Schools

Proctor Field & Track Renovation

Annual Town Meeting approved the construction funds for a new all- weather track, a new turf field, new sports lighting system, a new con- cession stand (with bathrooms!), and a sports practice wall. Con- struction was finished just in time for the annual Thanksgiving football game with Wayland. REPORT OF THE WESTON PUBLIC SCHOOLS

Dr. Midge Connolly with the Weston Wildcat

The School Committee is pleased to present this annual reporrt to the residents of Weston. The following information is included:

 Vision Statement  Metco Program  Administrative Leadership Changes  High School Academic Achievement  Enrollment and Class Size Policy  WEEFC  Budget  Retirements  Curriculum and Other Initiatives

Vision Statement

The School Committee hires and evaluates the Superintendent, sets the budget, and establishes policcy. In furtherance of these objb ectives, the School Committee uses the vision statement as a guide in decision making. The vision statement was approved in July 1996 and continues to provide a framework in educating and shaping lifelong learners. The Weston Public Schools’ Vision Statement provides:

 The Weston Public Schools are committed to excellennce in learning for further education and work, for civic responsibility, and for the love of learning.

 The Weston Public Schools will achieve excellence in learning through collaboration among community, parents, administration, faculty, and students. Recognnizing that learning is a lifelong process, all partners in the school community will use imagination, reflection, invention, rational inquiry and judgment to anticipate the demands of the future and to support the learning of others.

140

 The curriculum will include both subject-based and interdisciplinary instruction for grades K-12. A Weston education will provide students with a broad knowledge base, integrrating the arts, technology, communications, and core academic areas. Graduates will be able to write and speak effectively and will develop the problem solving and critical thinkking skills necessary to participate productively in a constantly changing, culturally diverse and complex world.

 The learning environment in Weston will stimulate and support all students in their intellectual, social, and personal growth to prepare them to become good citizens and to enable them to achieve whatever personal or career goals they pursue. Students will be encouraged to take risks and assume responsibilities; they will respect themselves and others, and be committed to serving the wider community with honesty and integrity.

Administrative Leadership Changes

The Weston Public Schools expperienced channges in leadership duringn the 2016-2017 academic year. After Dr. Robert Tremblay accepted the position of Superintendent of the Framingham Publiic Schools, Dr. Marguerite (Midge) Connolly, formerly Weston’s Director of Student Services, was appointed Interim Superintendent of Schools effective April 1, 2017. Prior to joining Weston, Dr. Connolly held leadership positions throughout the PK-12 continuum in general and special education. Dr. Connolly worked for six years in Newton, Massachusetts, servinng as an elementary Principal, and a High School Vice Princippal and Principal. She previously worked in the Boston Public Schools, the Stoughton Public Schools, and the Watertown Public Schools. Dr. Connolly holds a doctorate in Curriculum and Instruction from Boston College; a Master of Education in Planning and Public Policy from ; a Master of Education in Severe Special Education from Boston College; and a Bachelor of Arts in Elementary and Moderate Special Needs from Boston College.

On July 1, 2017, Pam Bator shifted into the role of Assistant Superintendent of District Advancement, a new part-time position within the administrative team. Ms. Baator brings her experience as a Weston educator and administrator to support the district's long-range goals. Dr. Abbie Lareau joined the Weston Public Schools on August 1, 2017 as the Assistant Superintendent of Teachhing and Learning. Prior to joining Weston, she was the Director of School Improvement and Professional Learning for the Stamford Public Schools in Connecticut (2016-2017) and the Director of Curriculum and Assessment for the Nantucket Public Schools (2013-2016). She has also been an educational consultant with Educational Connection. Dr. Lareau received her Bachelor of Arts from Proovidence College and her Master of Education and doctorate in education from The University of Massachusetts, Amherst.

In addition to the changn e in the Superintendent’s and Assistant Superintendents’ positioons, Weston Public Schools welcomed Ms. Jennifer Truslow as the Director of Student Services, having served as Assistant Director of Student Services. Ms. Anne Zernicke, who had been the Assistant Principal of Students Services in Wakefield, joined the Weston Public Schools as the Assistant Director of Student Services. Mr. Joseph Russo joined the Weston Public Schools as Interim Field School Principal. Prior to coming to Weston, he served in the role of interim Principal in Foxboroughh and in Dedham and was the Assistant Superintendent for Elementary Schools and Principaal of the Horace Mann Elementary School in

141 Newton. Mr. Philip Oates joined the Middle School administrative team as Assistant Principal. He previously served as an Interim Principal and a mathematics tteacher in Watertown.

