online.)

7. Documents that describe/illustrate structures, policies, or practices related to data analysis and use (e.g., description of the district data team; protocols used for data analysis at the district, school, and/or classroom levels)

8. Description of Tier 1, 2, and 3 academic, behavioral, and social-emotional supports for all students

9. DCAP or document that provides general education teachers with guidance to address the needs of students with diverse learning styles and needs

10. High school program of studies

11. Career/vocational technical advisory committee meeting agendas and minutes

12. Forms, documents, observation tools, and templates used in educator evaluation system for all educators, such as rubrics, educator plans, and observation and evidence gathering forms. Please also provide access to

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electronic documents related to educator evaluation in order for review team members to review a sample of documentation. (If such access cannot be made available in advance, please plan to provide access during the on-site visit.)

13. Documents that describe/illustrate district- and/or school-based student support teams or similar teams that meet regularly to discuss student academic and non-academic needs

14. Internal and external evaluations of mandated programs (such as EL, special education, and Title I) and of other programs and services (such as needs assessments, community partnerships, and curriculum reviews)

15. Student, faculty and family handbooks

16. Professional Development Plan and description of current PD program, along with documents or data illustrating evaluation of PD

17. Documents that describe/illustrate the district's efforts to recruit and retain a diverse workforce and build the cultural competency of its staff

18. Numbered alphabetical teacher list and administrator list, by school and assignment

Additional Documents

19. Organizational chart

20. Web address where school committee minutes and/or videos are posted, if applicable

21. Business office procedures manual

22. Human Resources office procedures manual and any other associated materials, particularly those articulating recruitment, hiring or placement procedures

23. Documents that describe/illustrate the district’s student assignment process/practices

24. Capital plan (if available)

25. Examples of data and financial reports provided to the school committee

26. Description of the curriculum review process (e.g., identification, piloting, adoption)

27. Most recent NEASC report, if applicable

28. Documents that describe/illustrate the way in which the district assesses school climate and conditions for learning within the school (e.g., extent to which the school environment is safe, supportive, culturally responsive, engaging, and equitable), as well as any relevant data

29. Guidance for schools about how to engage with families; information about opportunities for family leadership (e.g., Special Education Advisory Council, School Advisory Council)

30. High school course enrollment/course passing data 8

31. Copies of data analyses/reports used in schools, such as analyses of student performance on mid-term and final examinations and benchmark and formative assessments

32. Examples of ways in which the district shares student performance data with students and families

33. Documents that describe/illustrate the district’s My Career and Academic Plan (MyCAP) process, or that describe/illustrate a similar student-driven process which provides students with ongoing opportunities to plan for their academic, personal/social and career success

34. Documents that describe/illustrate educator recognition, leadership development, and advancement program(s) and opportunities

35. Description of induction and mentoring program and/or associated handbook/materials

36. Teacher attendance data by school

37. Teacher common planning time schedules

38. Sample agendas from relevant team meetings and schedules for the year (e.g., leadership team meetings, CPT meetings, etc.)

39. Job descriptions for central office and school administrators and instructional staff

In addition to the documents above, ODRM provides the following documents and data to the review team:

1. District Profile data (to be used by the review team if there is a discrepancy with DART or Edwin Analytics data)

2. District Analysis and Review Tool (DART) data

3. Edwin Analytics data

4. RADAR data

5. Latest Tiered Focused Monitoring (TFM) report and relevant follow-up documents, if applicable

6. Collective bargaining agreement for teachers, including the teacher evaluation tool

7. Report on staffing

8. Long-term enrollment trends

9. End-of-Year Report

10. Current Turnaround Plans for any underperforming schools

11. Most recent Monitoring Site Visit Reports for underperforming schools, if applicable

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2019–2020 Sample ODRM Draft Site Visit Schedule for Comprehensive District Review(Blue indicates places where district should fill in information. Be sure that interviewees selected for each interview block can answer questions about each level: elementary, middle, and high school. The district liaison and the review team coordinator will work together to create a site visit schedule.) Notes: Team members may use laptops to take notes during interviews, focus groups, etc. With the exception of meetings with leadership teams, supervising staff should not be scheduled in focus groups with those they supervise.

Day 1—Monday, Month & DateLocation 1: Team workroom Location 2: Meeting room at central office

(for 6–8 people)Location 3: Another meeting room

at central officeTime Activity Time Activity Time Activity7:30-8:15 Review Team Meeting8:30-9:00 Orientation with District Leaders and Principals

Note meeting location.Entire team meets with whomever the district wishes in whatever location fits the group. Most districts include superintendent, business

manager, and principals. Many districts add special education director, curriculum coordinators, guidance director, and others.9:15-11:00 Classroom visits 9:30-11:00 Superintendent Interview

Note meeting location.9:30-11:00 Curriculum and Instruction I

Interview Note meeting location.List interviewees’ names, titles. Generally the person(s) responsible for curriculum oversight: curriculum coordinator or assistant superintendent for curriculum, plus a variety of staff working at each level of the school district.

11:00-12:15 Review Team Meeting/Lunch

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Location 1: Team workroom Location 2: Meeting room at central office(for 6–8 people)

Location 3: Another meeting roomat central office

Time Activity Time Activity Time Activity12:15-1:45 Classroom visits 12:15-1:45 Assessment I Interview

Note meeting location.List interviewees’ names, titles. Person or persons responsible for administration of district assessments, and/or curriculum leaders who can answer questions on program assessments, such as assessments for special education, English language arts (ELA), mathematics, Reading First, etc.

12:15-1:45 Human Resources and Professional Development I Interview (focusing on Human Resources)Note meeting location.List interviewees’ names, titles.

1:45-2:15 Review Team Meeting

2:15-3:30 Financial and Asset Management I Interview w/ district administrative staffNote meeting location.List interviewees’ names, titles. Generally, the business manager and key business department staff.

