Two-Year Progress Report Bartlett High School October 1, 2016 Section I – Detailed Responses to Highlighted Recommendations
1. Describe the changes that have been made to the written curriculum documents, to the curriculum development process, and to the district’s support and implementation of the curriculum.
Classification: In Progress
Response: Significant progress has been made in the area of curriculum development since the writing of the BHS decennial report. The district purchased the Atlas Rubicon Curriculum Program during the summer of 2014. During the 2014-2015 school year, multiple trainings for staff were held in the use of the new curriculum program. Since that time, work has continued in all departments and is scheduled to continue as an ongoing curriculum review and revision process. (Please refer to Special Progress Report, December 15, 2015, #1, page 1.)
2. Describe the implementation of technology upgrades.
Classification: In Progress
Response: On October 26, 2015, the Follow-Up Committee met with Monique Pierangeli, Assistant Business Administrator/Technology Coordinator. The district’s Five-Year Technology Plan was discussed, especially those plans and initiatives that have impacted or will impact Bartlett High School.
2014-2015 eight (8) new computers (4 in each of two rooms) were added to the science department bringing the total to four (4) computers in each of the six (6) science rooms 2014-2015 secured a Janet Malser Grant of $20,000 for the Fine Arts Department; as a result the Art Department purchased a 3D printer, eight (8) computers, eight (8) digital cameras and other supplemental books and materials 2015-2016 secured a Janet Malser Grant of $20,000 for the Fine Arts Department; purchased twenty (20) electric keyboards to create piano classes, and fifteen (15) laptops to create music technology classes As of 2015-2016, two cohorts of Nichols Honors Academy students, twenty-five (25) sophomores and twenty-five (25) freshmen, are equipped with their own Chromebook All teachers have at least one computer in their classroom There are currently five (5) computer labs in the building: two (2) business classrooms, library/media center, digital media arts lab, and the first floor computer lab (fishbowl) 2015-2016 wireless networking access upgrades to infrastructure were completed November 1, 2015. This upgrade included installing gigabyte switches and adding Aero Hive wireless infrastructure at a cost of $125,000 A one-on-one initiative is planned for all students in grades 9-12 beginning in October of 2016. This past spring the town approved a budget that included the purchase of 1200 Chromebooks for all students and teachers in grades 5-12 A Janet Malser Humanities Trust Grant for $5,000 was received by the Bartlett Art Department. The grant will be used for purchasing EnChroma colorblind corrective glasses to create The Janet Malser Colorblind Corrective Glasses Library. Color deficient students will be able to sign out glasses for use in school, on school trips, and at home. The grant will also fund two field trips to the Norman Rockwell Museum in the fall of 2016 and a NYC Museum in the spring of 2017. A Janet Malser Trust Grant for $10,000 was received by the Bartlett Business Department. These funds will be used to create The Janet Malser Makerspace, providing Marketing, Accounting, and Introduction to Technology students with access to three new desktop computers, a Smart Board, a color copier, a laser printer, and several conference tables. A Webster Education Foundation Grant was received by the Business Department in the amount of $500. These funds will be used to purchase a software program called Knowledge Matters. This program allows students to work in a virtual business environment. Students will be able to manage their own retail stores or restaurants and have models that cover topics such as accounting, marketing, human resources, and other business related topics. Technology support was increased in 2015-2016 with the creation of a new district wide technology support position. One additional technology support position has been added for the district beginning in September of 2016.
Information and assessment systems that are accessible to all Webster teachers including those at BHS include the following:
PowerSchool Outlook Edgenuity Aimsweb School Fusion Naviance Galileo Google Docs SNAP (Supplemental Atlas MS Office Nutritional Assistance Aesop Destiny Program) Munis Sems Tracker
3.Describe the professional development that has been provided to classroom teachers on the use of analytic rubrics and formative assessment for the purpose of curricular and instructional improvement.
Classification: In Progress
Response: Since the fall of 2014 there have been regular training sessions provided to all teachers regarding the use of analytic rubrics as well as individual sessions with some teachers as needed:
Part of our opening school year sessions on PD days with teachers includes training in the use of our analytic rubrics Training for all curriculum leaders/department heads is also provided at the beginning of each school year Curriculum leaders/department heads then provide more specific training in the use of analytic rubrics to their department members Administrators also have individual conversations and sessions with individual teachers on the use of analytic rubrics Additionally, last March 2015, after receiving the draft of our NEASC Report, we conducted a full training on the use of analytic rubrics. This presentation lasted the full faculty meeting (approximately 1 ½ hours) and was conducted by both administration and members of the English Department.
