LOCATION: Fifield Community Room Dean Technical High School, 1045 Main Street

CITY OF HOLYOKE SCHOOL COMMITTEE

SCHOOL COMMITTEE AGENDA

DATE: MONDAY, AUGUST 15, 2016 TIME: 6:00PM LOCATION: Fifield Community Room Dean Technical High School, 1045 Main Street

1. CALL TO ORDER - ROLL CALL - PLEDGE OF ALLEGIANCE

2. STUDENT SHOWCASE-RESTORATIVE JUSTICE

3. PUBLIC DISCUSSION*

4. COMMUNICATIONS & REPORTS a. Student Reports b. Receiver's Communications • Introduction- Dean Technical High School Principal, Jeff Peterson • Back to School Update (pages 2-7) • Correspondence o Morgan Final Report (pages 8-12) o Secondary Redesign (pages 13-18) o Back to School-list of events/walks/etc (pages 19-24) o Press Release - Laptops (page 25) c. Updates • Citywide PTO - Dennis Birks • Central Office Location Committee- Irene Feliciano-Sims/John Brunelle • Summer High School Graduation (pages 26-27)

5. NEW BUSINESS a. Minutes of Meetings • Public Hearing on FY 2017 School Department Budget of June 20, 2016 (page 28) • Regular Meeting of June 20, 2016 (pages 29-34) b. Regular School Committee Meeting Schedule 2016/2017 School Year (page 35)

6. OLD BUSINESS a. Policy Updates- Final • Advertising in Schools I Revenue Enhancement (pages 36-37) • Tobacco Free Policy (page 38) • Tobacco/E-Cigarette Use on School Property by Staff Members (page 39) • Teaching About Drugs, Alcohol, Tobacco and E-Cigarettes (page 40) SCHOOL COMMITTEE AGENDA- AUGUST 14, 2016 PAGE2

• Smoking on School Premises (page 41)

7. ANNOUNCEMENTS

The listing of matters are those reasonably anticipated by the Chair which may be discussed at the meeting. Not all items listed may in fact be discussed and other items not listed may also be brought up for discussion to the extent permitted by law.

*The Holyoke Public Schools makes available a public discussion period for persons in the audience to address the Committee on specific agenda items. In order to hear as may speakers as possible, the Committee asks individuals to continue their remarks to two (2) minutes. Any person wishing to submit longer testimony should give copies to th e Committee Secretary before the meeting so that it may be distributed to Committee members. The speaker can then summarize this testimony at the meeting within the two (2) minute time period. Persons wishing to speak should register with the Committee Secretary immediately before the meeting begins. Individuals who request specific items to be included on the Committee's agenda should mail a written request fifteen (1 5) days in advance of a Committee meeting date to Liz Lafond, in care of the Receiver's Office, 57 Suffolk Street, Holyoke, MA 01040

2 Come out in Support of Restorative Justice in Holyoke Public Schools!

The youth of Pa'Lante, Holyoke High School's Restorative Justice Program, recently lost funding for their program due to the state budget shortfall.

1 Students and teachers are speaking at the August 15 h HPS School Committee Meeting to ask that HPS continue its search for funding to staff their program.

Join them for a teach-in before the Committee Meeting to learn about their transformative work interrupting the school to prison pipeline in Holyoke.

Wear purple to show solidarity with the youth of Holyoke!

MONDAY AUGUST 15th Dean Tech High School Youth-led Teach-in starts at 5:30PM 1045 Main St, Holyoke

Students, Parents, and Teachers School Committee Meetings are Held Speaking in front of the HPS School in the Fifield Community Room Committee at 6 PM

WHAT THE YOUTH OF PA'LANTE ARE ASKING FOR: 0 Funding for a full-time RJ Coordinator at Holyoke High School, so youth can do restorative interventions during the school day.

0 Expand and develop youth-led RJ programs for all schools in Holyoke.

0 An end to the use of suspensions for minor infractions and for HHS to continue to use RJ practices that build strong relationships and real accountability.

1 Our students:

./ Graduate with an additional credential that provides for college and career options ./ Think critically and communicate with purpose ./ Value themselves, value others and value being part of the Holyoke community ./ Lead with Growth Mindset and Self Management

We are Holyoke families' 1st choice for their children's education

2 HPS Values - -

- - - ~------

At HPS, we ...

Encourage bold thinking

Expiore aii possibiiities for student success

Embrace all students & families as our own

Empower school teams to lead the turnaround

Engage in meaningful feedback

Holyoke Publ1-:, Schools 3

HPS Strategic Priorities

School Strategic Plan

I Holyoke Pllblic Schools 3 Back to School Highlights • Fu ll school day plann ing (K -8 schools) extending student day to 7.5 hours (increased time for professional learning and collaboration) • Increased enrichment at schools- Holyoke Codes, Holyoke Rows, the YMCA, Next Level Adventures, the Boys and Girls Club, The Connecticut River Watershed Association, Girls on the Run (to name a few) • Launch of Breakfast in t he Cl assroom • Freshman Academy and Career Technical Exploration • Quadrupling the number of students dual enrolled- HCC, Westfield and UMass • Expansion of choice programs- dual lang uage program in pre-K & 2 nd grade and launch of a Middle School Personalized Pathway Program (P3) •Increased outreach to families- 11 ne ighborhood wa lks and doubling of home visiting initiative •Infusion of technology- 1500 new student devices and a device for every classroom teacher • Major facility improvements • New structure for oversight in the Office of Special Education

School Schedule

Metcalf 8:00 AM -3:30PM (half-day prek being 8:00- I I :00 AM & 12:30- 3: 30 PM)

• Aug. 23-25: Freshman Academy Orientation 8-11 :00 AM • Aug. 30: Schools Open Grades 1-12 • Sept. 6: Schools Open Grades PreK-K

Holyoke Pllbl1c Schools 4 Enrollment ------

School Number of Students

Metcalf 224

Donahue 477

EN White 469

Kelly 509 McMahon 405

Morgan 396

Peck 353

Sullivan 590

Lawrence 306 Holyoke High 1308

Dean 280

TOTAL ENROLLMENT 5317

*As of August 10, 2017

Holyoke Publ1c Schools

Staffing Update I

TEACHERS Filled Current Retention Retained TOTAL Staffing% Externally Vacancy % Dean 30.50 16.00 46-.50 100.0% 65.6% Donahue 37.00 10.00 47.00 100.0% 78.7% HHS 89.60 10.00 99.60 100.0% 90.0% Kelly 39.00 6.00 45.00 100.0% 86.7% Lawrence 25.80 3.00 28.80 100.0% 89.6% McMahon 28.00 9.00 37.00 100.0% 75.7% Metcalf 17.20 2.00 19.20 100.0% 89.6% Morgan 28.00 8.00 1.00 37.00 97.3% 75.7% Peck 22.40 15.00 1.00 38.40 97.4% 58.3% Sullivan 43.60 8.00 51.60 100.0% 84.5% EN White 34.00 7.00 1.00 42.00 97.6% 81.0% District Wide 11 .00 2.00 4.00 17.00 76.5% 64.7% DISTRICT TOTAL 406.10 96.00 7.00 509.10 98.6% 79.8%

