School-Based Support
A Data-Driven Approach to Improvement
Since 1996, when the Boston Public Schools and the Boston Plan co-designed the Six Essentials of Whole-School Improvement, the partners have worked hard at developing tools, processes, and policies that support teams of teachers and school leaders to work together to improve instruction.
Over time, both have learned more about what it takes to do this work well — and where there are gaps in available supports to teachers and leaders. One important gap is data: Schools need relevant, useable data about students to inform instruction and to identify instructional interventions for those most struggling. Another gap is in staff development: Many teachers and leaders feel isolated from other professionals and frustrated by the lack of success they've had helping struggling students. They want opportunities to work together and to develop their leadership skills in ways that will have a direct impact on student achievement.
The Boston Plan has launched three related initiatives in the past several years that address these needs. Each began as a pilot, with a small number of schools signing on to help refine its use. The Boston Plan is now at work integrating and refining these efforts to inform a broader school-based inquiry initiative across all Boston public schools, known as Accelerating Improvement through Inquiry (AI2). Lessons and tools from the previously existing programs will become a part of the AI2 work with schools.
Accelerating Improvement through Inquiry (AI2)
A joint initiative of the Boston Public Schools, the Boston Plan for Excellence, and the Boston Teacher Residency program, Accelerating Improvement through Inquiry (AI2) aims to raise graduation rates and accelerate gains in student learning while building the capacity of teacher leaders and school-based administrators to lead school improvement efforts. AI2 takes the activities featured in Boston’s Essentials of Whole-School Improvement to the next level, helping school teams track each student’s progress toward graduation and using a structured inquiry method to identify and refine strategies that improve student outcomes.
Students Achieve More... through the Scaffolded Apprenticeship Model (SAM)
SAM-Boston is an intensive school-based inquiry model that helps school teams make strategic decisions based on student performance data. With a "learning by doing" approach, SAM-Boston builds teachers' and administrators' capacity to lead improvements that make a difference for students who have not been successful previously. In each SAM-Boston school, a team of teachers and the principal begin by analyzing data about struggling learners to identify a high-leverage target skill and design strategic instructional interventions that can accelerate their progress — with the potential to improve the achievement of the entire school. Participants can earn graduate credit and optional principal certification.
Read more about SAM – Boston. . .
Composite Learning Index (CLI)
The Composite Learning Index is an easy-to-use tool that provides schools with detailed “risk” data — high and low — on individual students. Schools use the CLI to make decisions about quick individual interventions that catch students before they reach the point of dropping out. The CLI builds on current research about struggling students and puts a spotlight on the students who most need support — as well as those on track and college ready.
Read more about CLI . . .
Formative Assessments of Student Thinking in Reading (FAST-R)
An array of short formative assessments, FAST-R was developed to provide school staff with relevant, timely data to inform instruction and measure student progress in literacy. Administered by classroom teachers as needed during the school year, FAST-R assessments help them understand students’ thinking as they read, honing in on their skills at finding evidence and making inferences — skills that are crucial for success on the state's assessment, MCAS. Teams of teachers use FAST-R to reflect on the lessons they’ve taught and to develop new lessons that accelerate student learning in areas where they need it most.
Read more about FAST-R . . .