Formative assessment professional development opportunities have also been available and provided to classroom teachers several times per year over the past 2-3 school years through the following: Faculty meetings Learning Walks Instructional Rounds Lesson Study Individual teacher meetings with administrators through the teacher observation evaluation process
4. Conduct a program evaluation of library/media services and develop a plan to correct identified shortcomings
Classification: Completed
Response: Upon receipt of our decennial evaluation report, a library/media services evaluation was conducted by a committee of Bartlett Administration and Staff. Our findings included deficiencies in the following areas: Lack of a certified Library Media Specialist Outdated technology Lack of technology access for students Lack of technology support The need for regular updates of printed materials, both fiction and non-fiction Lack of student/teacher access to the library media center Lack of communication or interaction with classroom teachers
Improvements to the library/media center include: A full-time certified library/media specialist was hired beginning with the 2015-2016 school year Technology access, infrastructure, and bandwidth were upgraded in the summer of 2015 Many of the thirty (30) computers in the library were unusable; during the 2015-2016 school year all of these computers were replaced with new Chromebooks Library/media specialist now has training and access to reset student passwords rather than waiting for our limited tech support to address these needs The library/media specialist works much more frequently with teachers and classes providing research lessons, accessing databases and free online news programs, and training on how to properly format research papers and citing resources Print materials, both fiction and non-fiction, continue to be updated
5. Conduct a program evaluation of nursing services and develop and implement a plan to correct identified shortcomings.
Classification: In Progress
Response: A program evaluation of our nursing services was conducted at the conclusion of the 2014-2015 school year. The findings of the evaluation were as follows: Single school nurse handled an average of 50-60 student visits per day Due to volume of student visits, nurse was unable to complete mandatory screenings (vision and hearing, BMI, posture, SBIRT) Lack of qualified substitute nurses No formal referral process to nurse/health services Very little data transfer to newly installed health data system (SNAP) has taken place
Comparative findings at the conclusion of the 2015-2016 school year include: The addition of the part-time nurse for three (3) hours per week Despite the addition of the part-time nurse and the decrease in enrollment due to the transfer of grades 7 and 8 to the middle school, the nurse’s office is still very busy; similar to 2014-2015 there was still an average of 50-60 student visits per day Due to the addition of the part-time nurse and the physical education teachers performing BMI screenings, most of the mandatory screenings were completed, but not all By August 30, 2016 more than 90% of the Health Services data has been entered into the SNAP program software; the remainder is expected to be completed during the early part of the first semester of 2016 A formal referral process to the nurse’s office has been developed and communicated to the students and staff and added to our Student Handbook During the 2015-2016 school year there was a significant increase in the availability of certified substitute school nurses The nursing staff meets monthly with the Student Services Director and with an outside consultant from a local pediatric office to discuss issues and concerns in the area of student health. A formal process for health referral is in place and a discussion of an evaluation of student health services has taken place with a plan for formal evaluation in the 2017-2018 school year. In the fall of 2016 a School Health Services Questionnaire will be submitted to parents asking for feedback on the effectiveness of our student health services program at BHS.
6. Develop and implement a strategic plan that ensures regular maintenance and repair of the building.
Classification: In Progress
Response: Webster Public Schools has purchased an online system for preventative and routine maintenance of all school facilities. This system was purchased earlier this summer (2016) and is scheduled to be implemented at the beginning of the 2016-2017 school year. Training for all custodial staff on utilization and access to the system will take place during the August 29th and 30th staff professional days. Maintenance Essentials Pro (SchoolDude) is a cloud-based, collaborative facilities management solution that simplifies the work order and preventive maintenance process, bundled with technological innovations and business intelligence tools tailored specifically for educational institutions. The system generates recurring customized preventative maintenance schedules and allows work order requests to be submitted from anywhere, reducing emails, phone calls, and hallway requests. It improves communication and visibility with mobile tools and key performance indicators benchmarking, and resulting in efficiency gains from creation to completion of each work request. The system automatically routes, prioritizes, and ranks work order requests in real time by project, location, budget, and available inventory. It will track all work orders submitted, generate customized reports, and benchmark success to justify budget and staffing needs.