*As of August 10, 2017

Holyoke Publ1c Schools 5 Induction/New Teacher Support

• New to teaching (27 teachers): Aug. 1-12th, 2-wk induction program • Role playing, simulations, practice and feedback • Topics : • Creating relationships/Student investment plans • Parent /St udent Communication • Behavior management cycle/Proactive management moves • Backward planning • Maximizing thinking/working done by students • Da ta gathering/data analysis Year-long support from an induction coach • New teachers to Holyoke: August 18th • Topics : Growth mindset, behavior management, pa rent com • Group coaching/support • All New Staff to Holyoke: August 19th • Holyoke history • HR, benefits, technology, union informat ion • Urban t rea sure hunt and social

Holyoke Pubhc Schools

Facility Upgrades

See handout included in the packet

Holyoke Public Schools 6 Looking Forward to an Exciting 2016-17!

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HOlYOKE PUBLIC SCHOOlS &HOlYOKE FAMiliES Partners in our children's success

Holyoke Pubhc Schools

7 iJAIR AMERICAN l NSTITlffES FOR RE EARCH"

2015-16 Level 5 School End-of-Year Report Morgan Full Service Community School, Holyoke, Massachusetts

Receiver: Superintendent Stephen Zrike

Introduction

The Massachusetts Department of Elementary and Secondary Education (ESE) contracted with American Institutes for Research (AIR) to collect evidence from each Level 5 school on the progress toward implementation of the turnaround plan in Year 2 of Level 5 status. AIR facilitated the collection of information from the receiver throughout the year for the quarterly reports detailing highlights and challenges in each priority area over the previous quarter and progress toward benchmarks. In addition, during a two-day Monitoring Site Visit, AIR staff collected data through instructional observations using Teachstone's Classroom Assessment Scoring System (CLASS), 1 key stakeholder interviews and focus groups, an instructional staff survey, and a review of documentation (e.g., turnaround plan, quarterly reports, other documents) in December 2015. In spring 2016, subsequent data were collected through a review of documents and through follow-up instructional observations and interviews with the school principal and receiver. The data collection and analysis processes were purposely developed to ensure that the data are reliable and valid and that findings are informed by the appropriate key staff. For LevelS schools, data were collected during the Monitoring Site Visit process and follow-up activities to inform ESE's statutory requirement to annually evaluate each Level5 school's progress toward implementing the turnaround plan. AIR's Level 5 school review process focused on the specific turnaround priorities and subpriorities from each school's turnaround plan. Highlights of Turnaround Plan Implementation at Morgan Full Service Community School

Overall, the Holyoke district instructional directors and Morgan Full Service Community School (Morgan) leaders have focused on developing the skills and knowledge of their teachers to plan for rigorous student tasks aligned to grade-level standards. Instructional directors worked with teacher teams twice a week during their collaboration meetings to assist them in developing lesson plans consistently using Common Core aligned resources, mapping the curriculum, analyzing student data, and examining student work. As the year progressed, instructional directors supported the work of the instructional leadership team to set up systems and worked with individual teachers in coaching cycles. The school also created an intervention schedule that

1 See Teachstone's website for more information: http ://cd n2 . hubspot.net/hubf.~/336169 / What-is CLASS Info Sheet.pdf?t=l432824252621

8 involved all staff and was focused on meeting the needs of the students. Since adopting a new intervention program mid-year, data are showing gains in reading and increased numbers of students on t ack to meet benchmarks. Morgan staff also integrated innovative Science, Technology, Engineering, and Mathematics (STEM) challenges aligned to the Next Generation Science Standards into each science unit; these give students creative, hands-on opportunities to engage with the material. While Morgan stmggled to staff positions serving English learners (ELs), school leaders enlisted district staff to support teachers serving EL students and offered monthly professional development sessions to teachers of EL students to build staff capacity during the school year. In addition, all staff received training on using Sheltered English Instmction (SEI) strategies to teach EL students, and received feedback on their implementation of these strategies during classroom observations. Finally, Morgan prioritized staff engagement with families, and teachers routinely reached out to their students' parents through phone calls and home visits. Morgan also began the Parent Volunteer Program, which brought many parents into the classrooms to work with the students and teachers. End-of-Year Findings

Priority Area 1: Recruitment and development of professional talent.

School leaders at Morgan understand the importance of high expectations and positive regard among leaders, staff, and students, and leaders have implemented strategies to ensure that these elements are in place. Morgan increased its instmctional support staff this year, moving to two full-time coaches, one in ELA and one in mathematics, and adding two reading interventionist positions that are staffed by teachers licensed both as reading specialists and in elementary education. Looking toward next year, staff turnover is expected to be lower than in the past, with six staff members expected not to return; this includes three staff members whose contracts will not be renewed, two long-term substitutes, and one retiring staff member. Six teachers are currently on waivers awaiting decision on possible rehire.

While recmiting to fill all open positions at Morgan presented a challenge at times during the school year, leaders used creative staffing solutions to serve their students with school staff and partners. For example, when a science teacher left after the school year began, school leaders moved a dual-certified social studies teacher to support fourth-grade EL students and restmctured the middle school schedule to have one teacher dedicated to science and one to social studies. This ensured students continued to receive both content instmction and additional support from the school staff. In addition, when unable to staff a part-time specialty teacher role, Morgan partnered with Enchanted Circle Theater to integrate theater arts across content areas and grades. Morgan also partnered with SchoolWorks to provide coaching on, and support in, instructional improvement to all staff when the school was unable to find a candidate with the appropriate background to replace the Dean of Instmction, who resigned unexpectedly at the start of the school year.

Morgan supports the development of current staff primarily through classroom observations, feedback, and coaching. Teachers conduct peer observations to share instructional strategies, administrators conduct formal observations to provide teachers with ongoing feedback, and district instmctional directors work with cohorts of teachers to provide targeted coaching in six-

American Institutes for Research 2015-16 LevelS School End-of-Year Report-2

9 week cycles. School and district leaders also conduct monthly learning walks to identify school wide trends and determine next steps for data analysis, professional development, and coaching. In addition, the district instructional directors for English language arts (ELA) and English as a Second Language (ESL) worked closely with teachers on lesson planning, aligning curriculum resources, and analyzing student data and student work during team meetings twice a week throughout most of the school year.