Enrollment and Class Size Policy

After manyn years of high and steady enrollment, the Weston Public Schools is experiencing a decline in student enrollment. This drop had been anticipated based on census data and national trends.

Enrollment History and Projection System Wide (FY'07 - FY'19) 2400 51 53 54 53 50 55 52 48 2250 17 13 15 18 20 18 25 45 41 2100 28 33 42 28 28 47 45 722 711 1950 710

712 26

748 28 782 755 774

S 1800 704 727 705

1650 693 T 1500 U 1350 545 583 586 618 576 556 559

1200 533 567 525 D 514 1050 484 E 900 508 700 750 N 600 1090 993 991 981 974 1058

450 1052 935 1002 892 887

T 880 300 818 S 150 0

SCHOOL YEAR Elem K-5 Middle 6-8 High 9-12

142 The chart below reflects the number of Weston children enrolled outside of the Weston Public Schools.

3000

2250

1500

750

0 1/1/071/1/081/1/091/1/101/1/111/1/121/1/131/1/141/1/151/1/161/1/17

1/1/0 1/1/0 1/1/0 1/1/1 1/1/1 1/1/1 1/1/1 1/1/1 1/1/1 1/1/1 1/1/1 7 8 9 0 1 2 3 4 5 6 7 Out of State Private / Parochial 16 16 23 21 25 20 22 29 18 22 28 In State Private / Parochial 448 438 535 524 534 537 548 546 522 516 512 Home Schooled 000015795129 Out of District Public 10753138845825 Collaboratives 34328452377 Vocational 33210334437 Weston Public Schools 2141 2165 2151 2132 2109 2094 2115 2066 2001 1933 1897

Class Size Policy In 2005, the School Committee approved the Class Size Policy for Kindergarten through Grade 5. Specifically, the policy dictates the range per classroom for Kindergarten and Grade 1 at 17–21 students, Grade 2 and 3 at 18-22 students, and Grade 4 and 5 at 20-24 students. Every effort is made to section classes in accordance with this policy. At times, because of late registrations or children moving out of the district, a class size can go outside the parameters of the approved policy. Additionally, staffing patterns are affected by mandated staffing in Special Education and English Language Learners; or by a change in the program of studies at the Middle School and High School. Oversubscribed or undersubscribed courses are only allowed to run with review and approval of the Superintendent and School Committee.

Average Number of Pupils per Classroom - Grades K-5

Grade Range Target 09-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 (Min- Max) K 17-21 19 17.1 19.7 17.1 19.3 17.7 17.4 18.1 18.1 1 17-21 19 20.9 18.8 17.9 19.5 19.1 18.0 17.3 19.0 2 18-22 20 19.9 20.0 19.4 18.9 20.5 19.4 18.7 19.1 3 18-22 20 21.1 20.0 20.8 20.1 19.4 19.9 19.4 18.9 4 20-24 22 20.6 22.0 20.6 20.8 20.9 20.3 19.5 23.8 5 20-24 22 20.4 20.6 22.9 21.5 21.3 21.8 20.0 19.6

At the Middle and High schools, the range, median and mean for the classes by department are calculated each year. The guidelines for Middle and High schools are 21-27 students per classroom with a target of 24. At the High School, the minimum class size is 12 unless prior approval by the Superintendent and School Committee is obtained. The following tables provide a three-year range of data.

