26MACISON1 - Appendix A - Final.docx

135 Santilli Highway, Everett, MA 02149 | 781.338.3000 | TTY: N.E.T. Relay (800).439.2370 Appendix A: PRISM II Coach Activities and Timeline Alternate ID #: 26MACISON1 COMMBUYS Bid #: BD-25-1026-DOE02-DOE01-116249 This appendix focuses solely on expectations for on-site and virtual coaching. Vendors are also expected to provide additional services, including but not limited to curriculum-specific professional learning, to PRISM LEAs, and regular meetings with DESE. Specific considerations and/or adjustments needed to best support the preschool portion of this work will be finalized in collaboration between DESE and the selected vendor.

Vendors’ on-site and virtual coaching visits should, at a minimum, include on-site visits (at least four times per school year of which at least three must be walkthroughs and calibration with school and district-based leadership) and virtual coaching (at least twice per month), tailored to each LEA’s specific goals and PRISM Literacy Implementation Plan.

PRISM 2 Scope 1: Overview: The PRISM II grant promotes early literacy success for all Massachusetts students by supporting local education agencies (LEAs)—including districts and charter schools—in developing equity-centered literacy plans through the adoption and implementation of high-quality instructional materials (HQIM) in alignment with DESE’s IMplement MA Process. The grant helps LEAs evaluate, select, purchase, and implement (HQIM) for PreK-3 and spans up to two years with two tracks:

· Track 1: Purchase and Launch For LEAs that have completed an evaluation and selection process and are ready to purchase materials for Summer 2025

· Track 2: Evaluate, Select, Purchase, and Launch For LEAs that have not yet conducted an evaluation and selection process but are ready to evaluate, select, and purchase materials for the 2025-2026 school year.

Full details covering PRISM II Tracks 1 & 2 are outlined below. Please note that all activities are expected to be in alignment with IMplementMA, the Mass Literacy Guide and Instructional Planning and Observation Tools Collection.

· Support the development and refinement of a comprehensive and equitable PRISM Literacy Implementation Plan

· Support the development and refinement of a comprehensive and equitable PRISM Literacy Implementation Plan

· Coach educators and leaders directly in effectively supporting the implementation of evidence-based and culturally and linguistically sustaining literacy practices within the selected HQIM

· Leadership Coaching for Building and Maintaining Strong Systems and Structures for Effective HQIM Implementation

· Coach leaders to create and sustain HQIM Implementation systems and structures with a focus on enabling conditions: supportive schedules, professional learning communities, data-based decision-making, feedback loops, job-embedded teacher support, intellectual preparation protocols, technical support

· Coach leaders to provide comprehensive assistance across all grade bands, ensuring vertical progression and addressing grade-specific needs

· Instructional Walkthroughs to Support the Implementation of Evidence-Based Literacy Materials and Practices

· Use a normed, DESE-approved literacy-specific walkthrough tool to identify strengths and needs across a representative sample of classrooms

· Coach leaders on use of the tool and support them in accurately identifying trends and priority areas

· Coordinate and facilitate district-wide walkthroughs with school leaders, including collaborative calibration and debrief sessions Share data from walkthroughs with educators and leaders to support cycles of inquiry and continuous improvement methods

· Use results from school and district –wide calibration instructional walkthroughs to refine instructional priorities, professional development plans, etc.

· Direct Support for Literacy Coaches and Educators

· Provide direct coaching and support to literacy coaches throughout every phase of implementation, including but not limited to:

Launch:

· Ensure effective and equitable implementation of HQIM in ELA/Literacy

· Understand the technical, structural, and coherent design aspects of the curriculum Implement and Monitor:

· Curriculum-based professional learning that delves into evidence-based and culturally and linguistically sustaining literacy practices that should be used in the core literacy block

· Development and maintenance of equitable, inclusive, and culturally and linguistically sustaining classroom environments, practices, protocols, as supported by the selected HQIM