7. Develop and implement a plan specifically geared toward the rectification of deficiencies in key physical systems (HVAC, windows, outdoor track, boilers, and other essential upgrades).
Classification: In Progress
For three consecutive years, Webster Public Schools has submitted a Statement of Interest (SOI) to the Massachusetts School Building Authority (MSBA). This SOI was submitted to the MSBA in hopes of a renovation of Bartlett High School. This SOI included requests for a complete renovation of BHS which would include all of the areas listed in this recommendation. In 2014, the MSBA took no action on our submission. In 2015, we were included in the top 15% of those schools in Massachusetts that submitted an SOI. BHS was visited by a team from MSBA who met with Webster Administrators and conducted a building study. Unfortunately, we were not one of the schools chosen by MSBA for a renovation project. In 2016, we again submitted an SOI. We expect a response from MSBA sometime in December 2016 or January 2017. 8. Describe the progress on implementing a strategic plan to deliver reliable technology, including both wireless and wired networking, to all classrooms and offices throughout the building.
Classification: Completed
Response: (Please see Highlighted Recommendation #2 on page ) Two-Year Progress Report Bartlett High School October 1, 2016 Section II –Response to Highlighted Recommendations in February 17, 2016 Response Letter to Special Progress Report
1. Provide an update on the completion of removal of asbestos from the chemical storage cabinets along with actions to ensure that the science labs are safe and the chemical storage meet all local codes and also follow best practices for chemical hygiene.
Classification: Completed
Response: All work related to asbestos removal and chemical storage safety and hygiene as outlined in the Special Progress Report of December 15, 2015, #3 on pages 2-3, was completed in March of 2016. All science labs and chemical storage facilities were inspected by Webster Fire Chief, Brian Hickey on August 5, 2016. Two-Year Progress Report Bartlett High School October 1, 2016 Section III – Evaluation Report Recommendations
STANDARD FOR ACCREDITATION: Core Values, Beliefs, and Learning Expectations
1. Review and calibrate rubrics to ensure a common understanding of the criteria for high academic achievement.
Classification: Completed
Response: A biannual schedule of rubrics review has been in place for the past several years. A committee of teachers and administrators review and revise, as needed, our Learning Expectations and analytic rubrics. Our most recent review took place on July 12, 2016.
2. Develop and implement a plan to increase the use of core values and beliefs to inform and drive decision-making throughout the school.
Classification: In Progress
Response: Our Core Values, Beliefs, and Learning Expectations are reviewed with all staff during professional development time, faculty meetings, and in department meetings at the beginning of each school year. Our Core Values, Beliefs, and Learning Expectations are posted in all classrooms and common meeting places throughout the school. They are also included in the Program of Studies, the Student Handbook, and in the BHS Newsletter. Additionally, all departments have selected four (4)learning expectations that they will be responsible to assess through the use of our analytic rubrics a minimum of 2-4 times per year depending upon whether the expectation has been identified as primary or secondary for a given department. The results of these assessments are submitted to the administration at the end of each semester. This data is then reviewed and shared with the school community.
3. Develop and implement a plan to regularly review and revise the core values, beliefs, and 21st century learning expectations.
Classification: Completed
Response: Every other summer a team of teachers and administrators completes this task and revises as needed. The results of this work are shared with the entire staff at the opening of school (See response to recommendation #1, this section on page )
4. Continue to provide professional development in the use of rubrics.
Classification: In Progress
Response: (Please refer to Highlighted Recommendation #3 on page )
5. Develop and implement a plan to ensure that core values, beliefs, and learning expectations drive decision-making in instruction and curriculum. Classification: Completed
Response: (See response to recommendation #2 in this section on page )
STANDARD FOR ACCREDITATION: Curriculum
1. Revise all curriculum documents to include 21st century learning expectations.
Classification: In Progress
Response: 21st century skills and learning expectations have been embedded into every Atlas Curriculum through drop-down options that are embedded in our online Atlas Curriculum System. (Refer to December 15, 2015 Special Progress Report, response to #1 on page 1)
2. Implement assessment practices for school-wide analytic rubrics into curriculum documents.
Classification: In Progress
Response: Limited work has begun in some departments.