143 Average Number of Pupils per Classroom - Grades 6-8

Middle 14-15 14-15 14-15 15-16 15-16 15-16 16-17 16-17 16-17 School Rangn e Median Mean Range Median Mean Range Median Mean English 15 to 25 21 20.90 15 to 24 21 20.80 14 to 24 19 19.90 Social Studies 15 to 26 23 21.80 16 to 24 21 20.80 14 to 24 21 20.50 Mathematics 15 to 29 20 20.10 10 to 24 20 19.10 12 to 24 18.5 19.20 World Lang. 12 to 24 19 17.90 13 to 23 19 18.30 13 to 24 19 18.20 15 to 25 23 21.60 16 to 24 21 20.90 14 to 25 21 20.50

Average Number of Pupils per Classroom - Grades 9-12

High 14-15 14-15 14-15 15-16 15-16 15-16 16-17 16-17 16-17 School Rangn e Median Mean Range Median Mean Range Median Mean English 11 to 24 19 18.80 11 to 24 18 18.40 10 to 24 19 18.80 Social Studies 10 to 24 17 16.90 11 to 24 19 19.20 13 to 24 18.5 19.10 Mathematics 8 to 25 17.5 18.00 12 to 25 19 18.00 9 to 25 19 19.10 World Lang. 10 to 24 19 18.30 9 to 24 177.5 16.90 6 to 24 17 16.80 Science 11 to 24 20 19.40 10 to 24 21 19.30 9 to 24 21 19.00

Budget

The School Committee is ever mindful of the generosity of the Town’s residents, many of whom do not have children currenttly enrolled in the schools. Accordingly, the process to develop the budget takes many months. The vision statement, budget guidelines, School Committee policies, and curriculum changes provide guuidance in developing the budget. The Superintendent, with input from the administrative team, begins to build the budget in October and November. In January, the Superintendent presents a proposed budget to the School Committee for consideration. Over the course of the next two to three months, the proposed budgeet is discussed and evaluated by the full School Committee and its budget subcommittee. The subcommittee also discusses and reviews the proposed budget with the members of the Finance Committee assigned to the school budget. Changees to the proposed budget are typically madde during this period. These changes are the result of 1) feedback on the proposed budget; andd 2) known changes, such as newly ffixed fuel costs or previously unknown special education accommmodations due to a recent Individualized Education Program (IEP) review.

The fiscal year 2017 approved budget was $37,836,531, a 0.94 ppercent increease over fiscal 2016. The “Salary and Other Compensation” line item has the most signnificant impact on the school budget. This year, monies spent on this line item accounted for approximately 87 percent of the overall budget.

144 School Budget for Fiscal Years 2016 and 2017

FY'116 FY'17 Category Actual Acctual Salary and Other Compensation $32,060,946 $32,877,896 Instructional Materials and Supplies $1,1223,410 $1,217,417 Contracted Services $906,705 $969,027 Contracted Student Services $3,195,341 $2,769,254 Utilities $1,0044,916 $1,214,129 Equipment $77744,486 $691,225 State Aid and Offset Accounts $(1,582,364) $(1,902,417) Total $37,483,440 $37,836,531

145 Curriculum and Other Initiatives

The district continues to experience innovative changes in the classroom. These changes can be seen in curriculum review and alignment; a focus on hands-on learning; and a new set of state-mandated assessments.

The Mathematics Department participated in the second year of a two-year shift from three to two levels in the Middle School, mirroring the offerings at the High School. Science continues to undergo curricular updates aligning to the new Massachusetts Frameworks and Standards. As an action step identified in the most recent World Language Program Review, the selection of a language of study in the Middle School shifted from a decision made in grade 6 to a decision made in grade 5. After significant planning by educators and students, and with funding support from WEEFC, two elementary Maker Spaces were created. The Hatch at Woodland School and the Lab at Country School have been spaces for students to participate in hands-on, collaborative problem-solving. The library at Weston High School has also undergone some changes based on the needs of students. Libraries are vibrant learning centers today. Students work together at the small tables, which necessitates some conversation. Students requested study areas that are designated as silent. While they recognize and value small group work, they also saw a need for different learning styles and purposes. Therefore, one room was created to support quiet study, while another was designed to be a flexible learning space. The latter can be used for large group projects or for quiet study as needed.

“Learning for learning’s sake” is the motto for the June Academy and is central to the mission of Project Based Learning. Weston High School ran its inaugural June Academy in spring 2017. For two weeks, students participated in a variety of seminars, workshops, field trips, and other alternative learning experiences with the goal of sparking a desire to be curious, learn new things, and ignite creativity. Faculty (and some students) designed the offerings based upon their interests, which often reside outside of their content specialty. Some examples of the courses are “Hidden Figures: The Space Race and the Women Behind the Scenes,” “The Civil Rights Tour – Greater Boston,” “Basic Introduction to American Sign Language,” “ Tank,” and “Welcome to the Real World – Personal Financial Savvy.” The Weston Middle School students participated in project-based learning during the spring. Some of the projects students chose and ultimately showcased are “School Uniforms,” “Colonizing ,” “Middle Ground,” and “School of the Future.”

