Grafton district reports curricular rollout progress; coaches and TNTP cite instructional shifts

Jen Manion, presenting the teaching and learning report, described district steps to implement high‑quality instructional materials (HQIM) in language arts and math, cited TNTP work on observation and data synthesis, and summarized early assessment trends and next steps.

Manion said the district has focused on three Student Opportunity Act evidence‑based priorities this year: an inclusive curriculum adoption process, supports for curriculum implementation, and authentic post‑secondary planning. She described building‑level coaching, lesson internalization work, targeted professional development for special education and ESL teachers, and a plan to create teacher change teams so staff can support one another on pacing, use of assessments and student work analysis.

Manion reported that TNTP conducted multiple site visits and that a set of observation indicators showed measurable growth between visits in areas such as use of precise mathematical language, students exhibiting mathematical practices and instruction aligned to adopted materials. She said the district created digital walkthrough tools, teacher reflection forms and progress monitoring tools for ESL staff.

On assessments and pathways, Manion said STAR benchmark data are being used as one data point in a larger “data triangulation” strategy that includes classroom standards‑based checks and historical MCAS performance. She noted that early pathway participation has expanded: enrollment in pathway programs rose from 12 students last year to 45 this year, and dual‑enrollment course offerings remain at five while the district works to expand options. Manion also said the K–8 PLTW rollout will expand module offerings and that a grant will allow the district to offer an engineering fundamentals course at the high school next year.

Manion acknowledged typical implementation challenges: teachers adapting to pacing, warm‑up structure and use of student work in instruction. She said the district’s next steps include continued targeted PD, making data‑collection tools routine, and further analysis of subgroup outcomes (English learners, students with disabilities, low‑income students).

Manion closed by citing a research claim discussed in the presentation — that, without implementation teams and defined methods, new initiatives can take many years to become routine — and added: “We’re shooting for three years.”

Committee members asked for clarification on grade‑level application, how co‑taught classrooms access grade‑level material, and how teachers are trained to run student‑led discourse. Manion and administrators described ongoing coaching cycles, observation debriefs and a push to create teacher leaders who can support peers in implementation.