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Instructional Support Systems

Our Instructional Support Systems will be based on Tiers of Support.

How will this work?

  1. Examine Data Through School’s 90-day Plan
    Departments will prioritize their support based on the focus area of the 90-day Plan.
  2. Develop Two to Three Target Areas
    The 90-day Plan process includes the deep analysis of individual school data to determine the targeted focus areas.
  3. District Support
    District will support schools according to their chosen target areas by providing necessary resources, training and staff.

Tiers of Support

  • How will schools know if they are headed in the right direction or if they need to shift course?
  • What support will the district provide to schools to help them achieve success?

District and school leaders are addressing those questions by creating a Performance Framework that includes metrics for measuring success as well as a game plan for providing support when needed.

Tier 1 Support Plan

Data/Accountability: 90-Day Plan specific targets to criteria

  • Targeted support for subgroup learning gaps — SAS Department assists the school in data analysis and action plan development
  • Department support for necessary categories as requested implement action steps in the plan
  • Instructional focus includes Unfinished Learning Plan

Professional Development

  • Participation in Instructional rounds, task analysis, instructional focus
  • Monthly professional learning for aligned curriculum
  • Anti-racism training
  • Teaching strategies for culturally and linguistically relevant learning
  • Phased-in approach to equity snapshot of school

Tier 2 Support Plan

Data/Accountability: 90-Day Plan specific targets to criteria

  • Targeted support for subgroup learning gaps — SAS Department assists the school in data analysis and action plan development
  • Department support for necessary categories as requested implement action steps in the plan
  • Instructional focus includes Unfinished Learning Plan
  • Targeted bi-monthly visits by the Zone Associate Superintendent

Professional Development

  • Internal instructional rounds to focus on high areas of need (3 times a year)
  • Monthly professional learning for aligned curriculum

Programmatic Expectations

  • Possible Community School participation

Tier 3 Support Plan

Data/Accountability: 90-Day Plan specific targets to criteria

  • Bi-monthly monitor/data review visits for a plan by the Zone Associate Superintendent 

Departmental Support

  • Dash specialist assigned
  • District-assigned curriculum specialists (TLNs) working in a “coaching” model/cycle with teachers
  • Priority staffing
  • SEL Team support

Professional Development

  • Internal instructional rounds (3 times a year)
    • School staff instructional rounds
  • Monthly professional learning for aligned curriculum
    • EWS, SEL, SPED, Community Schools, etc.
  • Principal mentorship (Transformational Leadership)
  • Tier 3 and 4 principal meetings (may be by level) to discuss:
    • Leadership for transformation
    • Strategy planning
    • Succession planning
    • Instructional leadership for school improvement

Programmatic Expectations

  • Possible Community School participation

Tier 4 Support Plan

Additional Staffing

  • Community Schools Coordinator
  • Intervention Teacher
  • Transformational Coach

Data/Accountability: 90-Day Plan specific targets to criteria

  • Monthly monitor/data review visits for plan by the Zone Associate Superintendent

Departmental Support

  • Dash specialist assigned
  • District-assigned curriculum specialists (TLNs) working in a “coaching” model/cycle with teachers
  • Priority staffing
  • SEL Team support

Professional Development

  • Internal instructional rounds (3 times a year)
    • School staff instructional rounds
  • Monthly professional learning for aligned curriculum
    • EWS, SEL, SPED, Community Schools, etc.
  • Principal mentorship (Transformational Leadership)
  • Tier 3 and 4 principal meetings (may be by level) to discuss:
    • Leadership for transformation
    • Strategy planning
    • Succession planning
    • Instructional leadership for school improvement

Programmatic Expectations

  • Possible Community School participation
  • Participation in school improvement model (i.e., Extended Year or Extended Time)