The formal program review for the English Language Arts/Drama department was completed with the response to the External Review Committee. The formal self-study was completed in 2016, and the External Review Committee completed and presented their review in November 2016. Using the data from these reports, the PK-5 Elementary Literacy Specialist, Katharine Odell, the 6-12 English/Drama Department Head, Kate Lemons, and the Assistant Superintendent for Teaching and Learning, Pamela Bator, defined the action steps needed to improve the overall program, alignment of the curriculum, refinement of instruction, and communication. As part of the actions, a committee was formed to review writing curricula for elementary grades, resulting in the adoption of the Teachers College Writing Program. Elementary classroom teachers were provided with introductory professional development on this new program. An in-depth training will occur in the summer of 2018. In addition, as identified in the program review, Fundations, an evidence-based program to enhance phonics and phonemic awareness, was adopted in all kindergarten and grade one classrooms. This program will be introduced in grade 2 during the 2018-2019 school year.

Every six years, districts are scheduled to be reviewed by the Department of Elementary and Secondary Education (DESE) regarding legislated policies and practices. This review, called a Coordinated Program Review, focuses on Special Education, English Language Education, and Civil Rights. Facilitated by Ms. Jennifer Truslow, Director of Student Services, and Ms. Pamela Bator, Assistant Superintendent, the self-study was conducted and submitted to DESE in the spring. An onsite visit was conducted in

146 December 2017. The goal of this six-year review is to align policies and practices with the most current regulations.

MCAS Student performance data is used to identify areas of strength and areas of opportunity as a district, grade level, cohort, and individual in English Language Arts, Mathematics, and Science. The Massachusetts Comprehensive Assessment System (MCAS) data represents one set of point-in-time data that, when combined with other assessments, can inform instruction at a programmatic level as well as for targeted instruction and intervention.

This past year, MCAS was administered in two forms: legacy MCAS and MCAS 2.0. Weston students in grades 3 through 8 took the computer-based, MCAS 2.0 in the spring of 2017. Due to the of this new assessment and the variable modes of implementation, districts and media were advised to not compare scores to prior years or to other districts.

Students in grade 10 took the “legacy” MCAS in English Language Arts and Mathematics (paper-based). In addition, students in grade 5, 8, and 9 took the “legacy” MCAS in Science.

Please refer to the comprehensive “Student Performance Report” presented by Dr. Abbie Lareau to the School Committee on November 13, 2017 for further details.

Other Initiatives In January 2017, the School Committee established the Start Time/Scheduling Innovation Steering Committee. The committee is compromised of administrators, faculty, parents, community members and is co-chaired by school committee members Ed Heller and John Henry. The committee was charged with evaluating a number of issues related to student health and achievement. In the fall of 2017, the committee decided to narrow its initial focus to examining the merits of moving the secondary schools to a later start time, with the expectation of making a recommendation to the full school committee in the spring of 2018.

Pam Bator formed and chaired a subcommittee charged with reviewing the district’s policies and practices regarding homework. In addition, Dr. Connolly created and chaired a subcommittee to help guide the district’s next multi-year plan. The district engaged Lori Likis to direct the visioning process. Dr. Connolly will use the work from the planning committee to develop and propose the district’s five- year plan.

The School Committee is grateful to the townspeople for approving construction funds for Proctor Field and Field 1. Work commenced after July 1st and included the following scope:  addition of an impact pad and new artificial turf carpet on Field 1  installation of a new track at Proctor Field  conversion to a multi-sport artificial turf, with impact pad, at Proctor Field  construction of an ADA compliant approach to Proctor Field  construction of a new field support building with restrooms  installation of new LED lighting  restoration of Pasteur Memorial Park

The School Committee would like to acknowledge the work of the Facilities Department (Gary Jarobski, Tim DeMartin, and Ben Polimer) in guiding the project to a successful on-time and on-budget completion. The Committee would also like to thank the members of the Permanent Building Committee for their expertise and efforts in overseeing the construction of the field support building. Field 1 was

147 completed in time for the 2017 fall sports season. The Proctor Field project was completted in time to host the Thanksgiving football game agaainst Wayland.