3. Develop and implement a plan for the alignment of written and taught curriculum.
Classification: In Progress
Response: Our plan for ensuring the alignment of the written and taught curriculum involves our teacher evaluation process. Prior to doing teacher observations, administrators/evaluators review the Atlas Curriculum documents for the class to be observed. Knowing where the teacher should be according to the curriculum map, the evaluator has an expectation of what they should be seeing as reflected on the curriculum map. In some cases, through pre/post-conferencing as well as reviewing teacher lesson plans, administrators develop a solid understanding of the alignment and coordination of the written and taught curriculum.
4. Develop and implement a plan that supports vertical curriculum alignment.
Classification: In Progress
Response: As Webster Public School teachers implement Common Core Standards into the Atlas Curriculum maps, they collaboratively review and reflect upon the content and length of curriculum units. This reflection and discussion also includes a review of prior knowledge and scope and sequence of curriculum units. This work has been and continues to be an ongoing process that takes place during professional days, department meetings, common planning time, and grade level meetings.
5. Develop a plan to integrate technology into the curriculum.
Classification: In Progress
Response: There is currently $70,000 available to Webster Public Schools for the 2016-2017 school year for access to online textbooks. This plan and available funding is to accommodate the one-on-one initiative described in Highlighted Recommendation #2. Included in this plan is professional development for all teachers through the Chromebook Classroom Program. This program provides teachers with an understanding of the Chromebook as a learning device, builds teacher confidence, and increases knowledge and skills. Additionally, participants are provided with practical activities for integrating Chromebooks and educational apps into the curriculum, and develop a readiness to take a leadership role in promoting thoughtful technology use in classrooms.
6. Develop and implement a plan for formal curriculum review and revision that uses assessment data and current research.
Classification: In Progress
Response: As already mentioned in earlier recommendations in regards to curriculum review, BHS began using the Atlas Curriculum Program during the summer of 2014. Since that time, curriculum development, review, and revision have been and continue to be an ongoing process with all teachers in our school. (Please refer to Special Progress Report, December 15, 2015, page 1, #1; also refer to Standard on Curriculum, recommendations #1-5)
7. Develop and implement a plan to ensure technology, equipment, supplies, and the resources of the library/media center are sufficient to fully implement the curriculum.
Classification: In Progress
Response: For the past two years, the school department has asked the town for a special election to vote on a town referendum for Proposition 2 ½ override vote from the community to meet the school budget needs. Both years, the community voted not to support the override. Despite these votes and the lack of community support for the school department budget, we are providing BHS students a quality education and adequately meeting the school’s needs in the areas of technology, supplies, equipment, and instruction. in terms of the impact on the curriculum. Through creative planning, scheduling, and grant writing, what we are able to provide does not negatively impact the existing curriculum. (Please refer to Highlighted Recommendations #2 and #4 on pages )
STANDARD FOR ACCREDITATION: Instruction
1. Develop and implement a plan to find additional resources for professional development.
Classification: Completed
Response: For the 2016-2017 school year, BHS has a budget line item of $20,898 for professional development. These funds are budgeted for conferences, travel, substitutes, and course reimbursement. In addition, during the course of the school year, some teachers secure grants for professional training, some self-pay, and many go to free conferences and workshops. In all cases, the district provides substitutes to cover teachers that attend professional development opportunities.
2. Develop and implement a plan to include parents and students in the reflection of instruction.
Classification: In Progress
Response: For the past several years, parents and students have had the opportunity to discuss and reflect upon, not only instruction, but multiple topics and special programs such as Advanced Placement, Nichols Honors Academy, the master schedule and period rotation, curriculum, and course offerings, etc. These opportunities are available periodically to both parents and students through: BHS Advisory Council Student Council National Honor Society Nichols Honor Academy Forums Student surveys
3. Develop and implement a technology plan to support the integration of technology into instruction priorities.
Classification: In Progress
Response: (Please refer to the Special Progress Report of December 15, 2015, #4, page 3; Highlighted Recommendation #2, page 2; Evaluation Report Recommendation, Curriculum Standard #5, page )
4. Provide professional resources for teachers to support their knowledge of instructional practices.
Classification: In Progress
Response: (Please refer to Evaluation Report Recommendations, Curriculum Standard #5, page ; Evaluation Report Recommendation, Instruction Standard #1, page )
5. Develop and implement a plan in the use of formative assessment to improve instruction.
Classification: In Progress
Response: The significance and use of formative assessment is a topic that is frequently and consistently stressed with our faculty. The topic of formative assessment has been discussed and stressed through the following: Teacher evaluation system/process Teacher attendance at professional conferences and workshops Professional development days Faculty meetings Department meetings Learning Walks Instructional Rounds ILN Meetings (Instructional Learning Networks) Lesson Study
6. Ensure teachers engage students in cross-disciplinary learning, as active self-directed learners, emphasize inquiry, problem solving, and higher order thinking, applying knowledge and skills to authentic tasks and in self-assessment and reflection as well as integrating technology.
