Winchester School District In Need of Improvement Plan DINI Team: Mel Harrison, Valerie Wilber, Hannah Gagnon, Dee Salonen, Amanda Nordberg, Jane Cardinale, Rhonda Taylor, Chris Boyle, Jim Lewis, Pam Bigelow, Dr. Dassau, Colleen Duquette, Laura Aivaliotis, Maryclare Heffernan (DOE), Joey Nichols (DOE) DINI Goal: To increase the percentage of all students proficient in mathematics from 68% to at least 80%, as measured by the state assessment.

Strategy # 1: Ensure that curriculum and instruction are aligned with state standards, and guarantee that it is accessible and accessed by all learners at Winchester School. Professional Learning Communities (PLCs) – grade level teams that include classroom teachers, special education teachers, and Title I teachers - will identify the “power standards” and skills that are essential for students to master at each grade level. Interventions will be provided to all students as needed. Both core instruction and interventions will be research-based and aligned with standards.

Strategy # 2: Implement a researched-based tiered model of instruction and intervention (RTI). Teachers will be provided with professional training on the RTI model (visits to Emerson, state-sponsored workshops, book studies with our curriculum coordinator, RTI consultant to work with all staff on June 22). PLCs will meet during the summer to map and plan curriculum based on the power standards, develop schedules, and be trained in the use of data based accountability systems.

We will continue to expect excellent “core” instruction. Regular classroom teachers will assess students frequently and use the data to drive their instruction. Interventions will be provided for students as needed within whole-group instruction. Teachers will continue to meet weekly to plan, and to develop and share strategies. What will the RTI model look like?

Interventions Diagnostic testing such as the NWEA MAP testing will be administered at the beginning, middle, and end of the school year. Individual student results will be stored in an electronic data base. Through analysis of the MAP testing, as well as NECAP results, observations and other assessments, we will determine each child’s skill level in relation to the standards for their grade. The benchmark for proficiency is 80-90% (Tier 1). If children are not meeting the benchmark, we will collaborate to develop additional teaching strategies, and to determine whether specific students need specific interventions.

At-risk students (Tier 2) will be placed in targeted small groups that will provide them with the specific building skills they need to help them achieve grade level standards. The goal is successful response to interventions (RTI). Targeted groups will be taught by highly qualified classroom, special education, or Title I teachers. PLCs will do their best to match teacher strengths with student weaknesses. A very small percentage (1-5%) may need more intensive interventions (Tier 3).

Tier 1 Core Instruction Interventions All students Proactive and differentiated Tier 3 Intensive, Individual Interventions Individual students or very small groups High Intensity Of longer duration 1-5% 5-10% 80-90% Tier 2 Targeted Group Interventions Some students (at risk) Focused on specific skills Research-based Three tiers of instructional interventions in an RTI model. Students

During intervention periods, students remaining in Tier 1 will continue to work on grade level standards in greater depth (or when appropriate, enrichment). Throughout interventions, students will be assessed frequently to track progress. PLCs will meet monthly (or time period to be determined) to share progress data, move students into different groups if appropriate, and determine which skills to work on next.

Student data from both the NECAP scores and MAP testing scores will be stored electronically. Performance Pathways and other tools will be used to analyze the data to track student progress and identify individual strengths and weaknesses. Staff will be trained in how to use these reports. A data team will be created to oversee and implement data collection across the grades. Strategy # 3: Establish a data based accountability system.

New teachers (and others where support is needed) will be assigned a mentor to help ensure the DINI plan is being followed and teaching strategies are effective. New teachers will also be expected to attend an orientation at the beginning of the year as well as monthly meetings with the lead mentor. All teachers will be encouraged to conduct peer observations, share strategies, participate in book studies, and reflect on their practice. Administration will continue to conduct formal and informal evaluations. Strategy # 4: Teacher Mentoring

Throughout the year, the DINI progress monitoring team will meet regularly. We will keep parents, board members, and the community informed of our progress.