Priority Area 2: Systems to support professional learning and responsiveness in practice.

Morgan staff began the year focused on aligning instructional resources, including curriculum maps and assessments, along with professional development tied to specific curriculum. Teachers who were new to the profession and to Morgan received coaching early in the school year. The school also focused on creating an intervention schedule that engaged all staff and focused on the needs of the students, building the skills of general education teachers (in addition to interventionists, special education teachers, and English language development teachers) to work with small intervention groups. Teachers received 45 minutes of daily professional development focused on standards-based instructional planning. This included meeting with coaches once per week to determine the standard and objective for the following week, followed by meeting in small content-area teams twice per week with instructional leadership team (IL T) members (coaches, administrators, and district instructional directors) to receive lesson planning support, including scripting questions to ask during the lesson and reviewing student work related to the standard.

Throughout the school year, teachers began to develop skills in analyzing data and planning interventions to meet students' needs. During an AIR site visit in December, training to identify academic and nonacademic student needs was found to be limited and inconsistent across school staff, though a plan for remediation of deficits was beginning to be implemented. During the second half of the school year, with support from district instructional directors, teachers analyzed formative assessment data and created reteaching plans based on the results. Morgan began using Lexia to assess student progress in the winter, and developed an intentional tracking tool to ensure consistent use of the program schoolwide. Data from this program show fewer students reading below grade level, a decrease in the percentage of students at high risk for failure, and an increase in the percentage of students that will meet the end-of-the-year benchmark. In middle school grades, six-week cycles of teacher-developed interventions have targeted students' needs in ELA, mathematics, and science. Morgan also partnered with Blueprint in the spring to support mathematics instruction. This partnership brought in trained tutors to work with students in the grades performing the lowest in mathematics, allowing teachers to target mathematics interventions to small groups of their most struggling students.

Priority Area 3: Creating a Center of Excellence for science, technology, engineering, and mathematics (STEM).

To increase students' engagement with STEM, the Morgan STEM director created STEM challenges aligned to the Next Generation Science Standards. The director provided introductory training for staff during summer professional development that was reinforced and built upon

American Institutes for Research 2015-16 LevelS School End-of-Year Report-3

10 throughout the year. During the course of the school year, each student in kindergarten through Grade 8 completed at least eight of these STEM challenges, which were built into each science unit. Some exampies of these STEM challenges include building and designing skyscrapers, critter cars, parachutes, and water purification systems. Morgan also hosted a UMASS STEM Ambassador afterschool program targeting students in Grades 4 through 7 who were struggling socially, emotionally, and academically, and who demonstrated an interest in science. The college students serving as ambassadors came to Morgan two days per week and provided science enrichment opportunities to participating students. Finally, the STEM fair took place on June I, with every classroom in kindergarten through Grade 8 participating. Students chose a real world problem in one of four science domains- earth sciences, life sciences, physical sciences, or technology/engineering-for their project topic. Students in Grades 4 through 8 created individual or pair projects, while classrooms in kindergarten through Grade 3 created whole class projects.

Providing high-quality STEM education remains a focus for Morgan staff, and the school leaders and staff increased both core day and enrichment opportunities related to STEM this school year. However, recruiting and retaining highly qualified science teachers with both the content knowledge and skills to teach the Next Generation Science Standards remains a challenge. The school used creative staffing and scheduling this year to leverage a single middle school science teacher to teach all students in Grades 6-8.

Priority Area 4: Targeted and aligned resources.

Morgan targeted specific resources to both support teachers of students with disabilities and ELs and to effectively serve all students. The schedule was constructed to support cohort planning for ESL and special education teachers, and included opportunities for these teachers to collaborate with the principal and district instructional directors. The district made specialized professional development opportunities available, such as training special education teachers in using the Sonday System to support writing and reading instruction and intervention for EL and special education students in Grades 6 and 7. School and district leaders monitored the use of Sheltered English Instruction (SEI) strategies in classrooms schoolwide through focused weekly classroom observations and feedback sessions with teachers. At the beginning of the school year, all staff received ACCESS data for all EL students. In addition, school leaders and special education teachers reviewed all individualized education programs (IEPs) and goals and created student schedules tied to those goals.

Beyond EL and special education students, Morgan also focused on supporting pre-K students. In addition to the established traditional pre-K classroom, which was filled to capacity and had a waiting list, Morgan added a new Valley Opportunity Council (VOC) full-day pre-K program targeting four-year-old students who have not completed a full year of any type of official preschool experience and whose family meets the income requirements. Teachers in this new VOC classroom participated in a week of training, including sessions with the existing pre-K and kindergarten teachers. Finally, to provide expanded opportunities to all students, all Morgan intervention teachers began offering "Enrichment Fridays" in the second half of the year. Activities were led by Morgan teachers, and included filmmaking, crochet, American Sign Language, storytelling, and making recycled art projects. This has been embraced by staff and students alike, and the school is planning to continue offering Enrichment Fridays next year with more options and student choice in which activity they participate.

American Institutes for Research 2015-16 LevelS School End-of-Year Report--4

11 The mid-year survey of Morgan's instructional staff conducted by AIR found they had mixed opinions about whether there were adequate resources and time to support English learners and special education students. During AIR's visit to the school, one staff member said "the school's current academic referral process is focused on referring students for special education services, and misses an opportunity to identify students who are struggling and may need additional support, but not special education services." With regards to human resources, finding qualified staff to serve the large number of EL and special education students at Morgan has also been a challenge. The school used general education staff who were SEI endorsed to fill empty positions in the fall while interviews for ELD teachers continued into the school year. The resignation of the Dean of Instruction in the fall reduced school leaders' capacity to support general education teachers in the use of SEI strategies. To compensate, Morgan enlisted district staffto support teachers serving EL students and offered monthly professional development sessions to EL teachers to build school staff capacity during the school year. Though no Morgan staff are involved in the current cohort, the district is encouraging general education teachers to obtain special education certification through a partnership with Mount Holyoke College. Building staff knowledge to better support ELand special education students and close the learning gaps between these students and other students will be part of the district's professional development planning process for the next school year.

Priority Area 5: Enhancing and sustaining family and community engagement.