METCO Program

The 2016-2017 school year marked the 50th year of the Town of Weston’s participation in the Metco program. During the 2016-2017 academic year, 168 Boston residents enrolled in the Weston Public Schools through this program, with 54 students at Country and Woodland, 26 students at Field, 37 students at the Middle School, and 51 students at the High School. Participation in Metco is mutually beneficial to students from Boston and from Weston; accordingly, we consider all students, not just Boston students, to be participants in the program. Weston Public Schools is viewed as having one of the most successful Metco progo rams. Weston Metco Class of 2018

Ms. La Toyo a Rivers is in her fourth year as the Metco program director. Shhe continues to work with the building-based liaisons, students, faculty, staff, parents, and thhe communitty at large to achieve the following goals: 1) to create student success plans for all Weston Metco students utilizing the proposed methods of intervention listed in the District Curriculum Accommodation Plan; and 2) to maintain academic and social initiatives.

To achieve these goals, the educators in the Metco department (director and liaisons) partner with administrators, classroom teachers, interventionists, and otherrs. The four liiaisons serve on the Instructional Support Teams in their respective buildings and collaborate in decision-making, student support, and advocacy. Summer enrichment, such as Summer Opportunities in Academics and Recreation (SOAR) for rising 5th—8th graders and the High School Preview Program offerings in geometry, physics, honors world history, and Engn lish, are offered for transition facilitation and prevview of content. The elementary after-school homework clubs, Woodland and Country content-specific afterschool clubs (math, literacy, and technologyy), breakfast annd lunch grouups, High School Affinity Group, and the Family Friends program, among other programming, continue to help students achieve academic and social success.

To celebrate its 50th anniversary, Weston Metco is planning a series of special events during the 2017- 2018 school year. On November 9, 2017, the Weston Historicaal Society program “A History of Metco in Weston: 50 Years” featured a panel discussion with Imogene Fish, Roland Gibson, David Fuller, and Don Pierson. The Weston Historical Society is also planning a smaall traveling exhibit on the history of Weston Metco and the Weston Media Center is working on a video history that will premiere at the High School. Also in the works are a special Black History Month assembly, Gospel Jubilee, Potluck Supper, and Fundraising Gala.

148 The Weston Public Schools thank the many community-support organizations for a continued partnership in making the Metco program a success. Our students are fortunate to have the support of the Community Coordinating Committee, the Boston Weston Metco Parent Organization, the Weston Metco Scholarship Committee; and the Weston PTO.

High School Academic Achievement

The School Committee is proud of the success of all of our students. We do recognize, however, that there is a particular interest in the success of our High School students. Undoubtedly, the Weston community desires information, data-driven and anecdotal, on the status of our high school students. We are pleased to report that we have engaged, curious, compassionate, and accomplished students.

With regard to student achievement, we examine:  College acceptance  Scholastic Assessment Test (SAT) and American College Testing (ACT) exam results  Advanced Placement (AP) participation and exam results  Massachusetts Comprehensive Assessment System (MCAS) exam results  Student Engagement

College Acceptance There were 181 graduates in the Class of 2017. Of these students, 96 percent are attending four-year institutions and 2.3 percent are attending two-year institutions.

The following chart shows placement for the Class of 2017 compared to placement over the past ten years.

College Placement

Number of Percent to Percent to Percent Total Class Graduates 4-Year Other Continuing 2017 177 96 2 98 2016 185 96 3 99 2015 173 94 4 98 2014 211 95 4 99 2013 171 94 1 95 2012 173 94 3 97 2011 177 96 1 97 2010 172 95 1 96 2009 169 92 2 94 2008 183 96 2 98 Average 179 94.8 2.3 97

Even more colleges and universities have adopted the Common Application or the Coalition Application for the admission process, making it easier for students to apply to even more schools. As a result, there were 1,819 applications submitted to colleges and universities, 591 of these applications were submitted as early decision or early action. A total of 141 students, or 89 percent, applied under an early designation application. Of these students, 91, or 58 percent, enrolled in an early acceptance school.

