• Instruction 

    The Public Schools of Northborough and Southborough provides a responsive education for each student.  Proficiency levels and benchmarks are set and a variety of learning data and artifacts are used to track student progress over time.  Principals and educators meet regularly to analyze student achievement data in relation to student growth.  Educators within each of the schools ask themselves “What knowledge and skills should every student acquire as a result of instruction?” “How will we know when each student has acquired the essential knowledge and skills?” “How will we respond when students do not learn?” and “How will we respond when students have clearly achieved the articulated outcomes?”

    Instruction is differentiated to meet the needs of students at all levels of learning.  When students are not progressing as well as expected, despite instructional differentiation in the classroom, there is a process that brings a team together to collaborate and plan interventions.  This individual planning is part of our district-wide Response to Instruction (RTI) process.  Working in collaboration with the Central Office Team and the Directors of Student Support Services, each of the building principals oversee and coordinate programs and plans designed to meet the student needs in their buildings.

     

  • Assessment

    The Public Schools of Northborough and Southborough Balanced Assessment System includes classroom assessments, grade or course common assessments, Massachusetts Comprehensive Assessment System, and national assessments such as Advanced Placement, ACT, and SAT.  Each type of assessment provides information about the attainment of proficiency in both content knowledge and skills.

    Quality assessment impacts students’ motivation for learning and improves instruction.  The teaching and learning interaction is informed by formative and summative assessments.  Formative assessment is a planned process in which assessments are used by educators to adjust their ongoing instructional procedures and by students to adjust their current learning tactics.  The Public Schools of Northborough and Southborough educators engage in collaborative efforts with colleagues to develop quality formative common assessments that are directly linked to curricular learning targets. Summative assessments data is evaluative and is used by educators to assess standards-based proficiency.

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