Morgan prioritized staff engagement with families during the current school year. In the fall, grade-level teacher ambassadors met newly enrolled students, and all families that were new to the school met the family engagement coordinator. Throughout the school year, staff members routinely reached out to families to communicate positive news, and to communicate information about their children's progress and needs. During a visit to the school in December, teachers explained that school leaders expect that the teachers will "have a certain amount of home visits and phone calls made home and conferences with families" to meet established goals aimed at "really building that trust and incorporating [the student's] family." Throughout the school year, teachers visited with student families at their homes or in agreed-upon community venues. Each teacher was required to do at least three home visits, and many went beyond this number. Morgan also began the Parent Volunteer Program, which brought many parents into the classrooms to work with the students and teachers. In addition, the Parent-Child Home Program (PCHP) worked with 10 families throughout the school year, offering parents early support in building their children's academic readiness skills.

Morgan hosted events for families throughout the school year, including back-to-school activities in the fall, South Holyoke Safe Neighborhood Initiative (SHSNI) Family Fun Nights, and English for Speakers of Other Languages (ESOL) classes that were available to all Morgan families. Engaging parents in academically focused events at the school has remained a challenge, and events such as PTO meetings or information nights focused on P ARCC continued to have small attendance numbers, usually drawing the same few families. Morgan staff members have tracked participation and engagement strategies used for various academic events. However, they have been unable to draw any conclusions about why some events have substantial attendance (for example, a kindergarten literacy afternoon that nearly all families attended) and others still struggle (for example, a first grade literacy afternoon two weeks earlier with low attendance).

American lnstitutes for Research 201S-16 LevelS School End-of-Year Report-S

12 8/ 11/ 2016

Challenge

Graduation Rate: Drop outs: • 2013 54% • 2013 175 students • 2014 60o/o • 2014 113 students • 2015 62% • 2015 131 students 2015 state average 87%

*Students have very limited alternative paths to a diploma

Holyoke Pub he Schools Encourage 1Explore J Embrace J Empower 1E ngage 2

13 1 8/11/2016

Goal

• Grow alternative paths to a diploma

• Provide options for students for whom HHS and Dean do not work

• Bring back students who have dropped out- help them earn a diploma

Holyo!(e Pub he Schools Encourage 1 Explore Embrace, Empo,yer ::nga<;;e 3

Plan

Build two strong alternative paths to a diploma for students who have not succeeded at Holyoke High or Dean Tech

• Gateway to College

·Pathways

Holyoke Public Schools Encourage 1Explore J Embrace 1Empower 1E ngage 4

14 2 8/ 11/ 2016

Gateway to College

• Partnership with Holyoke Community College

• Scholars are HPS students; earn HPS diplomas

HCC's Gateway to College has graduated 197 • Attend classes at students since 2010 HCC, earn high school and college credit

Holyo~e Public Schools EnC(lura9e Expior"! , EmbraC€ I Empcr.•.-er E ng

Pathways Program • Began in November 2015 at Dean Tech

• Move to Picknelly Education Center for 2016

• Combination of direct teacher instruction and blended on-line learning

• Students earn credits necessary to graduate

Holyoke Public Schools Encourage 1Explore 1Embrace 1 Empower 1Engage 6 8/11/2016

Target - Serve 1 00 Scholars

Increase the number of slots at Gateway to College by 500 percent - from 12 to 60+ scholars

Expand the Pathways program- Serve up to 50 scholars

Holyoke Public Schools Encourage , Exp4ore Embrace: Empower 1 Eng a-;:;~ 7

Future- Alternative Programming

Create our own alternative high school or Expand a "partner model"

Analyze: • Educational quality • Cost effectiveness

Holyoke Public Schools Encourage 1Explore 1E mbrace 1E mpower 1Engage 8

16 4 An Introduction to Holyoke's Teacher Induction and Ongoing Mentoring Program 2016

Teaching is hard. The first year of teaching is especially hard, as novice teachers have the same responsibilities as veteran teachers, but with little to no experience to draw from. Numerous studies show how difficult the first year of teaching is, both for adults and for the students they teach. Holyoke recognizes how imperative it is that every novice teacher have the training and ongoing support that will help set them and their students up for success.

With this in mind, in 2016 the New Teacher Induction and Ongoing Mentoring program will be expanded to better support all teachers new to ==~'!"--..., Holyoke. New teachers will spend two weeks engaging in simulated teaching experiences and targeted professional development sessions. Induction Training will emphasize a growth-mindset regarding teaching skills: teachers are not born, they are developed through purposeful Practice and Feedback. The cohort will also ~.ililiiiiiiiii:~~~!!ll develop a shared language and vision for instruction that will guide them in their first year and throughout their careers. Professional development sessions will reinforce this broad shared vision, but will intentionally emphasize building classroom management techniques that establish and maintain positive and productive learning environments for all students. This focus is due to the fact that novice teachers consistently struggle with classroom management and some teacher preparation programs do not even address management techniques.

The structure of Induction can be summarized in two words: Practice, Feedback. Teacher trainees will not only practice essential skills in fast paced "drills" as a way to develop automaticity, they also will need to apply these techniques in simulated teaching experiences and role plays. Coaches provide bite-sized feedback, model constantly, and create differentiated practice opportunities for trainees to ensure that these skills are not developed in a vacuum, but will truly help teachers become more effective drivers of student achievement. By the end of the two weeks, teachers will have concrete plans for establishing routines and building student engagement that they can use to execute their vision of a positive, productive, and rigorous classroom.

17 Once the school year begins, coaches will observe teachers on a weekly or bi-weekly basis and engage in the same type of feedback protocols that occurred during Induction. This proactive approach offers in-classroom support from day one of school, rather than waiting to offer support until after a teacher shows signs of consistently struggling. Coaches will differentiate their feedback to meet the specific needs of each teacher in their cohort and will collaborate with the Instructional Leaders within each school to ensure aligned support.

In order to create the Induction Training and Ongoing Mentoring program, Holyoke has partnered with Match Education, home of the Charles Sposato Graduate School of Education. Match's teacher preparation model emphasizes repetitive practice of basic teaching and classroom management techniques along with direct and prescriptive coaching. Last year, a few Holyoke first-year teachers participated in a similar program of summer training and ongoing coaching offered through the Sposato GSE. Teacher and principal feedback was overwhelmingly positive, thus setting the stage for an expanded and Holyoke-specific partnership.

The Teacher Induction and Ongoing Mentoring program is strongly tied to the key Priority Areas of Holyoke's Turnaround plan. The chart below outlines topics covered during the two week Induction Training and the Priority Area with which they are aligned.