149 The 177 students continuing on with their studies will attend 108 different colleges and universities, located in 26 states, the District of Columbia, , and Scotland. The vast majority of students, 77.5 percent, will be attending a first or second choice college or university. According to the “Guidance Senior Exit Survey,” 52.6 percent of the graduates will be attending their first choice and 24.9 percent will be attending their second choice.

150 Schools and Colleges Attended by the Class of 2017

Allegheny College Hobart and William Smith Colleges The University of Arizona Amherst College Indiana University at Bloomington The Babson College (2) Jacksonville University The University of Texas, Austin Bates College Johns Hopkins University Trinity College (3) Bentley University Louisiana State University Tufts University (4) Boston College (4) Mass. Institute of Technology Tuskegee University Boston University (2) McGill University (2) United States Naval Academy Bowdoin College (2) MCPHS – Massachusetts College of University of California, Berkeley (2) Brandeis University (2) Pharmacy & Health Sciences University of California, Los Angeles Bridgewater State University Michigan State University University of Calif., Santa Barbara Brown University (3) Middlebury College University of California, Santa Cruz Bucknell University Mount Holyoke College University of Colorado at Boulder (2) Bunker Hill Community College Mount Ida College University of Delaware California Polytechnic State New York University (4) University of Hartford (2) University, San Luis Obispo Northeastern University (2) University of Mass., Amherst (5) Carnegie Mellon University Northeastern U. Foundation Yr (2) University of Mass., Boston (2) Chapman University (3) Northwestern University University of Mass., Lowell Claremont McKenna College Norwich University University of Miami Clemson University (2) Ohio University University of Michigan (2) Colby College Pace University, New York City University of N.H. at Durham (3) Colgate University (2) Pennsylvania State University (2) University of Notre Dame (2) College of Charleston (2) Providence College (3) University of Richmond College of the Holy Cross Regis College University of Rochester Roger Williams University (2) University of South Carolina (2) University of Southern California (3) Connecticut College (2) Sacred Heart University Cornell University University of St. Andrews Saint Anselm College Dartmouth College University of Toronto Undergraduate Salve Regina University Only (2) Duke University Santa Clara University (3) University of Vermont (3) Embry-Riddle Aeronautical Simmons College University – Daytona Beach Skidmore College (2) (2) Emory University (2) St. Lawrence University Vassar College Fairfield University (2) Stanford University Villanova University (2) Framingham State University Suffolk University Wake Forest University (2) Franklin Pierce University Wellesley College Swarthmore College (2) Wheaton College Gettysburg College The George Washington Univ (6) Worcester State University Hamilton College – NY The New School – All Divisions Harvard University (5) The University of Alabama

( ) Indicates the number of students who attended each post-secondary school if more than one

151 Competitive Colleges Attended by the Class of 2017

The College Board’s College Handbook (55th edition, 2018) connsiders colleges and universities that admit fewer than 50 percent of their applicants to be most competitivve. Weston High School’s graduating class enrolled 96 students, or 54.2 percent, in a school on that list.

Amherst College Masssachusetts Insstitute of Technology Babson College (2) Midddlebury Colleege Bates College New York University (4) Bentley University Northeastern University (2) Boston College (4) Northwestern University Boston University (2) Santta Clara University (3) Bowdoin University (2) Skidmore Collegee (2) Brandeis University (2) St. Lawrence University Brown University (3) Stanford Universiity Bucknell University Swarthmore Colleege (2) California Polytechnic State University The George Washington University (6) Carnegie Mellon University The University of Texas, Austin Claremont McKenna College Tufts University (4) Colby College United States Naval Academy Colgate University (2) University of Caliifornia – Berkley (2) College of the Holy Cross University of Caliifornia – Los Angeles Columbia University University of Caliifornia – Santa Barbara Connecticut College (2) University of Miami Cornell University University of Michigan (2) Dartmouth College University of Notre Dame (2) Duke University University of Richmond Emory University (2) University of Rochester Gettysburgr College University of Southern California (3) Hamilton College – NY Vanderbilt University (2) Harvard University (5) Vassar College Jacksonville University Villanova Univerrsity (2) Johns Hopkins University Wake Forest University (2) Louisiana State University Wellesley Collegee

( ) Indicates the number of students who attended each poost-secondary school if more than one.