2:15-3:30 Student Support I InterviewNote meeting location.List interviewees’ names, titles. Generally, the special education director and/or assistant, special education team leaders from every level as available.

2:15-3:30 Teachers’ Association InterviewNote meeting location.List names and elected roles of those who will attend. Only members of the teachers’ association should be present.

4:00-5:00 Review Team meeting

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Day 2—Tuesday, Month & DateLocation 1: Team workroom/

selected classroomsLocation 2: Meeting room at central office

(for 6–8 people)Location 3: Another meeting room at central

officeTime Activity Time Activity Time Activity

7:30-8:30 Review Team Meeting8:30-10:00 Classroom visits 8:30-10:00

Leadership and Governance INote meeting location.List interviewees’ names, titles. Staff responsible for planning and evaluating the PD program. Sometimes principals, PD committee members, coaches, team leaders, and others.

8:30-9:30Student Focus Group Note meeting location.A selection of high school students representing a variety of grade levels and varying instructional needs may participate in the focus group. Students are selected by the school’s leadership and/or staff.

9:30-11:30 Classroom visits (HS) 10:15-11:30 Leadership and Governance II w/ Principals InterviewNote meeting location.List interviewees’ names and schools they represent. Group should have representation from all levels.

10:15-11:30 Financial and Asset Management Interview II (staff)Note meeting location.List interviewees’ names, titles. Business manager, bookkeeper, sometimes superintendent, and others.

11:30-12:45 Review Team Meeting/Lunch

1:00-2:30 Classroom visits (HS) 1:00-2:30 Student Support II InterviewNote meeting location.List interviewees’ names, titles. This could be a wide range of staff from program directors, principals to Title I and literacy specialists or department heads. Assistant principals or other staff dealing with student discipline and/or attendance should be invited.

1:00-2:30 Financial and Asset Management Interview III w/ Town OfficialsNote meeting location.Only municipal personnel should attend. Time may be changed as needed. Specify location of this meeting and names and titles of those to be interviewed.

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Location 1: Team workroom/ selected classrooms

Location 2: Meeting room at central office(for 6–8 people)

Location 3: Another meeting room at central office

Time Activity Time Activity Time Activity

2:30-3:30(flex time to meet district needs)

Teacher Focus Group Note meeting location.Note which level (there should be a teacher focus group for each level during the onsite).The invitation needs to be posted and announced in each school. The time can be adjusted for teacher convenience; specify convenient location.Personnel who participate in evaluating teachers should not attend.

2:30-3:30(flex time to meet district needs)

Teacher Focus Group Note meeting location.Note which level (there should be a teacher focus group for each level during the onsite).The invitation needs to be posted and announced in each school. The time can be adjusted for teacher convenience; specify convenient location.Personnel who participate in evaluating teachers should not attend.

2:30-4:00(flex time to meet district needs)

Teacher Focus Group Note meeting location.Note which level (there should be a teacher focus group for each level during the onsite).The invitation needs to be posted and announced in each school. The time can be adjusted for teacher convenience; specify convenient location.Personnel who participate in evaluating teachers should not attend.

3:30-4:30(flex time to meet district needs)StudentSupportC&I

Parent Focus GroupNote meeting location.Volunteers on the School Councils and other interested parents may attend.

4:00 – 5:00 Teachers’ AssociationNote meeting location.List names and elected roles of those who will attend. Only members of the teachers’ association should be present.

Day 3—Wednesday, Month & DateLocation 1: Team workroom/

selected classrooms/location for focus group

Location 2: Meeting room at central office (for 6–8 people)/ selected classrooms

Location 3: Another meeting room at central office/ location for focus group

Time Activity Time Activity Time Activity7:30-8:30 Review Team Meeting

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Location 1: Team workroom/selected classrooms/location for focus group

Location 2: Meeting room at central office (for 6–8 people)/ selected classrooms

Location 3: Another meeting room at central office/ location for focus group

Time Activity Time Activity Time Activity 8:30-10:15 Classroom visits 8:30-10:00 Classroom Visits 8:30-10:15 Classroom visits

10:30-12:00 Classroom visits 10:30-12:00 Classroom visits 10:30-12:00 Student Support III InterviewList interviewees’ names, titles. Staff responsible for evaluating programs: Title I director, curriculum coordinator, ELA coordinator, and others.Staff responsible for assuring access to programs: special education, guidance, and others.

12:00-12:30 Lunch Meeting

1:00-2:30 Human Resources and Professional Development II Interview List interviewees’ names, titles. Staff responsible for planning & evaluating the PD program. Sometimes principals, PD committee members, coaches, team leaders, and others.

1:00-2:30 Curriculum and Instruction II Interview w/PrincipalsList interviewees’ names, titles.

1:00-2:30 Assessment II InterviewList interviewees’ names, titles. This could be a wide range of staff from program directors, principals to Title I and literacy specialists or department heads.

2:30 – 3:30 Review Team Meeting 2:30 – 3:30 Leadership and Governance III Interview (about budget)Note meeting location.

4:30 -5:30(flex time to

School Committee Interview(Members will be interviewed in

4:30 -5:30(flex time to

School Committee Interview(Members will be interviewed in

4:30 -5:30(flex time to

School Committee Interview(Members will be interviewed in

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Location 1: Team workroom/selected classrooms/location for focus group

Location 2: Meeting room at central office (for 6–8 people)/ selected classrooms

Location 3: Another meeting room at central office/ location for focus group

Time Activity Time Activity Time Activitymeet district needs)

sub-quorum groups.)Note meeting location.

meet district needs)

sub-quorum groups.)Note meeting location.Time/place will be adjusted as necessary.

meet district needs)

sub-quorum groups.)Note meeting location.Time/place will be adjusted as necessary.

