Pittsfield Public Schools

2023 - 2024 District Improvement Plan

MISSION: Pittsfield Public Schools, in partnership with students, families and the community, empowers all students to thrive and
build a more equitable and just world.

VISION: We will create a supportive, equitable, and challenging learning environment where all students experience joy in learning
while becoming intellectually, emotionally, and socially ready to succeed through graduation and beyond.

CORE VALUES:

Excellence In
Teaching Embrace Human Uniqueness Joy In Learning Educational Equity Sense of Belonging Academic Excellence

2023-2024 Pittsfield Public Schools District Improvement Plan Executive Summary

The Pittsfield Public Schools District Improvement Plan centers around one instructional focus

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in order to drive continuous improvement and ensure that all students receive a high-quality
education in the targeted area. By concentrating efforts and resources on specific aspects of
teaching and learning, we feel that students in the Pittsfield Public Schools can make significant
strides in improving their literacy and enhancing the overall educational experience.
The Pittsfield Public Schools remain steadfast in our commitment to advancing student literacy
skills from pre-K to grade 13.

This year's district improvement plan revolves around a singular focus, emphasizing the
empowerment of educators in the skillful implementation of evidence-based reading practices.
This strategic endeavor aims to enable all students to read at grade level and comprehend the
text effectively. By implementing these research-backed practices and actively engaging
students with appropriate texts, we are dedicated to nurturing literate, inquisitive, and
successful individuals. This instructional focus embodies our vision “We will create a
THE PITTSFIELD PUBLIC SCHOOLS
supportive, equitable, and challenging learning environment where all students experience joy In the Pittsfield Public Schools, pre-K to grade 13 educators will skillfully implement evidence-
in learning while becoming intellectually, emotionally, and socially ready to succeed through based reading practices to engage all students in every lesson with grade-appropriate text so that
graduation and beyond.” students are able to read at grade level and make meaning of the text.

This comprehensive plan underscores the significance of Tier 1 research-based instructional
practices. For elementary students, it focuses on reinforcing essential components of the
literacy block, encompassing phonemic awareness, phonics, oral reading fluency, vocabulary,
writing, background knowledge, and shared text. At the secondary level, it introduces "The
Reading Comprehension Blueprint," emphasizing the integration of background knowledge,
explicit vocabulary instruction, recognizing text structure, fostering the ability to make
inferences, and enhancing sentence comprehension. In addition, the plan underscores the
need for district-wide collaboration and targeted professional development. Academic
administrators are set to participate in a book study of "The Reading Comprehension
Blueprint," while educators at all levels will access professional development sessions tailored
to their specific needs.
A pivotal initiative is the formation of a District-wide Teaching and Learning Committee,
fostering collaboration and aligning reading standards, professional development modules, and
effective instructional practices.
Moreover, the plan advocates for data-driven decision-making, implementation of a district-
wide data review protocol, and continuous monitoring of instruction. It seeks to ensure equity
in student learning experiences and cultivate partnerships with families for enhanced student
development. This multifaceted approach demonstrates a strong commitment to enhancing
the educational experience in Pittsfield, promoting academic success, equity, and holistic
development for all students.

Pittsfield Public Schools’ Instructional Priority:

In the Pittsfield Public Schools, pre-K to grade 13 educators will skillfully implement evidence-based reading practices to engage all students in every lesson with
grade-appropriate text so that students are able to read at grade level and make meaning of the text.
Mid-Year Goals:
● At least 70% of all students, in each school, will have typical growth, or greater, as measured by FastBridge mid-year literacy benchmark assessments.
● 100% of students in grades 3 -10 will complete and submit the District Literacy Standards Based Common Assessment and 100% of teachers will access
assessment data through Illuminate.

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End of Year Goals:
● At least 70% of all students, in each school, will have typical growth, or greater, as measured by FastBridge end of year literacy benchmark assessments.
● At least 70% of Grade 3 students across the district will be reading at grade level, or greater, as measured by FastBridge oral reading fluency on the end of year
assessment.
● There is an increase of at least 10% of students reading at grade level, or greater, as measured by FastTrack Comprehension Assessments (from beginning of year
to end of year assessment) in Grades 6 and 9.

Category Progress Measures Implementation Steps*

(evidence will be linked in this section) (evidence will be linked in this section)

100% of teachers will implement the
following:
● PreK - 5 teachers are skillfully
implementing each of the Essential
Tier I Evidence and Research Components of the Literacy Block
Based Instructional measured at least three times per
Strategies to Increase year during walk through
Literacy observations.
● Secondary teachers are skillfully
In the Pittsfield Public Schools, implementing at least one research
pre-K to grade 13 educators and evidence-based strategy from
will skillfully implement the The Reading Comprehension
evidence-based reading Blueprint measured at least three
practices to engage all times per year during walk through
students in every lesson with observations.
grade-appropriate text so that
students are able to read at
grade level and make meaning
of the text
A purposeful focus on the following Tier 1 research based instructional practices:
Elementary Essential Components of the Literacy Block
● Phonemic Awareness
● Phonics
● Oral Reading Fluency
● Vocabulary
● Writing
● Background Knowledge
● Shared Text
Secondary The Reading Comprehension Blueprint
● Connecting Background Knowledge to the Lesson
● Explicit Vocabulary Instruction
● Utilizing Text Structure to Recognize Features of the Text
● Developing Ability to Express Meaning through Inference
● Sentence Comprehension to Support Understanding
Build district-wide capacity through collaboration and targeted professional learning:

Core Values Connection: ● Academic Administrators:

○ Participate in and actively apply the concepts in a book study of The Reading
Excellence in Teaching & Comprehension Blueprint Helping Students Make Meaning from Text by Nancy Lewis
Academic Excellence Hennessy.
○ Unpack the Essential Components of a Literacy Block and The Reading Comprehension
Blueprint in order to support staff.