Priority Area Alignment with Induction and Mento ring IProvide high-quality instruction • PO Topics related to instruction: Backward planning, Ratio and student-specific supports for moves (increasing the amount of thinking and working done by all students, including students students), data gathering during class, data analysis with disabilities and English • PO Topics related to classroom management: Behavior Management Cycle, Proactive management moves, reactive language learners (ELLs). management moves, planning and teaching routines Estab !ish focused practices for • Developing effective teacher coaching strategies, including improving instruction growth-mindset development, practice-based PO, and direct, bite-sized feedback Create a climate and culture that • PO Topics: creating Relationships and Student Investment Plans, support students and engage Parent Communication, Student Communication, Behavior families . Management Cycle, Proactive management moves Develop leadership, shared • Cohort-based Induction model with full time Coaching positions responsibility, and professional • Increased time for Professional Learning and practice-based PO collaboration. during a longer Induction Training • Ongoing coaching available for all first-year teachers from Day 1 of the school year Organize the district for • Partnership with Match Education, a proven teacher preparation successful turnaround. provider

18 Holyoke Yublic Schools -lVlaintenance Department 728 Main Street- Holyoke, Massachusetts 0 I 040 Tel. (413) 519-4613 Fax. (413) 534-9824

[email protected] [email protected]

Dr. Stephen Zrike, Jr., Receiver Whitney Anderson, Maintenance Administrator

Summer Work 2016 Peck- TIP A/C- 12 new units requested HHS • Room 319 office creation (2) spaces needed- walls, HVAC, network, outside line, intercom • Kitchen-install new hand wash sink McMahon • Cut cafe wall/install door to establish 2 serving lines. • Reconfigure room 201 Q non conforming time out room. • Split room 205 w/ wall HVAC, phones, intercom, outside phone • Rm 202,203 cut wall/install door for program access • Install additional hallway camera and split screen monitor office • Finish new walk-in freezer install • New serving line remove/re-tile/re-pipe electric/ reinstall Lawrence • Split room 105 A,B- new wall, HVAC, network, outside line, intercom • Kitchen equipment remove/re feed/replace. Remove/replace damaged exterior wall • New electric for warmers in serving line Donahue • Kitchen LED light conversion • Install ( 14) surveillance cameras • Carpet removal/replace with VCT, 10 more classrooms Sullivan- Kitchen LED light conversion Morgan • Install new 3 bay sink w/ grease trap • Old wing hall remove/replace old wing hall lights wiLED A/C install- for servers Donahue/ Sullivan Metcalf- demo old serving line, remove old oven, steam kettle, prep table Dean • Remove/replace existing camera's (26) • Liquidate surplus equipment to make room for new equipment • Install diamond plate in walk-in floors Technology- install UPS backup on main Central Supply server "A community working together to prepare our students for their future." 19 HOLYOKE PUBLIC SCHOOLS "-\&\l.\&1111~.61 HOlYOKEPUBliC SCHOOlS & FAMiliES invite you to join us in our Partners in our children's success Summer Neighborhood Walks!

Join Dr. Stephen Zrike, Receiver of the Holyoke Public Schools,

along with school and district staff to greet children and families in

Holyoke neighborhoods and share news about the 2016-2017 school year.

See details of the walking routes below (updated 8/10/2016). Please call the Student Enrollment & Family Empowerment Center at (413) 534-2055 if you need more information or have any questions.

DATE/TIME LOCATION WALKING ROUTE

Wed, July 20th Ward 6 Starting Point: Rohan Park, corner of Sargeant and Alderman Streets 4:00-6:00 pm (McMahon & 1. West Franklin Sullivan Schools) 2. Keefe Avenue 3. Pinehurst Road to Northampton Street 4. Cross Northampton Street at Claremont Avenue 5. Claremont Avenue 6. Hillside Avenue 7. Ridgewood Avenue towards Northampton L ..

0"" N 1-'

DATE/TIME LOCATION WALKING ROUTE

8. Northampto n 1toColumbus Avenue 9. Columbus A• enue to Hillside 10. Hillside to B1ookline 11. Brookline to Northampton 12. Northampto n towards Belvidere 13. Belvidere to Hillside 14. Hillside to Fl orence Avenue 15. Florence Avt to Northampton 16. Northampto n towards Woods 17. Woods to Fr ncis Avenue 18. Francis Aver ue towards Dillon Avenue End Point: Nick's Ne t, 1597 Northampton Street, corner with Dillon Avenue

Thursday, July 21st Ward 1 Starting Point: Park c:t the corner of North Canal & Lyma n Streets 11:00am-1:00 pm (Kelly School) 1. North Canal 2. North Summ er 3. Ely Street 4. North Bridge towards Canal Street 5. Canal Street 6. North East Scre ·et 7. East Dwight Street buildings End Point: Pina Park, corner of East Dwight and Center Street

Thursday, July 21st Ward 6 Starting Point: Corm r of Cherry Street & Leary Drive 4:00-6:00 pm (Sullivan School) 1. Leary Drive 2. Yoerg Circle 3. Leary Drive 4. Elting Circle 5. Barrett Aver ue 6. Leary Drive 1o Cherry Street 7. Cherry St tUI ns into Jarvis Avenue 8. Pass Sullivar School 9. Jarvis Avenu e to all around Gerard Way 10. Gerard Way to Jarvis Avenue ------DATE/TIME LOCATION WALKING ROUTE

End Point: Sullivan School

Wed, July 27th Ward 2 Starting Point: Carlos Vega Park, corner of Clemente & Hamilton Streets 4:00-6:00 pm (Morgan School) 1. Clemente Street to Cabot Street 2. Cabot Street 3. South East Street 4. Adams Street 5. Adams Street to South Bridge 6. South Bridge to Cabot Street 7. Cabot Street to South Summer Street End Point: Morgan School

Thursday, July 28th Ward 5 Starting Point: Donahue School 4:00-6:00 pm (Donahue School) 1. Whiting Farms Road towards Tokeneke Rd 2. Along Tokeneke Rd, entering into several housing complexes 3. Along Farnum Drive, entering into several housing complexes 4. Whiting Farms Road End Point: Donahue School

Tues August 2"d Ward3 Starting Point: Peck School entrance on Chapin Street 1. Chapin Street to Davis 4:00-6:00 pm (Peck School) 2. Davis to Park View Terrace 3. South Elm 4. Davis 5. Chapin to Gates 6. South Elm 7. Congress 8. Chapin to Wolcott 9. Across through Advance Auto Parts to Carlton Street End Point: Peck School

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N N N w - DATE/TIME LOCATION WALKING ROUTE

- Thurs August 4th Ward 1 & 4 Starting Point: Lawrence School Playground, corner of Maple & Hampshire Streets