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Day 4—Thursday, Month & DateLocation 1: Team workroom/

selected classrooms/location for focus group

Location 2: Selected classrooms Location 3: Meeting room at central office/ selected classrooms

Time Activity Time Activity Time Activity8:00-11:00 Classroom visits 8:00-11:00 Classroom visits 8:00-11:00 Classroom visits

Classroom visits Classroom visits Classroom visits or Follow-up Interviews

11:00-2:00 Review Team Meeting/Lunch

2:00-2:45 Final Review of Documents 2:45-3:30 Team Debrief Meeting 3:30-4:00 Superintendent Check-in Meeting (Note: the review team’s findings are not discussed at this meeting.)

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Appendix A: Expectations for Review ParticipantsThe review places a value on engaging the district in understanding its own systems and practices. The process is evidence based and designed to promote learning and improvement. Clear communication among the district, its schools, and the review team is essential to the process. All review team members have extensive experience in the area they are reviewing, are governed by a Code of Conduct (see below), are objective, and minimize disruption to teaching and learning.

Code of Conduct for Reviewers

Review team members are expected to observe the highest ethical standards in their work with ODRM and districts. Failure to adhere to this code of conduct may result in termination of a reviewer’s contract.

1. Carry out work with integrity.

a. Treat all those you meet with courtesy and sensitivity. Try to minimize stress.

b. Allay anxiety through mutual respect and valuing opinions. Show an interest in what is said.

c. Focus attention and questions on topics that will reveal how well students are learning and thriving.

d. Protect sensitive and confidential information (e.g., personnel files or educator evaluation documents).

e. Discuss the district and the review only in the private team meeting room; be discrete in all public areas, including hallways and restrooms in the district and in hotels, restaurants, etc. Speak respectfully about the district at all times.

f. Act as a “curious researcher” and stay in that role throughout the review. Be careful not to offer opinions about district practices even if you are asked to give an opinion. Do not offer your business card or otherwise promote your services beyond the role of district reviewer.

g. Try to understand what leaders and teachers are doing and why.

2. Act in the best interests of students and staff.

a. Emphasize that students come first and are at the center of the review.

b. As much as possible, minimize disruption to teaching and learning.

c. Do not comment on the work of a teacher or anyone else involved with a school or district.

d. Classroom visits are used only to understand instruction at the school. Classroom visits are not evaluations of individual teachers.

e. All group interviews are confidential. Only the superintendent is identified by name in verbal or written reports; other leaders are identified by position only, where appropriate.

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3. Base findings on evidence.

a. Findings must be robust, fully supported by evidence, and defensible. Evidence should be triangulated; that is, it should come from at least two and preferably at least three of the following sources: data, interviews, documents, and classroom observations.

b. Findings must be reliable in that others would make the same finding from the same evidence.

c. Interviews with staff and discussion with review team members help create a validated and reliable evidence base from which findings are made.

4. Follow ODRM’s protocols and procedures with fidelity.

a. Prepare thoroughly for the review by reviewing district and school documents and participating fully in document review and question preparation activities.

b. Participate fully and collegially on teams.

c. Adhere to the review protocol and follow direction from the review team coordinator.

d. Arrive punctually for all team meetings and appointments in the district and at DESE. Adhere to all deadlines.

e. Discussions with district and school staff should be limited to scheduled focus groups and interviews. Do not engage teachers in conversation when conducting classroom observations.

f. Make any requests to the district only through the review team coordinator.

g. Organize notes and additional evidence to share with other team members by the end of each on-site visit day; make sure the coordinator has all notes and other evidence by end of the on-site visit. Interview notes should be typed (if possible) and the pages numbered; they should indicate the standard, the participants, questions asked by the interviewer, and the date of the interview.

h. Complete assigned section of report according to report template guidance, making sure that it is backed by triangulated evidence and that detailed evidence footnotes are included.

i. Participate in refining the draft of the report, ensuring that it contains sufficient evidence, is accurate, and reflects the consensus of the team.

j. Bring any concerns or questions to the attention of the review team coordinator and/or to ODRM in a timely way.

Expectations for the Review Team Coordinator

Work with the district to create a complete on-site schedule in advance of the visit. The schedule should adhere to ODRM’s expectations.

Ensure adherence to the protocol. Exhibit the highest professional standards and be responsible for ensuring that the team does so. If there is a breach or perceived breach of the protocol, inform ODRM immediately.

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As the review begins, make sure that all review team members are scheduled for the interviews they need.

Maintain and distribute daily team meeting notes.

Conduct a daily review of the schedule with the team and ensure that all interviews, focus groups, and classroom visits are attended and go smoothly.

Maintain clear channels of communication with the district and schools at all times.

Take responsibility for facilitating all team meetings.

Keep district and school leaders informed of the team’s progress throughout the visit.

Take appropriate actions to follow up on any questions by the team.

Oversee the writing of the entire report draft.

Make sure that each team member’s evidence is footnoted (with standard, interview dates, list of participants, and page numbers) in the findings and that electronic versions of findings and interview notes are uploaded to the team drop box.

Provide ODRM with complete copies of the district documents reviewed by the team, the interview notes, and the observational evidence.

Expectations for the District

Complete and submit the District Self-Assessment.

Before the on-site visit, provide the documents requested and appoint a district liaison. The district liaison should be a staff member with experience in and knowledge of the district.

Explain the purpose and process of the review to all district stakeholders well in advance of the on-site.

Take proactive steps to ensure that focus groups---including student, teacher, and family focus groups---are well-attended and representative of the district community.

Provide necessary meeting space and equipment.

Welcome the review team and recognize that its efforts are on behalf of students.

Work with the review team to ensure that the visit runs smoothly.

Provide the review team coordinator with any additional documents requested, including personnel files.

Maintain clear communication with the review team coordinator throughout the review, conveying any questions, concerns or other feedback from staff.

Consider participation with DESE staff in an optional meeting after the report is final.

Consider presenting (or having DESE staff present) the final report to the school committee.

