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Goals and Resources

Academic Services

Marshfield R-I School District
Lead • Learn • Inspire • Serve

Preparing each student for a successful future.

US Department of Education

MR1 Pillars of Academic Success

  • High Quality Instructional Leadership in Every Building
  • High Quality Teaching in Every Classroom
  • Collaborative Culture focused on Student Learning/Data within Every Team

STATE Tools

DISTRICT Tools

DISTRICT Ongoing Actions

High Quality Instructional Leadership in Every Building

  1. Administrators and instructional coaches trained in the Cognitive Coaching model

  2. Semi-annual feedback and coaching labs for all administrators and instructional coaches

  3. 2:10 time management goal for all administrators and instructional coaches

High Quality Teaching in Every Classroom

Blue Jay Academy (Induction Program)

  1. Anchor classroom development for literacy model and high quality teaching indicators

  2. Evaluation processes focused on high quality teaching indicators

  3. Rolling 3-Year Literacy Plan

  4. ESAU walkthrough processes

Collaborative Culture focused on Student Learning/Data within Every Team

Blue Jay Academy (Induction Program)

  1. Restructuring of time/calendar

  2. Collaborative teaming expected

  3. SLO goals in PGPs

  4. Curriculum cycle implementation

  5. Scope and sequence usage and revision

  6. Common assessment data usage

  7. Marshfield R-I Assessment Plan annual implementation

2024–2025 Academic Success Goals

(District Professional Learning Calendar)

High Quality Instructional Leadership in Every Building

By the conclusion of the 2024–2025 school year, instructional coaches, building and district administrators will refine instructional feedback processes:

  • Participate in feedback and coaching walkthroughs on high-quality teaching indicators.

  • Participate in four (4) training days focused on delivering effective feedback via the Cognitive Coaching process.

  • Engage in the district’s 2:10 goal (2 hours per day / 10 hours per week in classrooms).

High Quality Teaching in Every Classroom

By the conclusion of the 2024–2025 school year, instructional coaches, in collaboration with building and district leadership, will support the development of anchor classrooms for implementation of high-quality instructional practices utilizing the district’s high quality teacher indicators and/or district literacy framework.

  • Secondary classrooms will begin developing anchor classrooms with the district’s high quality teacher indicators.

  • Guided Reading within the Reader’s Workshop model will be refined in all K–5 classrooms, including the incorporation of learning from LETRS training.

  • District reading interventionists will engage in walkthrough processes to refine implementation of the Comprehensive Intervention Model (CIM) and other interventions.

Collaborative Culture Focused on Student Learning/Data within Every Team

By the conclusion of the 2024–2025 school year, grade-level and content area teams will advance PLCs by refining collaborative processes utilizing common assessments, and scope and sequences within collaborative teams.

  • A common assessment team audit process will be utilized for reviewing and refining CFAs and CSAs.

  • Individual and group interventions based on common assessment data will be employed in K–12 teams.

  • District-wide science and health/PE teams will develop common assessments and revise scope and sequences for the 2024–2025 curriculum cycle.

  • K–8 will participate in four (4) science-focused PD dates as part of a two-year process.

  • K–12 Pathfinder Teams will launch a year-one pilot to explore a teacher-driven, inquiry-based PD model.