1. Hampshire S1treet to Chestnut Street 4:00-6:00 pm (Lawrence School) 2. Stop at Chestnut Street Park to cover buildings between Chestnut and Sargeant Street 3. Elm Street 4. Franklin Street and Jackson Parkway 5. Pine Avenue 6. Resnic Boulevard End Point: Pouliot Pool at Resnic Boulevard - Wed August lOth Ward 2 Starting Point: Corner of Prew Ave. & Main Street 1. Start at Prew Avenue and walk towards Temple Street 5:00-7 :00 pm (Donahue School) 2. Down Springdale Avenue to Main Street 3. James Street 4. Temple Street 5. Vernon Street to Main Street 6. Up and down Meadow Street End Point: Springdale Park - Wed August 17th Ward7 Starting Point: Kennedy Park, corner of Lincoln & Nonotuck Streets 4:00-6:00 pm (EN White School) 1. Walk down Lincoln Street towards Northampton Street 2. Turn towards Arlington Street 3. Hampden Street 4. Howard Street 5. Beacon Street 6. Canby Street 7. Hampden Street 8. Waldo Street 9. Beacon AveniUe 10. Nonotuck Street 11. Lincoln Street 12. Pleasant Street 13. Radcliffe Street DATE/TIME LOCATION WALKING ROUTE

End Point: EN White School

Mon August 22"d Ward 2 Route to be determined

4:00-6:00 pm (Morgan School)

Tues August 23'd Ward 5 Route to be determined

4:00-6:00 pm (McMahon School)

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rv ""' HOLYOKE PUBLIC SCHOOLS 57 Suffolk Street - Holyoke, Massachusetts 0 I 040 Tel. (413) 534-2005 Fax. (413) 534-3730

Dr. Stephen Zrike, Jr., Receiver Judy Taylor, Communications Director

FOR IMMEDIATE RELEASE August 10, 2016

FOR MORE INFORMATION, CONTACT: judy Taylor, Communications Director (413) 493-1605, jtaylo.rla\hps.holyoke.ma.us

New Laptops for Holyoke Public Schools Educators and Students

HOLYOKE, i\tiA- Holyoke Public Schools educators and students are in for a pleasant surprise when they return to school this year- their bulky desktop computers will be replaced with new, light-weight laptops. The district will be distributing 520 HP laptops for teachers and counselors, and 1,500 Chromebooks for students. This new, grant funded technology, will be deployed prior to the start of school.

"As part of our turnaround efforts, we are committed to ensuring that our teachers and students have access to technology tools that can support and accelerate student learning," explained Holyoke Public Schools Receiver Dr. Stephen Zrike. "These tools will allow for more personalized learning, increased access to information and content, and additional collaboration with our district's shift to Google Apps for Education. We are committed to offering our students a 21st century learning experience that prepares them for the competitive world of college and career."

This summer, Holyoke Public Schools transitioned to Google Apps for Education (GAFE) and has offered professional development for its teachers and staff as part of this initiative. All tools, or applications, are accessible via Google Chrome, on the internet through GAFE. Files are saved on the internet in Google Drive, a free, cloud format with unlimited storage capacity. Email, documents, spreadsheets, presentations, and websites can all be created using GAFE. This infrastructure allows easy access and production, file sharing, and collaboration. With Chromebook technology, there is no need to install and regularly update software. To support this initiative, Holyoke Public Schools recently upgraded the wireless network throughout the district. This effort was also supported by Holyoke Mayor Alex Morse who was able to secure $50,000 in grant funding.

Holyoke Mayor Alex Morse stated, "I am excited to see our educators and students receiving the technology they need in order to succeed and learn. In this age of technology, it is important for the youth and teachers of Holyoke to have all of the tools and resources available for them to write, research, and create. I'd like to thank Dr. Zrike and his staff for putting in the time and effort to apply for this grant as well as Google for supplying the software and supporting this initiative".

###

Encourage I Explore I Embrace I Empower I Engage

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::;;:: Dr. Stephen Zrik:e, Receiver Holyoke Pubhc SchooJs I:> >-< I Alex Morse, Mayor, City of Holyoke Dean Technical High School :;o 0 Ketsia Cotty Mikayla Marrero 0 Presentation of Diplomas: Beliza Cortes Stephanie Rivera Nathan Figueroa David Nitkiewicz

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...... ______,....______...... ,. .... ,...,.., ...... --..-~---..,...,..,....,...... ~ ... ---·------···-..... CITY OF HOLYOKE SCHOOL COMMITTEE

PUBLIC HEARING ON FY 2016 SCHOOL DEPARTMENT BUDGET MONDAY, JUNE 20, 2016 TIME: 5:30 PM HOLYOKE HIGH SCHOOL

School Committee Vice Chair Devin Sheehan called the meeting to order at 5:38 p.m.

ROLL CALL

Present: Devin Sheehan, Erin Brunelle, Mildred Lefebvre, Dennis Birks, Irene Feliciano Sims, John Brunelle, William Collamore and Nyles Courchesne; absent: Mayor Alex Morse and Rosalee Tensley Williams.

PLEDGE OF ALLEGIANCE

No members of the public responded to a call for public input.

Mr. Sheehan stated that public comment would remain open until 5:45p.m. to give members of the public an opportunity to be present and to speak.

The Committee returned for recess at 4:46 p.m. Seeing no members of the public wishing to speak,

MOTION: Ms. Lefebvre made a motion, seconded by Ms. Feliciano Sims, to adjourn the budget hearing. The motion carried unanimously.

The Public Hearing on the FY 2017 School Department budget ended at 5:39p.m.

28 CITY OF HOLYOKE SCHOOL COMMITTEE

REGULAR MEETING OF THE SCHOOL COMMITTEE MONDAY, JUNE 20, 2016 TIME: 6:00 P.M. HOLYOKE HIGH SCHOOL

School Committee Vice Chair Devin Sheehan called the meeting to order at 6:00 p.m.

ROLL CALL

Present: Devin Sheehan, Erin Brunelle, Mildred Lefebvre, Rosalee Tensley Williams, Dennis Birks, Irene Feliciano Sims, John Brunelle, William Collamore and Nyles Courchesne. Absent: Mayor Alex Morse. Also present: Receiver Dr. Stephen Zrike

PLEDGE OF ALLEGIANCE

PUBLIC DISCUSSION

None

COMMUNICATIONS & REPORTS

Student Reports

None

Receiver's Communications

Dr. Zrike applauded staff, families and students for a strong school year. He said he is appreciative of the hard work of so many people this school year.

FY 2017 School Department Budget

Dr. Zrike thanked Anthony Soto, Director of Finance and Operations, for his leadership in the budget process this year.

Revenue continues to decline and the demand on programs and initiatives continue to increase. Compensation has been increased for staff. Programs have been added and investments have been made. A vision statement has been created for the school district.