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Appendix B: Guidelines for Classroom Visits

General Guidance

Classroom visits are one source of information for the review team on instruction in the district. The team visits a representative range of grade levels, focusing on core academic areas, especially ELA, mathematics, science, and social studies. Classrooms are typically visited for 20-25 minutes to enable the observer to gain an understanding of the activity and the classroom climate.

Classroom visits should reflect a typical experience for students and teachers. Teachers do not need to prepare for the visit, address the classroom visitor, or explain the lesson. The classroom visitor may walk around the classroom to review student work or classroom postings, if appropriate.

Classroom visits are used only to understand instructional trends in the district. Classroom visits are NOT evaluations of individual teachers. Review team members do not provide feedback to individual teachers or administrators.

Guidelines for Review Team Members during Classroom Visits

Record factual data on the classroom observation form.

Label the form with descriptive characteristics, not identifiers such as teacher names.

Avoid distractions to the class.

If possible, review samples of student work in folders, portfolios, or displays. Include specific examples when completing the form.

Make sure that each class visit lasts for about the same amount of time.

Guidelines for Discussion of Classroom Observations during Team Meetings

All team meetings should take place in the team meeting room.

The team discusses overarching trends, strengths, and challenges observed.

All team members share evidence related to each characteristic.

The team shares highlights (big ideas, trends, areas of strong practice, and areas of need) from the aggregated evidence they collect.

The team shares and tallies the evidence for all classes/characteristics.

The team reaches consensus on the trends across classroom visits.

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Appendix C: Review of Educator Evaluations

Since a district’s systems for continually building educator effectiveness are critical to improving student achievement, the review includes a careful analysis of educator evaluations, following the guidelines below.

1. Based on the number of teachers working in the district, the review team identifies a group of teachers and asks to see the following documents for each of them:

Teacher self-assessment

Plan development (also called goal setting, teacher rubric analysis, etc.)

Announced and unannounced observation reports

Formative assessment/evaluations

Summative evaluations (also called teacher evaluations) if teachers were evaluated during the previous school year

2. In addition, the review team asks to see the following documents for each currently serving administrator, including the superintendent:

Self-assessment

Plan development (also called goal setting)

Observation reports

Formative assessment/evaluations

Summative evaluations (also called administrator evaluations)

If records are stored electronically, the district should provide electronic access for the assigned members of the review team. If paper documents are stored, hard copies should be provided. In the case of formative assessments/evaluations or classroom observation reports that are stored locally on laptop or tablet devices, the district should provide time for review team members to review the necessary documents.

The review team recognizes that in most districts, only about half the teachers are being evaluated each year. Depending on the date of the review, some documents on the lists above may not have been generated for teachers being evaluated this year. The district should inform review team members when a requested teacher is currently being evaluated and provide the documents that are available at the time of the review. When summative evaluations are available for the previous year, the district should include them, even if formative assessments/evaluations are provided for the current year.

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Appendix D: Massachusetts Department of Elementary and Secondary Education

District Standards and Indicators

Introduction

The Massachusetts Department of Elementary and Secondary Education’s (DESE’s) District Standards and Indicators are the agency’s definition of effective school district policy and practice. The 6 Standards and their 21 related Indicators2 were developed based on research and on input from school-, district-, and state-level stakeholders about policies, systems, and practices, which, if implemented well, are likely to lead to improved student performance, opportunities, and outcomes.3 In particular, the document describes the focus on equity that all school districts must embrace to ensure that they are effectively serving all students.

Definitions of terms used frequently in this document

All students: Given that some student groups have been historically underserved, and also that any student can be particularly “vulnerable” at any moment in time, it is important to consider practices and outcomes beyond the aggregate to ensure that all students are challenged and supported to learn and grow. The phrase “all” in this document refers to equity for and attention to students from all backgrounds and identities and experiences. These include but are not limited to all races and ethnicities, all genders and gender identities, all sexual orientations, all disabilities, all nationalities, all types of citizenship or immigration status, all religions, all family structures, all family housing situations, all medical/health needs, and all traumatic experiences.

Disaggregated student data: Aggregate student data that is broken down into smaller parts in order to learn about the performance, opportunities, and outcomes of specific student populations; for example, schools, grade levels, and student groups. All data analysis described in this document should be conducted in accordance with all applicable laws pertaining to the confidentiality of student data.

Equity: Educational equity means that all students have access to the educational resources, opportunities, and rigor they need at the right moment in their education across race, gender, ethnicity, language, disability, sexual orientation, family background and/or family income to meet high expectations for cognitive, behavioral, and social-emotional growth and development.4

Student group: Any group of students who share similar characteristics, such as racial or ethnic identification, gender identification, socioeconomic status, physical or learning disabilities, or language skills.5 This includes, but is not limited to, the groups of students for which DESE issues annual performance determinations.

2 While the six standards remain the same as in the past, DESE has updated and revised the indicators that correspond to each standard. 3 While some indicators refer to state laws or regulations, the purpose of this document is to describe effective district policies, systems, and practices.4 Adapted from Leading for Equity: Opportunities for State Education Chiefs, https://ccsso.org/equity and National Equity project, http://nationalequityproject.org/about/equity 5 Adapted from EdGlossary.org, https://www.edglossary.org/student-subgroup/

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Massachusetts Department of Elementary and Secondary Education

District Standards and Indicators

Leadership and Governance 1. School Committee Governance2. District and School Leadership 3. District and School Improvement Planning4. Budget Development

Curriculum and Instruction 1. Curriculum Selection and Use 2. Classroom Instruction 3. Student Access to Coursework

Assessment 1. Data Collection System 2. Data Use3. Sharing Results

Human Resources and Professional Development 1. Infrastructure2. Recruitment, Hiring, and Assignment 3. Supervision, Evaluation, and Educator Development4. Recognition, Leadership Development, and Advancement

Student Support 1. Safe and Supportive School Climate and Culture2. Tiered Systems of Support3. Family and Community Engagement and Partnerships

Financial and Asset Management 1. Budget Documentation and Reporting2. Adequate Budget3. Financial Tracking, Forecasting, Controls, and Audits4. Capital Planning and Facility Maintenance

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Leadership and GovernanceSchool committee members and district and school leaders work collaboratively and strategically to improve all students’ performance, opportunities, and outcomes. They establish, implement, and evaluate policies, procedures, systems, and budgets with a primary focus on achieving districtwide improvement goals, in part through equitable and effective use of resources.