Classification: In Progress
Response: All of the 21st century skills outlined in this recommendation are consistently evident in classes at BHS. These skills are discussed and encouraged with our instructional staff consistently and frequently especially through professional development and instructional activities such as Learning Walks, Instructional Rounds, and Lesson Study. There is definitely room for improvement in the area of cross- disciplinary learning as evidence of this is limited. It does occur to some degree in co-taught classes, Nichols Honors Academy courses, and in The STRONG Program.
STANDARD FOR ACCREDITATION: Assessment 1. Develop and implement a formal and ongoing process of using the school-wide analytic rubrics to assess individual student and whole-school achievement of each of the school’s 21st century learning expectations.
Classification: Completed
Response: (Please refer to Highlighted Recommendation #3, page ; refer to Standard for Core Values, Beliefs, and Learning Expectations Recommendations #1-5, pages )
2. Provide periodic review meetings to evaluate the effective usage of the school-wide rubrics.
Classification: Completed
Response: (Please refer to Standard for Core Values, Beliefs, and Learning Expectations Recommendations #1, page and #3, page )
3. Implement the progress reporting plan to communicate to students and their families the individual student progress in achieving each of the 21st century learning expectations within PowerSchool.
Classification: Completed
Response: At the conclusion of every quarterly marking period, students and parents receive a report card. Attached to the report card is a rating sheet for the student’s performance on assessments in every class on the school’s 21st century learning expectations as they appear in PowerSchool.
4. Identify and execute a plan, including dates and times, to share whole-school achievements of each of the school’s 21st century learning expectations to the school community.
Classification: Completed
Response: At the end of each semester, department chairs/curriculum leaders forward to the administration a record of all students’ assessments on the school’s 21st century learning expectations. The administration compiles these scores and graphically represents the data. These graphic representations of our students’ whole-school achievements, along with a written summary, are published in the school newsletter. This information has been posted in the school newsletter in both hard copy and on the school website in February and August, of the last two years.
5. Review and discuss student work on a regular basis using research-based protocol.
Classification: In Progress
Response: Review and discussion of student work using a research-based protocol has gone on in some departments in the past, but most recently on a limited basis at best. There is limited time in our teachers’ schedule that would allow for this type of collaboration on a regular basis. All teachers have a department meeting once per month for one hour and fifteen minutes. Some teachers such as those in special programs such as STRONG, Quest, and co-taught inclusion classes have additional common planning time. The limited amount of meeting time that most teachers have has not allowed for this type of collaborative review of student work. Most department time in recent years has been taken up with school, district, state, or NEASC directed activities such as curriculum mapping, self-study prep and developing common assessments. Our intent is to resume looking at student work as a regular part of monthly department meetings beginning with the 2016-2017 school year. 6. Communicate to students prior to unit of study, the applicable 21st century learning expectations and related unit-specific learning goals to be assessed.
Classification: In Progress
Response: As mentioned earlier in this report under both Highlighted Recommendations and the Evaluation Report Recommendations relative to curriculum, all departments and all teachers spent significant time this year working on reviewing and revising curriculum in the Atlas Curriculum mapping system. Part of their work in this area included incorporating 21st century learning expectations and skills into each curriculum unit. Additionally, through professional development with DSAC (District and School Assistance Center), ILN (Instructional Learning Network) Workshops, Learning Walks, and Lesson Study, our faculty has had significant training on the significance and development of Learning Targets/Objectives. As a result, it is our expectation that all teachers include in their lesson planning and in their instruction, the applicable 21st century learning expectations and learning targets for each unit and lesson. Teachers are expected to both post and verbally reference these expectations and goals at the beginning of each lesson, unit, and assessment.