29 REGULAR MEETING OF JUNE 20, 2016 PAGE 2

There has been significant feedback from teachers, parents, and a teacher advisory group. Holyoke wants to be the first choice for education for Holyoke children/families Holyoke children should be able to graduate from high school with an additional credential that provides college and career options, inducting college credits, a bilingual certificate, etc. There are multiple ways for students to be successful. Holyoke is committed to engaging in bold thinking, being innovative, and being known as a district on the move. Holyoke needs to explore and exhaust all possibilities for students to be successful in their home school. All students and families must be embraced as our own. Schools and school teams need to be empowered to lead turnaround. Everyone needs to be more open to receiving feedback on practice. HPS Strategic Priorities are: To provide high quality instruction to all children. Finding personalized pathways for students. Engaging students, families and community. Developing an effective and thriving workforce. Supporting a system of empowered schools. Schools and their plans for improvement are at the center of the district priorities.

Mr. Sheehan left the meeting at approximately 6:15p.m. and passed the gavel to Mr. Birks.

Key investments in the budget include: A full school day - increasing the elementary and middle school days. Increased time and resources for professional development and collaboration. More sped, inclusion and ESL teachers have been hired. Higher teacher compensation. Purchase of new curriculum materials for next year, including a new math program, new word study/ phonics program, literacy curriculum materials and technology. Laptops are being purchased for teachers; the Mayor's office is helping with that. Chrome books are being purchased for student use. Expansion of programs that families want, including Dual Language in preK and grade 2 at Metcalf and White, Personalized Pathway Program (P3) at Peck, Freshman Academy, Acceleration Vacation Academies, Career and Technical Pathways, Dual Enrollment.

Anthony Soto said the School Department budget for FY 2017 amounts to $90,918,679, including $9,234,308 for health insurance, $2,421,612 for

30 REGULAR MEETING OF JUNE 20, 2016 PAGE 3 retirement/unemployment and $13,875,758 for charter tuition/school choice included in net school spending costs.

City Council reduced the office lease by $160,000 and underfunded transportation by close to $800,000. Those funds are necessary to fund the schools and are not part of net school spending.

Ms. Lefebvre noted that the City provides $100,000 to pay for the Medicaid billing, but it does not give back the funds received through Medicaid reimbursement for services that have been provided by HPS staff and paid through the HPS budget. She said she would like to know exactly what the City gets back in Medicaid reimbursement claims.

Mr. Brunelle said that in order to live within the allocation from the City for transportation either bus routes will have to be eliminated or the distance for bus eligibility will have to be raised.

Some of the financial challenges faced by the district include: Relatively flat increase in the net school spending requirement. The district lost about 161students from October 2014 to October 2015.

Negative inflation was used by the State in their Chapter 70 funding formula (-0.22%). The reason there was not a significant change in funding is the way the state calculates economically disadvantaged children, previously known as low income, because Holyoke has such a high population of students living in poverty.

FY 16 included $1 million in carryover and $800,000 in one-time revenue used to balance the budget. That money is not available for next year.

Original requests came in at a 6% increase on the expense side with revenue going up 1.1 %, which created a $4.2 million deficit.

Central office department heads were asked to submit a 10-20% reductions. No department was exempt from that process.

17 positions were eliminated from central office & district for a savings of about $700,000.

Current year funding was used to purchase curriculum materials that had been included in the initial budget requests.

Budget Assumptions & Variables include:

Assumption that final state revenues will be equal to the Senate Ways and Means Budget.

31 REGULAR MEETING OF JUNE 20, 2016 PAGE 4

That the City will meet its required local contribution.

That Circuit Breaker reimbursement will be 72% as determined by the State.

That Title I will receive a 5% cut.

That all E-rate applications will be approved.

That the kindergarten grant will be restored by the state to level funding.

District has received $150,000 from the Davis Foundation and United Way to offset costs for the Dual Language Program.

Dr. Zrike said that not all decisions made are popular and some people did lose positions and that needs to be recognized. There is a need to continue to look at programmatic and operational inefficiencies.

Mr. Brunelle asked that a letter of thanks be sent to the Davis Foundation and United Way for the grant funds for the funds to be used for the Dual Language expansion.

Mr. Soto said it is important to note that reductions were made in every central office department and that money was reallocated to schools.

Receiver's Communications

Dr. Zrike announced that Gina Roy had been named as Principal at Donahue School. Noreen Ewick will remain as Principal at McMahon School.

The district is moving to Google and all accounts will shift over on June 27th.

Committee members were given copies of flyers for the Summer Math Challenge and the Summer Reading Challenge. The Mayor has agreed to a dance-off with Dr. Zrike for the Summer Reading Challenge.

Dr. Zrike acknowledged work that staff at Central Office did to raise money for the Summer Reading Initiative through a Denim Fridays fundraising activity.

Members have a copy of a letter that Dr. Zrike sent to City Council requesting two council members to be part of the task force to look at a location for central office, along with two School Committee members, members of central office staff and staff from the Mayor's office.

Dr. Zrike has asked MSBA to include Lynch as part of the facilities student being conducted. There is a July 7th meeting scheduled with MSBA to talk about the study that will be conducted this summer.

32 REGULAR MEETING OF JUNE 20, 2016 PAGE 5

Nyles Courchesne updated the Committee on monthly Parent/PTO Leaders meetings. The monthly meetings include a number of representatives from different schools across the district. A couple of schools have very successful PTOs that provide funding for a variety of activities. He is working with the group to set up a citywide nonprofit corporation to which all PTOs will be able to appoint a director. Booster clubs can also be included in this nonprofit corporation. Under the nonprofit each PTO would have its own account and a bookkeeper would manage the accounts and file the annual tax return. Each participating PTO will contribute to the annual cost of the bookkeeper.

NEW BUSINESS

Minutes of Meetings

Regular Meeting of April13. 2016 Regular Meeting of May 9. 2016 Joint City Council/School Committee Subcommittee of April 28. 2016 Ward VI Meeting of April 27. 2016 Ward VII Meeting of May 31.2016

MOTION: Mrs. Brunelle made a motion, seconded by Ms. Feliciano-Sims, to receive the minutes from April13, 2016, May 9, 2016, April 28, 2016, April 27, 2016 and May 31, 2016. The motion carried unanimously.

OLD BUSINESS

Policy Updates

Administering Medicines to Students (as revised) Advertising in Schools I Revenue Enhancement Tobacco Free Policy Tobacco/E-Cigarette Use on School Property By Staff Members Teaching About Drugs. Alcohol. Tobacco and E-Cigarettes Smoking on School Premises

Liz Lafond told members that the Administering Medicines to Students policy is ready to be finalized after checking on the questions raised by Ms. Lefebvre and making the appropriate adjustments to the policy. The policies related to tobacco on school grounds have been revised to include E-cigarettes, the only change to those policies. The revised policies will be posted on the website for 2 weeks for public comment before being finalized.