1. School Committee Governance: The school committee upholds its responsibilities under Massachusetts laws and regulations, including the Massachusetts Education Reform Act; focuses on improving outcomes for all students; and acts as the primary advocate in the community for meeting students’ needs. The committee:

Focuses on improvemento Purposefully uses the district’s vision and improvement plan to guide its policies, deliberations, and

decisions o Regularly reviews disaggregated student datao Maintains a particular focus on closing achievement, access and opportunity gaps for students of

color, economically disadvantaged students, English learners, and students with disabilitieso Evaluates the superintendent’s performance annually as required by law

Establishes a culture of collaborationo Ensures that members develop and sustain a collaborative working relationship with each other and

with the superintendento Actively creates opportunities to engage stakeholders in working together to improve student

outcomes o District and municipal leaders have positive working relationshipso Provides opportunities for students to share meaningful input into policies and decision-making as

appropriate

Fulfills its legal and fiduciary responsibilities as defined in Massachusetts state lawo Takes responsibility for securing adequate funding for the district o Operates with transparency and maintains a clear and appropriate division of roles between

municipal officials, the committee and the superintendent o Ensures prudent financial management and spending in accordance with the budget it has approvedo Equitably distributes available resources to improve student outcomeso As the employer of record on all collective bargaining agreements, takes an active and constructive

role in developing timely and effective strategies for collective bargaining and managing negotiations

2. District and School Leadership: The superintendent promotes a culture of collaboration, trust, accountability, and joint responsibility for student learning among administrators, teachers, and other staff members. The superintendent engages with the school committee and the community to support district improvement.

Leadership and engagemento The superintendent advises and makes recommendations to the school committee for sound

educational policies, prudent budgeting, and effective collective bargaining o The superintendent, in collaboration with the school committee, actively builds a strong sense of

support for public schools within the communityo The district provides clear and appropriate lines of internal and external communication and

demonstrates responsiveness to feedback from stakeholders

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o The superintendent establishes and leads an effective leadership team and ensures that leadership roles are appropriate for the district’s needs

o The district ensures that each school has an effective leadership team that assures staff understanding and commitment to the school’s mission and strategies, supports teacher leadership and a collaborative learning culture, and focuses staff time and resources on improving student learning

Focus on improvement. District and school leaders: o Demonstrate instructional leadership by focusing on improving teacher practice and student

learning outcomeso Take concrete and ambitious steps to close achievement, access, and opportunity gaps for students

of color, economically disadvantaged students, English learners, and students with disabilitieso Use historical, longitudinal and current disaggregated student data to plan and regularly monitor the

impact of key improvement strategies, instructional practices, and the use of resources on student outcomes

o Identify persistently low performing or struggling schools and programs for intervention and ‐improvement planning, with responsibility shared between district and school leaders for making measurable and sustained improvement

Leadership development and supporto The superintendent ensures that all administrators are evaluated annuallyo School leaders make strategic use of staffing, scheduling, and budgeting autonomies to support their

school improvement plan and improve student outcomeso District and school leaders identify and support potential leaders and provide educators with

meaningful leadership development opportunities o Systems and structures promote stability and help to sustain district initiatives during leadership

turnover

3. District and School Improvement Planning: Using a clear, thoughtful, and inclusive process, the district develops a three- to five- year district improvement plan, strategic plan, or district strategy and an annual district action plan, and each school develops an annual school improvement plan aligned with the district’s plan. The plans drive the development, implementation, and modification of educational programs and practices.

Stakeholder engagement and reflectiono District leaders, school leaders, teachers, students, families, and community are engaged in

developing and implementing the district’s plan/strategy and annual action plano District and school leaders provide frequent, timely, and thorough information to the school

committee, staff, students, families, and community on progress toward the achievement of plan goals, and seek significant and meaningful feedback to guide the plans’ ongoing refinement

o The district ensures that each school engages a representative School Council to develop a school improvement plan and has a clear process for reviewing school improvement plans

o The district implements and refines an ongoing, participatory process for reflection on progress toward plan goals, analyzing what was implemented, whether it worked, and why; modifications are made as needed to ensure progress toward goals

Plan elements. Improvement plans:

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o Have clear goals and ambitious strategies for improving performance, opportunities, and outcomes for all students

o Are based on analysis of historical, longitudinal and current disaggregated student datao Reflect careful consideration of the ways in which the district can impact student outcomeso Include realistic assessments and equitable allocation of available staffing, financial, material, and

operational resources

4. Budget Development: The district’s budget recommendations to the school committee are educationally sound and address the goals and strategies of the district’s improvement plans, benchmarking data available from ESE and elsewhere, and analysis of disaggregated student data.

Budget development and monitoringo District and school leaders, including the district’s business manager, work together to develop a

budget through a participatory and transparent process o As part of budget development, administrators review the cost effectiveness of programs, ‐

initiatives, and activities, referencing student datao The district plans for the effective use of grant funds, revolving accounts, and other funds, in

alignment with its improvement goalso District administrators regularly track spending and other financial transactions throughout the year,

including special revenue funds, revolving accounts and related fees, and make changes and adjustments as needed

o Principals have some discretion to make spending decisions during the school year, and have access to the information they need to make them

Resource allocationo Resources including funds, staff, materials, and time are allocated to ensure improved performance,

opportunities, and outcomes for all students, with an emphasis on equity and effectiveness to close achievement, access, and opportunity gaps for students of color, economically disadvantaged students, English learners, and students with disabilities

o Resources are allocated based on students’ needs at each school and programo The district seeks ways to expand capacity and resources through shared services agreements and

other collaborations with external partnerso Using student outcomes and other information, the district monitors the staffing, financial, material,

and operational needs of schools, and addresses them in a timely, effective, and equitable way

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Curriculum and InstructionThe district ensures effective implementation of high-quality, standards-aligned curricular materials6; instruction that challenges and supports all students to meet Massachusetts standards; and a variety of academic offerings preparing all students for college, career, and civic participation.