● All Pittsfield Public Schools Staff

○ The Department of Teaching and Learning will provide building principals with the
opportunity to select and schedule professional development anchored in the Essential
Components of a Literacy Block and The Reading Comprehension Blueprint from a
differentiated menu. These sessions can be scheduled during half-day professional
development sessions, collaborative planning time, or faculty meetings.
○ Literacy Coaches and Assistant Principals of Teaching and Learning will drive this
work by providing support through Collaborative Planning Time, model lessons,

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 walkthroughs (if needed), and professional development (including reading comprehension
strategies for non-ELA teachers, specialists, and other support personnel).

● Establish a District-wide Teaching and Learning Committee with representation from all
schools (at least one administrator and one teacher from each school), facilitated by the
Department of Teaching and Learning.
○ Identify and vertically align priority reading standards
○ Analyze and synthesize data to refine and revise professional development modules
○ Develop a guidance document to determine grade level text
○ Communicate district-wide updates
○ Recommend action steps/high impact practices

● Collaboratively review data with district and school leaders, staff, the PPS School
Committee, and with PPS families
■ January 8, 2024 Staff overview
■ January 10, 2024 School Committee overview
■ January 16, 2024 Family overview
■ June 10, 2024 Staff and Family overviews
■ June 12, 2024 School Committee overview

○ Create and implement a district wide data review protocol focused Tier 1 analysis of the
district instructional priority
○ Analyze disaggregated data. Disaggregated data groups will always include:
■ Students with an IEP
■ Multilingual Learners
■ Students identified as high risk due to attendance or behaviors in Panorama
○ Cross-district benchmark team (Coaches & Administrators) administer oral reading fluency
FastBridge assessment for students in grades 8 and 9.

Build a district-wide system for monitoring instruction through walkthroughs:

● 100% of District/Principal/School Leaders will conduct walk-throughs, using district tool, at least
three times per year (Fall, Winter, Spring).

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Tier I Engagement Strategies
to Support Conditions for
Learning
In the Pittsfield Public Schools,
pre-K to grade 13 educators
will skillfully implement
evidence-based reading
practices to engage all
students in every lesson with
grade-appropriate text so that
students are able to read at
grade level and make meaning
of the text.
Core Values Connection:
Joy in Learning &
Sense of Belonging
Tier 1 Culturally Responsive
Practices to Increase Equity
In the Pittsfield Public Schools,
pre-K to grade 13 educators
will skillfully implement
evidence-based reading
practices to engage all
students in every lesson with
grade-appropriate text so that
students are able to read at
grade level and make meaning
of the text
Core Values Connection:
Educational Equity &
Embrace Human Uniqueness
100% of teachers will be observed
implementing at least one instructional
strategy that promotes engagement as
measured at least three times per year
during walk through observations.
For each school, disaggregated data will
be within 10% of other specific student
groups on district common literacy
assessments (Fastbridge, Standards-
based, MCAS) and suspensions.
Build district-wide capacity through collaboration and targeted professional learning:
● The SEL and Student Support department and Department of Teaching and Learning will support
schools in developing professional development on high-quality engagement strategies for
building leaders to provide to staff. Identified strategies will include those that span both the
Culturally Responsive Look For strategies and Code of Conduct, Character and Support
instructional strategies.
● Review strategies and supports for feedback with the newly created Academic Engagement
subcommittee within the District-Wide Teaching and Learning Committee
● District administrative staff will support school ILT teams through facilitated professional
development on four identified strategies, as well as consultation and materials regarding any
additional strategies that schools identify
Build a district-wide system for monitoring instruction through walkthroughs:
● To reduce the number of walk through tools, academic engagement look-fors will be integrated
with the instructional strategies in a district-wide tool.
● 100% of District/Principal/School Leaders will conduct walk-throughs, using district tool, at least
three times per year (Fall, Winter, Spring).
The Leadership Academy:
● District leaders and school based principals will participate in culturally responsive and affirming
teaching practices, professional development and coaching. Through this PD, participants will
acquire the tools necessary to become equity minded leaders.
● The Leadership Academy will also coach the district team on how to support school based
leaders in the pursuit of educational equity through the disruption and dismantling of systemic
racist structures that have negatively impacted the students of Pittsfield.
Create and implement a continuum of highly effective and responsive
instructional models to meet the needs of each student.
● Review and analyze current tier one practices to identify areas of strength and weakness with
specific attention to cultural responsiveness utilizing the district tool and student and staff survey
responses.
● Support for increased presence and effectiveness of targeted scaffolding for students with
disabilities in all Tier 1 classrooms.
● Ensure students' social emotional and academic needs are supported at the tier one level
through the newly revised District Curriculum Accommodation Plan (DCAP).
● Conduct a vertical review of master schedules to ensure equitable access and quality instruction
for all students.
● Enhance culturally informed partnerships with families and caregivers to promote student
development.