· Intellectual preparation and reflection, including unit unpacking, lesson internalization, and student work analysis, using DESE-approved tools and protocols

· Determine how best to build their capacity as coaches (e.g., develop an equity-driven coaching model and schedule, including feedback loops and support of a cycle of inquiry; provide regular feedback to educators; identify school-wide trends to inform coaching support)

· Coach the literacy coaches and educators to implement

· Intellectual preparation skills in classrooms through the use of unit unpacking and lesson internalization schools, as well as student work analysis protocols

· Intentional equity pauses ensuring that historically underserved students remain central in all instructional decision-making The following details pertain exclusively to PRISM II Track 2 LEAs:

· Direct Coaching and Support for the PRISM Curriculum Council to Evaluate, Select, Launch, and Implement HQIM in ELA/Literacy

· Guide Curriculum Council through full participation in DESE’s Evaluate and Select HQIM Network

· Coach Curriculum Council through Phases 1 and 2 of DESE’s IMplement MA Process, including but not limited to:

· Investing Diverse Stakeholders

· Understanding Local Need

· Identifying Data Sources

· Developing and Refining Instructional Vision

· Developing and Refining Parameters and Priorities

· Utilizing CURATE reports, EEC Curriculum Rubric, and/or EdReports to Winnow HQIM Options

· Conducting a Data-Driven Field Test

· Coming to a Consensus

· Purchasing and Launching Materials

· Launching Initial Professional Development

PRISM II

After a formal and collaborative landscape analysis of the current state of curriculum and instruction in ELA/Literacy, refine and enact PRISM Literacy Implementation Plan with guidance from a DESE-approved and selected PRISM Curriculum & Instruction Coach on systems, structures, and roles within the LEA to support and sustain HQIM implementation

Establish and meet regularly with PRISM Curriculum Council Team

Develop and/or refine early literacy instructional vision and PRISM Literacy implementation plan for core literacy block

Purchase Tier 1 materials for core literacy block

Plan launch and rollout for Year 1 of implementation, as outlined in DESE’s IMplement MA Process.

PRISM Curriculum & Instruction Coaches will develop, facilitate, and deliver teacher-facing, curriculum-based professional learning

Focus on enacting and maintaining the leader capacity, systems, and structures necessary to sustain effective HQIM implementation with a focus on evidence-based, inclusive, and culturally and linguistically sustaining early literacy practices for all learners. This may include:

· Lesson prep routines (Student Work Analysis, Lesson Internalization, Unit Unpacking, Instructional Walkthroughs)

· Systematic approach to collecting and analyzing student work samples over time

· Common planning time, professional learning communities, ample professional development time, instructional coaches

Engage in regular progress monitoring and goal setting based on walkthroughs, lesson prep cycle, and implementation plan

Leadership coaching/consultation from a DESE-approved and selected PRISM Curriculum & Instruction Coach to schedule Year 2 activities.

Establish and meet regularly with PRISM Curriculum Council Team

Participate in DESE's IMplement MA: Evaluate and Select High-Quality Instructional Materials (HQIM) Network for all grant-funded grade-levels*

Purchase Tier 1 materials for core literacy block*

Plan launch and rollout for Year 1 of implementation

Conduct teacher-facing curriculum-based professional learning provided by PRISM Curriculum & Instruction Coach

Focus on enacting and maintaining the leader capacity, systems, and structures necessary to sustain effective HQIM implementation with a focus on evidence-based, inclusive, and culturally and linguistically sustaining early literacy practices for all learners. This may include:

· Lesson prep routines (Student Work Analysis, Lesson Internalization, Unit Unpacking, Instructional Walkthroughs)

· Systematic approach to collecting and analyzing student work samples over time

· Common planning time, professional learning communities, ample professional development time, instructional coaches

PRISM Curriculum & Instruction Coaches will develop, facilitate, and deliver teacher-facing, curriculum-based professional learning

Engage in regular progress monitoring and goal setting based on walkthroughs, lesson prep cycle, and implementation plan image2.jpg image1.gif