1. Curriculum Selection and Use: The district ensures that all teachers have access to high-quality, standards-aligned curricular materials and the support they need to use those materials consistently and skillfully.

Decision-making processes. Curriculum reviews:o Are regular, rigorous, transparent, consistent, and inclusiveo Consider specific district needs (e.g., areas of low performance, cultural relevance for students)o Consider relevant research (e.g., evaluations of specific curricula)

Documented curriculum. Curricular materials:o Are readily available and feasible to implement for all teacherso Align to the content and rigor of the appropriate Massachusetts curriculum frameworkso Align vertically, with coherent student learning progressionso Are complementary across content areaso Support teachers to challenge and support all students

Taught curriculum. Curriculum implementation:o Is consistent within and across classrooms and schoolso Includes adapting and supplementing materials based on individual student needs and strengths, as

appropriateo Is supported effectively by inclusive professional learning structures for all educator roles

2. Classroom Instruction: The district ensures that all teachers provide effective instruction that challenges and supports all students.

Learning experiences for students. Instruction:o Allows students to access and engage with grade-appropriate text every day, with meaningful real-

world problems every day, and in scientific conversations using data every week o Supports students to acquire and use complex knowledge and subject-specific skills and vocabularyo Enables students to develop social and emotional competencies (self-awareness, self-management,

social awareness, relationship skills, and responsible decision-making) as they progress academicallyo Is designed inclusively to account for differences in students’ learning needs, competencies,

interests, and levels of readiness o Centers on challenging, engaging tasks with measurable outcomes for all students

Adjustments to practice. Instructional decisions are informed by:o Differences in students’ learning needs, skill levels, interests, and levels of readiness o A variety of assessments to measure student progress toward intended outcomeso Research-based differentiated interventions and enhancements for studentso High-quality feedback from students, peers, coaches, and evaluators

6 Resources teachers use to facilitate sequences of learning experiences (e.g., lesson and unit plans, texts); also called adopted or written curriculum.

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Learning environment. Classroom climate and structures:o Provide opportunities for all students to learn collaboratively in purposeful, flexible, diverse groupso Support all students to take academic risks (e.g., by attempting challenging tasks, eliciting feedback

on their work)o Support all students to take ownership of their learning (e.g., by persevering effectively and asking

for help when necessary)

3. Student Access to Coursework: The district ensures that all students have access to a range of rigorous coursework.

Variety of academic offerings. Courses of study:o Support all students to become college and career ready and prepared for civic engagement, by

developing the knowledge and skills that are necessary to successfully complete entry-level, credit-bearing college courses; participate in certificate or workplace training programs; enter economically viable career pathways; and engage as active and responsible participants in our democracy

o Provide opportunities for all students to pursue rigorous learning experiences aligned to their ambitions and interests, such as accelerated learning pathways, Advanced Placement courses, and instruction in computer science, foreign languages, health, and the arts

Equity of access. Students from historically marginalized groups, including students of color, those receiving special education services, and economically disadvantaged students:o Have equitable access to advanced coursework, such as accelerated learning pathways and

Advanced Placement courseso Have equitable access to instruction in areas not subject to statewide testing, such as computer

science, foreign languages, health, and the arts

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Assessment The district establishes and supports a culture that values the use of data in improving teaching, learning, and decision-making. District and school leaders ensure that systems are in place for the efficient and purposeful collection, use, and sharing of data from a variety of assessments to guide decision making at the district, school and classroom levels and to improve all students’ performance, opportunities, and outcomes.

1. Data Collection System: The district has a clear purpose and system for reviewing state-level data and

efficiently collecting district and school level assessment and outcome data.

Data selection. The district ensures that:o Data collected provides a comprehensive picture of student, school, and district performance based

on multiple sources of datao Each data source (e.g., assessments, classroom grades) complements information from other

measures

Assessment methods. The district ensures that:o Data systems support the consistent administration of a variety of informal and formal assessment

methods, including formative assessments and common interim assessmentso Assessments are aligned across grade levels and subject areas o Assessments provide actionable information to support all students in making progress toward

achieving state and local standards

Data quality checks. The district:o Systematically investigates the validity of current assessment and data useso Checks on consistency in the administration of district assessments across classrooms

2. Data Use: The district fosters a culture of data use to drive continuous improvement at all levels and ensures that educators, including district and school leaders, use collected data to guide instructional practice.

District data use. District and school leaders:o Set and track improvement goals using assessment of student performance, including the

performance of the district’s most struggling studentso Use data on the performance of student groups to close achievement, access and opportunity gaps

for students of color, economically disadvantaged students, English learners, and students with disabilities

o Use data to compare district performance with peer districts and/or state averages and identify strengths and weaknesses

Support for data use. District leaders:o Promote and sustain a culture of shared responsibility and accountability for assessing performance

and taking actions that lead to improved outcomes for all studentso Ensure that important data is readily available to end users o Oversee systems and structures that support the regular use of data to inform decision making at

the classroom levelo Demonstrate a commitment to professional development designed to improve the use of data and

assessments to inform the practice of all educators

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o Provide opportunities for educators and others, including their evaluators, to work together to establish anticipated student learning gains prior to administering common and classroom assessments and compare student results on those assessments to anticipated gains

3. Sharing Results: The district shares assessment results with students, teachers, and students’ families in ways that are clear, timely, and easily understood and utilized.