152 Scholastic Assessment Test (SAT) and American College Testing (ACT) Exam Results Another indicator of a successful high school is student performance on standardized tests. Weston High School students perform well above national averages on both the SAT and the ACT, tests used as part of the college admission process.

SAT Reasoning Test – Critical Reading, Math, and Writing

W E S T O N N A T I O N A L

Class Evidence Math Writing Class Number Percent Evidence Math Writing Number Based Size Taken Taking Based Taken Reading Reading 2017 * 630 632 N/A 181 135 75% 538 533 N/A 1,831,250 2016 619 643 618 185 140 76% 494 508 482 1,637,589 2015 599 624 602 173 137 79% 495 511 484 1,698,521 2014 608 628 607 211 163 77% 497 513 487 1,672,395 2013 615 635 626 171 133 78% 496 514 488 1,660,047 2012 615 645 630 173 144 83% 496 514 488 1,664,479 2011 607 634 620 179 157 88% 497 514 489 1,647,123 2010 621 641 635 172 156 91% 501 516 492 1,547,990 2009 618 629 626 169 156 92% 501 515 493 1,530,128 2008 617 643 636 183 157 86% 502 515 494 1,518,859 *As of March 2016, the former Critical Reading section of the SAT has been restructured to Evidence-Based Reading and the Writing section of the SAT has been removed.

153 SAT Distribution – Number of Students

Evidence-Based Reading / Reading

2017* 2016 2015 2014 2013 2012 2011 2010 2009 2008 700-800 37 30 24 37 27 28 35 42 31 38 600-690 50 59 49 56 52 45 57 55 68 55 500-590 37 35 41 47 39 42 42 41 39 52 400-490 11 10 16 18 15 16 21 13 14 25 300-390 0 6 2 5 1 2 2 4 4 4 200-290 0 0 0 0 0 0 0 1 0 2

Math

2017* 2016 2015 2014 2013 2012 2011 2010 2009 2008 700-800 38 44 48 48 47 53 47 59 52 53 600-690 51 54 34 58 38 46 54 50 48 61 500-590 34 29 38 29 34 29 38 29 34 41 400-490 10 13 9 24 10 14 11 13 18 16 300-390 2 0 3 4 4 1 7 5 3 4 200-290 0 0 0 0 0 0 0 0 0 0

*2017 scores reported by College Board concorded the old SAT scores taken prior to March 2016 to the new SAT scores. The table includes both new SAT scores scales and old SAT scores concorded; 39 student scores were concorded. Table distribution ranges reflect the new reporting. The Writing Section on the SAT has been removed as of March 2016. Shaded areas indicate scores prior to the redesigned SAT

154 Mean Local, State and National ACT Test Scores Over Ten Years

The ACT is an increasingly popular assessment that Weston High School students are utilizing in the college application process. Almost as many students take the ACT as the SAT.

WESTON NATIONAL Year Year English Math Reading Science Composite Number Taking Percent Taking English Math Reading Science Composite Number Taking

2017 27.3 26.8 27.7 26.6 27.2 122 67% 20.3 20.7 21.4 21 21.0 2,030,038 2016 27.2 26.4 27.4 26.4 26.9 128 69% 20.1 20.6 21.3 20.8 21.0 2,090,342 2015 25.6 25.2 25.7 25.3 25.6 123 71% 20.4 20.8 21.4 20.9 21.0 1,924,436 2014 27.2 26.6 27.0 26.4 26.7 151 72% 20.3 20.9 21.3 20.8 21.0 1,845,787 2013 28.1 27.0 27.7 26.4 27.1 117 68% 20.2 20.9 21.1 20.7 20.9 1,799,243 2012 26.0 25.9 25.9 25.2 25.9 119 69% 20.5 21.1 21.3 20.9 21.1 1,666,017 2011 27.1 25.9 26.2 24.7 26.1 113 64% 20.6 21.1 21.3 20.9 21.1 1,623,112 2010 26.7 26.2 26.5 25.5 26.3 97 56% 20.5 21.0 21.3 20.9 21.0 1,568,835 2009 27.3 26.5 27.6 25.3 26.8 80 47% 20.6 21.0 21.4 20.8 21.1 1,480,469 2008 25.5 26.0 25.3 24.9 25.6 81 44% 20.6 21.0 21.4 20.8 21.1 1,421,941