7. Use formative assessments, regularly and consistently, within each unit of study to inform daily student learning.
Classification: In Progress
Response: Teachers have had numerous trainings regarding the incorporation of formative assessments into their lessons. They are frequently reminded of the significance of the use of formative assessment in a variety of venues. (Please refer to Highlighted Recommendation #3, page )
8. Provide designated formal time for teachers, curriculum leaders, and building administrators to collaborate regularly about assessment practices.
Classification: In Progress
Response: Formal meeting time is provided through the Webster Educators’ Association Contract. This formal meeting time consists of one faculty meeting and one department meeting per month. Additional meeting time is also provided for curriculum leader meetings with administration every other week. Common planning time is provided for all teachers that co-teach, teachers in the STRONG program, and teachers in the Nichols Honors Academy. This designated time is used for a variety of work which includes not only assessment practices, but multiple topics such as curriculum, instruction and scheduling. We feel this contractual meeting time is inadequate yet we consistently strive to make the best of the formal meeting time available.
9. Review summative assessment data/results by professional staff to make modifications in both formative and summative assessments, including common assessment.
Classification: In Progress
Response: Teachers use lesson study protocols to review summative and formative assessments in relation to the department common assessment.
10. Use a wide range of assessment data to revise curriculum and instructional practices. Classification: In Progress
Response: Teachers incorporate a wide range of assessments to inform revisions in curriculum and adjustments to instructional practices. These assessments include MCAS, PARCC, ATI benchmarks, common assessments, and individual local assessments.
11. Align the school’s grading practices in light of the core values and the beliefs about learning and use consistent grading practices across and/or within curricular areas.
Classification: Completed
Response: At BHS there are both school-wide and departmental grading practices in place that are reflective of our core values and beliefs. Our grading scale, including final exams, is governed by school- wide policy. Other grading practices for specific types of assessments are determined by department. Within the various departments are grading values assigned to assessments such as homework, projects, labs, and research papers. Additionally, all departments are required to incorporate the school-wide analytic rubrics for our learning expectations. Each department has identified two primary and two secondary rubrics that must be used at least once every marking period if primary, and at least once every semester if secondary.
STANDARD FOR ACCREDITATION: School Culture and Leadership
1. Ensure that courses throughout the curriculum foster heterogeneity.
Classification: Completed
Response: Despite the fact that all courses in our core subject areas are leveled, College Prep, Honors, Accelerated and Advanced Placement, etc., students are not tracked or required to remain in any specific course level. Students go through our course selection process with assistance and guidance from their teachers and guidance counselor. All students are encouraged to challenge themselves with rigorous and interesting classes. We strongly urge most students to enroll in at least one Advanced Placement class to experience the challenges of college level work. Two years ago, BHS was recognized by being named to the AP Honor Roll for the significant growth and success of our AP Program.
2. Review and revise the advisory program to ensure that students have the opportunity for assistance in achieving the school’s 21st century learning expectations.
Classification: Completed
Response: Our advisory program is reviewed and revised as needed on an annual basis. Every summer, with feedback and input from students, a committee of teachers and administrators reviews the advisory curriculum to be sure that the program is driven by our school’s core values, beliefs and learning expectations. Activities are reviewed and revised as needed with respect to activities being grade and age appropriate as well as being relevant and reflective of our 21st century learning expectations.
3. Review the organization of the schedule to ensure it provides teachers with professional collaboration time.
Classification: Complete
Response: Through our master calendar, teachers are provided with five (5) full professional development days and seven (7) half-day professional development days. These days, or parts of these days, are available for teacher collaboration as well as professional trainings and workshops. In addition, our master schedule and teacher contract provides for a department meeting and a faculty meeting of one hour and fifteen minutes once per month. Teachers that co-teach in inclusion classes, teachers in the STRONG Program, and Nichols Honors Academy teachers all have at least one common planning period per rotation.
4. Ensure that class sizes enable teachers to meet the individual learning needs for students.
Classification: In Progress
Response: The average class size for BHS during the 2015-2016 school year was approximately 22.5 students. Due to an expected enrollment of approximately fifty (50) new students we are expecting an increase in average class size. At this point in time (August), without all new students registered for 2016- 2017, we are expecting an average class size of about 24-25 students. Due to budget constraints restricting our ability to add additional staff, we have some areas of concern. At this writing we have approximately sixteen (16) classes scheduled with 30+ students. Our most significant area of concern is our ability to keep lab science classes to an enrollment cap of twenty-four (24) students.