Communication with district staff. District leaders:o Share data and analysis connected to district goals with educators in ways that are clear,

understandable, and actionableo Ensure that individual educators have easy access to all relevant data that can support classroom

level decision making

Communication with families. The district:o Regularly communicates with families evidence of the school and district’s performance, and the

effectiveness of current strategieso Provides timely and effective information to families about their students’ progress toward attaining

grade-level standards and whether they are on track to being college and career ready o Ensures that information shared with families helps them understand how to support their students

to perform at a high level

Communication with students. The district ensures that:o Evidence of a student’s performance is shared with students in meaningful and appropriate wayso Data shared with students promotes engagement and personal effort

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Human Resources and Professional DevelopmentThe district strategically designs, implements and oversees human resource and inclusive professional development efforts in a way that supports an aligned human capital management system and results in the employment, development and retention of effective educators who are successful in advancing all students’ performance, opportunities, and outcomes.

1. Infrastructure: The district employs effective human resources policies, procedures and practices.

o The district maintains and reports accurate employment-related records

o The district routinely analyzes and provides reports to principals for use in their planning and decision-making

2. Recruitment, Hiring, and Assignment: The district proactively cultivates a pipeline of educators such that there is a qualified pool of applicants for all vacancies. It has hiring timelines, policies, and processes which are rigorous and efficient such that schools are able to employ effective educators. The district has developed systems and processes to identify and address equitable access to excellent educators.

Recruitment systems: o Target projected supply and demand issues across schoolso Seek to diversify the workforce o Employ a variety of short-term and longer-term strategies o Proactively generate a pool of educators to fill vacancies as needed

Hiring systems: o Empower and support hiring managers to make hiring decisions based on district priorities and to

meet the learning needs of individual schools’ student populationso Establish a consistent process for selectiono Encompass both internal hiring (e.g., promotions, transfers, shared staff) and external hiringo Verify appropriate licensure, endorsements, background checks, and waivers o Are continually evaluated and refined through systematic data collection on program design,

implementation, and outcomes, including student learning outcomes and educator retention rates

Assignment. The district ensures that:o Teacher assignment is based on students’ learning needso Master schedules result in the equitable distribution of educator skill across grades and content

areas, as well as student skill levels, ensuring appropriate supports for all students and programso Teachers teaching outside of their licensure area do so for no more than 20 percent of their time

3. Supervision, Evaluation, and Educator Development: The district ensures that supervision and evaluation inform a comprehensive approach to the identification, development, and retention of effective educators. It ensures that educators at all stages of their careers receive appropriately targeted and differentiated professional development that improves their knowledge, skills, and ability to meet the learning needs of all students. The district provides high-quality induction and mentoring support to all new hires such that it is able to develop, support, and retain effective educators.

Supervision and evaluation systems: o Prioritize opportunities for educators to receive high-quality feedback (specific, timely, and

actionable) that improves their practice

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o Ensure evaluators receive training, support, and development in effective, bias-free supervision and evaluation that impacts educator effectiveness

o Provide all educators with performance ratings related to the Standards of Effective Teaching or the Standards for Effective Administrative Leadership Practice based on:

1. evidence of practice,

2. impact on student learning,

3. student or staff feedback, and

4. goal attainment

o Result in setting a high bar for professional teaching status, the recognition of excellence, and the dismissal of educators who do not meet evaluation criteria within specified timeframes for improvement

Professional development systems are: o Aligned with MA Standards for Professional Development and the district’s vision/mission

o Described in a professional development plan for all professional staff that is consistent with DESE’s guidelines

o Intentionally varied, including but not limited to teacher-led PD and job-embedded, content-based, and individually pursued learning, with structures for collaboration that enable teachers to improve implementation of standards-aligned curricula and instructional practice

o Informed by student and educator data and aligned to district, school, and/or educator goals, such that connections between theory and practice are explicit and programming directly impacts educator effectiveness and student learning

o Aligned to the instructional materials used in the district

Induction and mentoring systems: o Include an orientation, a support team, and an intentionally matched, trained mentor

o Ensure all beginning teachers and administrators receive mentoring support beyond the induction year (minimum of 50 hours), in alignment with ESE guidelines

o Provide sufficient release time to engage in regular classroom observations and other mentoring activities

o Ensure that mentors are well-qualified, extensively trained, carefully selected educators who have demonstrated effectiveness with students and colleagues

o Are continually evaluated and refined through systematic data collection on program design, implementation, and outcomes, including student learning outcomes and educator retention rates

4. Recognition, Leadership Development, and Advancement: The district provides differentiated roles and opportunities for growth, including distributed leadership opportunities and an articulated career ladder, such that it can effectively build leadership skills and retain effective professional staff and maximize their impact.

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Student SupportThe district ensures that schools equitably support all students’ safety, well-being, and sense of belonging; systematically identify and address students’ needs; and engage families and community partners to improve all students’ performance, opportunities, and outcomes. The district assesses the programs and practices used across schools to ensure that students experience educational continuity and are well supported through school transitions.

1. Safe and Supportive School Climate and Culture: The district prioritizes the physical, intellectual, and emotional safety of all students and adults, and creates an environment that helps students develop social, emotional, and academic knowledge, skills, and competencies. It supports schools to foster safe, positive, healthy, inclusive, engaging, and welcoming learning environments that cultivate supportive, authentic relationships and a strong sense of belonging and connection, and that value the diverse assets and voices of all students, staff, families, and partners.

