The Boston Public Schools (BPS) Acceleration Agenda provides the vision for how BPS will offer the best education possible for all students. It sets ambitious targets for rapidly improving student achievement across all grade levels, school communities, and selected categories of diverse learners within the district. BPS adopted the Academic Achievement Framework (AAF), aligned with the Acceleration Agenda, to realize this vision.
The AAF, articulated by the BPS AAF District Design Team in partnership with external consultants from Education Development Center, Inc. (EDC), is being co-constructed with leaders and staff across the district to address the individual needs of all students through a coherent, multi-tier system of supports for academic skill improvement, English language development, and social-emotional-behavioral proficiency.
The AAF is intended to show how preventive and
intervention structures can support current programs and resources, and how
learning support services can be delivered effectively and efficiently to all
students. As a result, departments
throughout the school district are evaluating programs for alignment to the AAF. The Office for Special Education and
Student Services (OSESS) has clarified its goals and restructured its department to shift from primarily
a compliance focus to one of improving academic outcomes for all students. An underlying thread of the
goals of OSESS is the commitment to support the development of inclusive
settings and services and to contribute to building the capacity of general
education settings to support the success of students with disabilities.
To this end, the BPS Inclusive Schools Network (ISN) has been established as an important element of AAF. The BPS ISN brings together and supports schools that are developing and expanding their inclusive educational practices. Currently, the BPS ISN includes the following schools:
*Joined the Network in the 2012-2013 school year.
BPS ISN Goal: To build a replicable, sustainable coaching model by which schools across the school district are able to learn from one another as they all strive to educate an increasingly diverse population of students.
BPS ISN Design: BPS ISN partners — professors from Boston College, Boston University, University of Central Florida, and Montclair State University, as well as consultants from United Cerebral Palsy of Central Florida and EDC, Inc. — met with and interviewed teachers, administrators and key staff across BPS, and observed classrooms. Based on feedback collected, data provided to the team regarding demographics and AYP progress, and professional experience on the part of the team, the team identified the need for: 1) a consistent district-wide model; 2) expert level training for teachers and paraprofessionals; 3) specific instructional strategy instruction; and 4) support in staffing inclusive schools to implement the model. BPS ISN partners will provide to member schools Inclusive best practices training, on-going access to support, school-based coaching, and opportunities for collaboration.
To learn more about the BPS ISN or to become a member of the Network, please visit BPS Inclusive Schools Network.