5. Ensure that the district’s budget process supports professional development for teachers and staff.
Classification: In Progress
Response: (Please refer to Evaluation Report Recommendation on Instruction Standard recommendation #1, page )
STANDARD FOR ACCREDITATION: School Resources for Learning
1. Continue to expand the use of the school calendar on the web page to publicize upcoming events.
Classification: Completed
Response: We have a salaried webmaster that updates and posts information, dates and events on a regular basis. In addition, we have expanded the use of the website over the past couple of years with the posting of our Student Handbook and our Program of Studies.
2. Develop and implement a plan to ensure adequate technology for all support services (guidance, nurse, library/media, and special education).
Classification: Completed
Response: In addition to all of the technology upgrades that have taken place in the past two years that benefit all students and staff there have been additional technological improvements that specifically impact guidance, the library/media center, the school nurse and special education. (Please refer to Highlighted Recommendation #2 on page )
The school counseling department no longer uses MassCIS as the main source for career and college curriculum. Through a grant we were able to acquire the Naviance curriculum for all college and career planning initiatives. As of this date, students in grades 9-11 have all received training in how to use this state-of-the-art planning tool. Since the 7th & 8th grades have moved to the middle school we now have more space to deliver the school counseling curriculum. In addition to the computer lab that we have always used, there is one room that is dedicated solely to Naviance training.
In the past two years, the Special Education Department has implemented the use of SEMS Tracker for the management of special population student data. SEMS Tracker is comprehensive and intuitive web-based software designed to streamline the processes of managing and tracking information relating to special education as required by law.
SEMS Tracker is customized to address unique forms such as IEP’s and Progress Reports, along with state required electronic reports, for each state assuring educators and support professionals time to concentrate on students.
SEMS Tracker is a web-based program that provides the speed, security and attention to detail that you have been looking for in a web-based Special Education solution. SEMS Tracker reproduces the forms required by our Department of Education on both the entry screens and the printed reports, making the information that staff sees on the screen familiar and the reports fully compliant with all mandates and expectations.
Additionally, each special education teacher is provided with an ipad for management of their student caseload.
With respect to technology improvements for the library/media specialist and the school nurse, please refer to Highlighted Recommendations #4 and #5 on page .
3. Develop and implement a program evaluation of the school’s health services.
Classification: In Progress
Response: (Please refer to Highlighted Recommendation #5 on page )
4. Develop and implement a formal referral process for the school’s health services.
Classification: Completed
Response: (Please refer to Highlighted Recommendation #5 on page )
5. Ensure the library is adequately and professionally staffed, that services are integrated into implementation of the school’s curriculum, that there is a wide range of materials, technologies and services, and that the facility is open before, during and after school.
Classification: Completed
Response: (Please refer to Special Progress Report December 15, 2015, #2, page 2, and Highlighted Recommendation #4 on page )
6. Develop and implement a formal process for teachers to use for identification and referral of special needs students.
Classification: Completed
Response: The Webster Public Schools District Curriculum Accommodation Plan was developed and implemented in the fall of 2014. District-wide participation in the development of the plan and specific training was provided regarding the purpose and use of the DCAP in August 2014 with follow-up training in the fall of 2015. The DCAP is now more widely utilized by teachers as well as the school-based SST team to support students with varied instructional and social/emotional supports in order to improve their participation and learning. This plan was designed to support the SST teams and RTI efforts in each building.
The Classroom Assistance Team (CAST) at BHS has been renamed to be consistent with District-wide processes for student support. Now called the Student Success Team (SST), CAST was assessed and revised at BHS during the 2015-2016 school year. A team consisting of school guidance staff, the Assistant Superintendent for Curriculum, the Title 1 Coordinator, School Intervention Specialist and Student Services Director met routinely to assess and provide revisions to the process. A new schedule was implemented for the SST team process along with a share process for referrals. The SST teams began to meet on a bi- monthly basis starting in November 2015. Specific training was provided to all BHS Staff on October 6, 2015. Through this revision, we have created a stronger mechanism for the identification and referral of students who may be in need of Special Education services.
STANDARD FOR ACCREDITATION: Community Resources for Learning
1. Develop, implement, and fund a strategic plan that ensures regular maintenance and repair of the building.
Classification: In Progress
Response: (Please refer to Highlighted Recommendation #6 on page )
2. Develop and implement a plan specifically geared toward the renovation of BHS, focusing on key physical systems (i.e., HVAC, windows, outdoor track, boilers).