Safe and supportive environment. The district: o Has comprehensive plans to support the safety and well-being of students and staff that are

developed with input from multiple stakeholders and aligned with and integrated into district and school improvement plans

o Ensures that all school and classroom environments are supportive, culturally responsive, welcoming, respectful, trauma-sensitive, gender- and sexuality-inclusive, reflective of the community and students’ cultures and identities, and well-maintained

Access, equity, and engagement. The district:o Demonstrates a commitment to access and equity for all students, and to developing staff capacity

to examine and dismantle implicit biases and systemic inequalities and to create environments in which all students can deeply learn, grow, and thrive

o Ensures that schools promote meaningful student engagement and leadership

Positive behavioral approaches. The district:o Builds adult capacity to identify, understand, and respond to the underlying causes of student

behavior o Implements clear schoolwide positive behavioral systems and expectations, in which specific rules,

behaviors, and expectations are taught, modeled, and rewarded, while using an ongoing data-monitoring system to evaluate progress and inform practices

o Ensures that behavior management/discipline policies, practices, and procedures are inclusive, developmentally appropriate, unbiased, equitable, supportive, and aligned to the needs of all students

2. Tiered Systems of Support: The district has a proactive approach and system designed to meet the needs of all students by ensuring that schools use data-driven decision making, progress monitoring, and evidence-based supports and strategies with increasing intensity to sustain students’ academic, behavioral, and social-emotional growth. The district:

Provides tiered, evidence-based, culturally responsive supports to students (e.g., instruction, enrichment and extracurricular opportunities, interventions, etc.)o All students receive tier 1 instruction and supports. Tier 2 and 3 supports are focused on specific

goals and needs, are of greater intensity, and are part of a continuum of services. All students, 33

including but not limited to students with 504s or IEPs and English learners, can receive support across all three tiers

o The district provides supports to general education teachers to address the needs of students with diverse learning styles through a DCAP or other guidance document

o Universally designed practices (UDL) are utilized across all tiers and for all studentso Schedules and resource allocation are designed to ensure that tier 2 and 3 supports supplement but

do not replace core instruction

Uses a systematic planning process that includes representative stakeholders with authority to make collaborative decisions

Uses scientifically-validated assessments for screening, diagnostic, and progress monitoring

Ensures that school leadership teams:o Systematically evaluate the effectiveness of tiered systems of support to inform planning

o Have a process to determine whether interventions are structured and assigned equitably

o Use a process for reviewing individual, group, and aggregate data (e.g., formative assessments, attendance, chronic absenteeism, discipline, etc.) to assess the impact of interventions, understand trends in results, make changes as needed, and identify broader school improvement needs

o Have protocols for engaging students, families and partners in the tiered support process

Provides high-quality, on-going support and professional development to support the use of tiered models, and to build expertise in academic, behavioral, and social emotional learning

3. Family and Community Engagement and Partnerships: The district ensures that each school develops strong collaborative relationships with families, community partners, and other stakeholders in order to support students’ academic progress and behavioral, social, emotional, and physical development and well-being.

Family engagement. The district:o Establishes systems and practices that reflect the importance of building relationships with families

and that position them as equal partners in their students’ educationo Partners with families in a way that is strengths-based, culturally responsive, and collaborative, and

that demonstrates an appreciation of different languages, norms, family structures, and values o Ensures that students and families have a voice in planning and decision-making, including gathering

and using their feedback to improve school practices, communication, and climateo Establishes opportunities for student and family leadership (beyond required committees and

councils), and ensures that participants in those leadership roles are representative of the community served

o Ensures that schools support two-way communication and access for all students’ families, including providing interpretation and translation services to families, as appropriate

o Allocates resources to support family and community partnering activities and analyzes data to ensure effectiveness

o Leverages community partners to support families’ needs, as appropriate

Community engagement. The district:

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o Has a clear process to find, establish, and manage partnerships and other community resources to engage during in-school and out-of-school time

o Conducts a comprehensive mapping of partners and resources, and assesses family and student needs, with a goal of equitable support for schools and families

o Works with schools to evaluate partnership effectiveness and make appropriate changes o Communicates key priorities widely, including to municipal officials, to ensure a shared

understanding of goals and strategies; provides guidance to schools on effective practices for managing partnerships

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Financial and Asset ManagementDistrict leaders manage the equitable allocation and effective use of funding and other resources to improve all students’ performance, opportunities, and outcomes, support the district’s improvement plan, and secure community support.

1. Budget Documentation and Reporting

Budget documents:o Are clear, accurate, and user-friendly

o Are explicitly connected to district and school improvement planning

o Demonstrate how student performance data, particularly data related to performance, access, and opportunity outcomes and gaps, have been used to set budget priorities

o Include information about allocation of resources (money, people and time) and about all sources of funds, including local revolving funds and grants

o Provide historical spending data for comparisons and sufficient detail for stakeholders to understand the current year’s resource allocations

Municipal agreement:o Costs paid and managed directly by the municipality are described in a current written agreement

and clearly documented in the budget and financial accounting

2. Adequate Budget

Provision and use of resourceso The community provides sufficient general appropriation funds each year to meet or exceed

required net school spending and cover other costs such as transportation

o The district uses all available funding effectively to support student performance, opportunities, and outcomes

o The district annually reviews staffing and scheduling to plan for the effective use of people and time

3. Financial Tracking, Forecasting, Controls, and Audits

The business office:

o Provides regular, accurate reports to the superintendent and school committee on spending from all funding sources, and forecasts spending through the end of the year, with adequate school-level information provided to every principal

o Ensures that business office personnel are trained and supervised, and systems are in place for procurement in accord with state laws and regulations, timely payment of invoices, and accurate payrolls

o District spends down grant funds (including promptly using entitlement rollovers) so no grant funds revert to the state

o Meets end of year reporting requirements in a timely and accurate way

o Uses modern and comprehensive accounting technology for monitoring and control of resources

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o Competitively procures independent financial auditing services at least every five years, implements audit recommendations, and complies with other regulations as applicable

4. Capital Planning and Facility Maintenance

Preventative maintenance

o The district has a formal preventative maintenance program to prolong the effective life of the district’s capital assets

o The district ensures that educational and program facilities are accessible, clean, safe, secure, well‐lit, well maintained, and conducive to student learning, including adequate access to technology‐

Long-term capital plan

o The district has a long term capital plan that describes future capital development and improvement‐ needs, including adequate-sized facilities based on enrollment projections

o The plan is reviewed and revised as needed with input from all appropriate stakeholders

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