Updates on Parks Bond

33 REGULAR MEETING OF JUNE 20, 2016 PAGE 6

Mr. Birks noted that Roberts Field would get new turf and a new track. There is work to be done at the Tennis Courts at HHS, Jones Point and MacKenzie Field.

MOTION: Ms. Lefebvre made a motion, seconded by Mr. Brunelle, to adjourn. The motion carried unanimously.

The Regular Meeting of June 20, 2016 adjourned at 7:52p.m.

34 Regular School Committee Meeting Schedule 2016/2017 School Year

Monday, August 15,2016 Monday, September 19, 2016 Monday, October 3, 2016 Monday, November 14,2016 Monday, December 12, 2016 Tuesday, January 3, 2017 Monday, February 6, 2017 Monday, March 13,2017 Monday, April10, 2017 Monday, May 8, 2017 Monday, June 19,2017

35 File: KHB

ADVERTISING IN SCHOOLS I REVENUE ENHANCEMENT

Revenue enhancement through a variety of district-wide and district-approved marketing activities including but not limited to advertising, corporate sponsorship, signage in or on district facilities, etc., is a school committee-approved venture. The superintendent may approve such opportunities subject to certain restrictions in keeping with the contemporary standards of good taste. Advertising will model and promote positive values for district students through proactive educational messages and not be simply traditional advertising of a product. Preferred advertising includes messages encouraging student achievement and establishment of high standards of personal conduct.

The terms of all sponsorship agreements shall be memorialized in writing and will allow the district to terminate the contract on at least an annual basis, if it is determined that it will have an adverse impact on implementation of curriculum or the educational experience of students.

The revenue derived should:

1. Assist in maintenance of existing district

2. Provide scholarships for students participating in athletic, academic, and activity programs who demonstrate financial need and(lor) merit.

3. Athletic facilities, including stadiums, school baseball fields, and school gymnasiums.

4. District-level projects.

5. Expanded usage of facilities beyond traditional uses (i.e., concerts, rallies, etc.).

6. Individual school publications (when not in conflict with current contracts).

Advertising will not be allowed in classrooms.

The following restrictions will be in place when seeking revenue enhancement. Revenue enhancement activities will not:

1. Promote hostility, disorder or violence;

2. Attack ethnic, racial or religious groups;

3. Discriminate, demean, harass or ridicule any person or group of persons on the basis of gender;

4. Be libelous

36 5. Inhibit the functioning of the school and/or district;

6. Promote, favor or oppose the candidacy of any candidate for election, adoption of any bond/budget issues, or any public question submitted at any general county, municipal or school election;

7. Be obscene or pornographic, as defined by prevailing community standards throughout the district;

8. Promote the use of drugs, alcohol, tobacco, e-cigarettes, firearms or certain products that create community concerns;

9. Promote any religious or political organization;

10. Use any district or school logo without prior approval. LEGAL REF: M.G.L. 44:53A

CROSS REFS: GBEBC, Staff Gifts and Solicitations

JJE, Student Fund-Raising Activities

JP, Student Gifts and Solicitations

37 File: JICG

TOBACCO FREE POLICY

The Holyoke Public Schools is dedicated to providing a healthy, smoke-free environment for staff, students, and citizens. The Holyoke Public Schools believes that education plays a critical role in establishing life-long health habits for its students. A comprehensive health curriculum for grades P.S.- 12, emphasizing the dangers of tobacco, e-cigarettes, drugs, and alcohol, remains a major goal of the Holyoke Public Schools, which has a strong interest in the health of its employees and their importance as positive role models.

Smoking, chewing or other use of tobacco ore-cigarette products by staff, students, and members of the public shall be banned from all District buildings. All forms of tobacco and e cigarettes use shall be prohibited on all District property. In addition, tobacco and e-cigarette use by students is banned at all school-sponsored events, even though this use does not take place on school grounds. LEGAL REF .: M.G.L. 71:37H

38 File: GBED TOBACCO/E-CIGARETTE USE ON SCHOOL PROPERTY BY STAFF MEMBERS

Smoking or the use of tobacco ore-cigarettes within school buildings, the school facilities or on school property or buses by any individual, including school personnel, is prohibited.

Staff members who violate this policy will be referred to their immediate supervisor. LEGAL REF.: M.G.L. 71:37H

39 File: IHAMA TEACHING ABOUT DRUGS, ALCOHOL, AND TOBACCO AND E-CIGARETTES

In accordance with state and federal law, the District shall provide age-appropriate, developmentally based drug and alcohol education and prevention programs.

The drug and alcohol education program shall address the legal, social, and health consequences of drug and alcohol use. It shall include special instruction as to the effects upon the human system; the emotional, psychological and social dangers of such use with emphasis on nonuse by school age children and the illegal aspects of such use. The program also shall include information about effective techniques for resisting peer pressure to use illicit drugs or alcohol.

The objectives ofthis program, as stated below, are rooted in the Committee's beliefthat prevention requires education, and that the most important aspect of the policies and guidelines of the District should be the education of each individual to the dangers of drugs, alcohol, and tobacco and e-cigarettes.

To create an awareness of the total drug problem--prevention, education, treatment, rehabilitation, and law enforcement on the local, state, national and international levels.

To relate the use of drugs and alcohol to physical, mental, social and emotional practices.

To develop the student's ability to make intelligent choices based on facts and to develop the courage to stand by one's own convictions.

To understand the personal, social and economic problems causing the misuse of drugs and alcohol.

To develop an interest in preventing illegal use of drugs in the community.

The curriculum, instructional materials and outcomes used in this program shall be recommended by the Superintendent and approved by the School Committee.

SOURCE: MASC LEGAL REFS.: M.G.L. 71 :1

40 File: ACD SMOKING ON SCHOOL PREMISES

Use of any tobacco ore-cigarette products within the school buildings, school facilities, or on school grounds or school buses by any individual, including school personnel and students, is prohibited at all times.

A staff member determined to be in violation of this policy shall be subject to disciplinary action.

A student determined to be in violation of this policy shall be subject to disciplinary action pursuant to the student discipline code.

This policy shall be promulgated to all staff and students in appropriate handbook(s) and publications.

Signs shall be posted in all school buildings informing the general public of the District policy and requirements of state law.

At each athletic event where announcements are made, the announcement will include the statement that by law there is no smoking on school premises.

LEGAL REF: M.G.L. 71 :37H