26MACISON1 - Appendix B - Final.docx

135 Santilli Highway, Everett, MA 02149 | 781.338.3000 | TTY: N.E.T. Relay (800).439.2370 Appendix B: PRISM III 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. 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, form the cornerstone of PRISM Curriculum and Instructional Coaching.

PRISM 3 Scope 2: Overview: The PRISM III grant will support local education agencies (LEAs), including districts and charter schools, to evaluate, select, purchase, launch, and implement high-quality instructional materials (HQIM) in grades 4-12 for up to three years and consists of three tracks in alignment with DESE’s IMplement MA Process. The PRISM III scope will follow the same expectations for PRISM II.

· Track 1: Purchase, Launch, and Implement PRISM III Track 1 is for LEAs who have already engaged in a comprehensive evaluation and selection process and are ready to purchase materials in Summer 2025 to implement in SY25-26.

· Track 2: Evaluate, Select, Purchase, Launch, and Implement PRISM III Track 2 is for LEAs who have not engaged in a comprehensive evaluation and selection process and are ready to evaluate, select, and purchase curricular materials in SY25-26.

· Track 3: Enact, Refine, and Sustain Implementation of High-Quality Instructional Materials PRISM III Track 3 is for LEAs that already have high-quality instructional materials in place and are interested in support with implementation and sustainability.

Full details covering PRISM III Tracks 1, 2, 3 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 III 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 III

Cohort 1 Dates: Included for clarity. Future cohorts will align with the start of the federal fiscal years, excluding the initial "2 month" period.

LEA Grant Activities

Establish and meet regularly with PRISM Curriculum Council Team

Purchase Tier 1 materials for core literacy block

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

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

2 (September 2025 – September 2026)

After a formal and collaborative landscape analysis of the current state of curriculum and instruction in ELA/literacy, develop an HQIM 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 implementation

Focus on refining and deepening 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 to ensure sustainability after the grant

Develop, facilitate, and deliver teacher-facing professional learning supported by PRISM Curriculum & Instruction Coaches to support the alignment, implementation, and delivery of high-quality tiered instruction in ELA/literacy

Plan for participation in DESE’s HQIM Evaluate and Select Network

Establish and meet regularly with PRISM Curriculum Council Team

Establish initial plan for participating in DESE's IMplement MA: Evaluate and Select High-Quality Instructional Materials (HQIM) Network

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 as outlined in DESE’s IMplement MA Process.

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

After a formal and collaborative landscape analysis of the current state of curriculum and instruction in ELA/literacy, develop and refine an instructional vision and PRISM Literacy Implementation plan with guidance from a DESE-approved and selected PRISM Curriculum & Instruction Coach

Engage in regular progress monitoring and goal setting based on walkthroughs, lesson prep cycle, and implementation plan to ensure sustainability after the grant

Develop, facilitate, and deliver teacher-facing professional learning supported by PRISM Curriculum & Instruction Coaches to support the alignment, implementation, and delivery of high-quality tiered instruction in ELA/literacy

Leadership coaching/consultation from a DESE-approved and selected PRISM Curriculum and Instruction Coach to analyze the current state of curriculum and instruction, systems, structures and roles within the LEA to support HQIM implementation, as well as set up PRISM Curriculum Council

Professional development to support evidence-based, inclusive, and culturally and linguistically sustaining implementation of the new curricular materials, including technical training on the materials, from a DESE-approved and selected PRISM Curriculum and Instruction Coach.

Leadership coaching/consultation from a DESE-approved and selected PRISM Curriculum & Instruction Coach to schedule Year 2 activities, which will include the enactment of a full PRISM Literacy Implementation Plan.

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

2 (September 2025 – September 2026)

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

Leadership coaching/consultation from a DESE-approved and selected PRISM Curriculum & Instruction Coach to support the development of an HQIM Implementation Plan.

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

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 to ensure sustainability after the grant

3 (October 2026 – September 2027)

Refine and enact PRISM Literacy Implementation plan with guidance from a DESE-approved and selected PRISM

Examine alignment of instructional materials across all tiers

Curriculum & Instruction Coach on systems, structures, and roles within the LEA to support and sustain HQIM implementation

Develop, facilitate, and deliver teacher-facing professional learning supported by PRISM Curriculum & Instruction Coaches to support the alignment, implementation, and delivery of high-quality tiered instruction in ELA/literacy

image1.gif image2.jpg