Classification: In Progress
Response: Please refer to Highlighted Recommendation #7, page )
3. Immediately ensure the safety of all chemical storage and science labs.
Classification: Completed
Response: (Please refer to Special Progress Report December 15, 2015 recommendation #3 on page 2 and Section II – Response to Highlighted Recommendations in February 17, 2016 Response Letter to Special Progress Report #1 on page )
4. Develop and implement a plan for cataloging equipment.
Classification: In Progress
Response: All technology equipment including computers, printers, copiers, LCD projectors, etc. are tagged and cataloged. All maintenance equipment, with the implementation of the Maintenance Essentials Pro System is in the process of being tagged and cataloged. This process should be completed during the 2016- 2017 school year. All text books, novels, and instructional materials including physical education equipment is labeled and inventoried. Athletic equipment will be inventoried and cataloged beginning with the 2016-2017 school year. Beginning this school year, an end-of-season inventory of equipment will be the responsibility of the head coach of every sport with oversight by the athletic director. 5. Develop and explore strategies to further support the custodial staff in the area of record keeping.
Classification: In Progress Response: This will be accomplished through the implementation of the Maintenance Essentials Pro System which provides for record keeping of regular and preventive maintenance. (Please refer to Highlighted Recommendation #6 on page )
6. Develop and implement a strategic plan to deliver wireless and wired networking throughout the building.
Classification: Completed
Response: (Please refer to Highlighted Recommendation #2 on page )
7. Provide adequate funding to ensure adequate equipment and supplies to support instruction and curriculum.
Classification: In Progress
Response: Like many other communities in tight financial times, Webster struggles every year to develop and secure community approval of a school budget. Despite a multitude of hours, planning sessions, and presentations to justify and secure adequate funding, the Webster Public Schools seems to receive the bare minimum in funding for staffing and educational programs. Through creative planning, grant writing, and collaboration, the school administration and staff, despite the barely adequate funding, finds a way to provide quality educational programs and instruction for our students. (Please refer to the Curriculum Standard Evaluation Report Recommendation #5 on page and #7 on page )
8. Develop a plan to improve communication between teachers, curriculum leaders, and administrators in the budgetary process.
Classification: Completed
Response: All teachers, curriculum leaders, and administrators are included in and participate in the budgetary process at BHS. Every year the process is reviewed with the staff in a full faculty meeting. The process and expectations for the development of the budget, and teacher and departmental needs, are reviewed at Curriculum Leader meetings. Curriculum Leaders in turn go back to their departments and develop a prioritized list of teacher and departmental needs. These lists of departmental needs are submitted to the administration. BHS administrators develop their school budget requests to be submitted and reviewed at district leadership budget planning meetings. This process continues throughout most of the school year. During this time, faculty and curriculum leaders are kept abreast of the budget planning process on an as-needed basis. Once the process is completed and the budget is approved in June, curriculum leaders meet with the administration to review their budgets and available funds to enable the departments’ purchase order process for the coming school year.
9. Develop and implement a specific plan that will address and reach out to specific groups of under involved students and their family.
Classification: In Progress
Response: For the past two year, Webster Public Schools Administrators and Staff have been driven by a three part district strategic plan. One of these three components is community engagement. At BHS we have scaled up our efforts to communicate and reach out to students and their families, especially those that are under involved. Administration, faculty, and staff engage in the following practices, activities, and events to encourage students, and especially parents, to become more involved in their school: Progress reporting of students through PowerSchool, report cards, progress reports, email, telephone calls, and parent conferences Open House Parent/Teacher Conferences BHS Showcase Night Welcome to BHS Barbecue Student/Parent Athletic Night Nichols Honors Academy Information Night BHS Advisory Council Financial Aid Night FAFSA Goal Night College Admissions Night Super Team Celebration
Additionally, parents are welcomed and encouraged to attend athletic events, concerts, plays, awards ceremonies, Honors Night, and graduation. Despite our efforts, there is only a relatively small group of parents that are regularly involved and in attendance at school events. The socio-economic make-up of our community, despite our efforts, apparently does not provide for a mindset that their involvement in their children’s’ education and school is a priority. However, the administration and staff have and will continue to provide opportunities and make every effort to encourage our parent and community to become more involved in our school.