WESTON STATE Year Year Math Math Math Math Taking Taking Taking Taking Science Science Science Science Percent Percent English English English English Reading Reading Reading Reading Number Composite Composite Number Taking

2017 27.3 26.8 27.7 26.6 27.2 122 67% 25.4 25.3 25.9 24.7 25.4 20,935 2016 27.2 26.4 27.4 26.4 26.9 128 69% 24.4 24.9 25.3 24.1 24.8 20,298 2015 25.6 25.2 25.7 25.3 25.6 123 71% 24.2 24.6 24.6 23.8 24.4 19,617 2014 27.2 26.6 27.0 26.4 26.7 151 72% 24.0 24.6 24.5 23.5 24.3 16,651 2013 28.1 27.0 27.7 26.4 27.1 117 68% 23.8 24.4 24.4 23.2 26.9 16,058 2012 26.0 25.9 25.9 25.2 25.9 119 69% 23.9 24.5 24.2 23.2 24.1 15,389 2011 27.1 25.9 26.2 24.7 26.1 113 64% 24.1 24.6 24.4 23.2 24.2 14,975 2010 26.7 26.2 26.5 25.5 26.3 97 56% 24 24.3 24.2 23.1 24.0 14,736 2009 27.3 26.5 27.6 25.3 26.8 80 47% 23.9 24.3 24.3 22.8 23.9 13,093 2008 25.5 26.0 25.3 24.9 25.6 81 44% 23.5 23.9 24.0 22.5 23.6 12,469

155

Advanced Placement Participation and Exam Results One indicator of the richness of a high school’s course offerings is the number of advanced placement (AP) courses available. The number of students selecting an AP offering is one element to consider when evaluating academic rigor within the school; however, the number of students selecting an AP offering is also an indication of students’ willingness to take on a challenge. Students who feel supported are more willing to step up to that challenge. The number of students willing to accept academic challenges is an equal barometer of a successful high school. Many of our students enroll in the various AP offerings at the High School. This year, 271 students took a total of 504 AP tests.

Number of Total Students % of Grade who Grade Students who took in each Grade took Test(s) Test(s) Freshmen 9 174 5% Sophomores 50 206 24% Juniors 105 147 71% Seniors 107 181 59%

A total of 99 AP Awards were awarded to High School students in 2017:  36 students earned an AP Scholar Award  11 students earned an AP Scholar with Honor Award  40 students earned an AP Scholar with Distinction Award  12 students earned an AP National Scholar Award

This year, 87.5 percent of the AP scores resulted in a grade of 3 or higher.

Percent of AP Scores Resulting in a Grade of 3 or Higher

Year % of scores 3 or above 2017 87.5% 2016 85% 2015 88% 2014 83% 2013 77% 2012 79% 2011 82% 2010 86% 2009 85% 2008 82%

156

Advanced Placement Test Results – May 2017

Test 5 4 3 2 1 Total % of scores 3 or above U.S. History 24 32 23 16 7 102 77% World History 12 25 5 3 0 45 93% European History 4 2 2 1 0 9 89% *Psychology 2 1 0 1 3 7 43% *U.S. Gov. & Politics 0 0 0 1 0 1 0% English Lit. & Composition 11 9 4 1 0 25 96% Spanish Language 10 12 9 0 0 31 100% French Language 4 3 3 2 1 13 77% Latin 1 0 3 0 0 4 100% Spanish Literature 1 1 0 0 0 2 100% *German Language 1 0 0 0 0 1 100% Physics C: Elect. & Magnetism 4 6 3 1 1 15 87% Physics C: Mechanics 11 3 0 1 0 15 93% Biology 11 16 11 1 1 40 95% Chemistry 5 9 5 3 0 22 86% Calculus BC 14 9 0 0 0 23 100% Calculus AB 4 8 15 14 5 46 27% Computer Science A 9 10 8 4 1 32 84% Statistics 11 18 13 6 5 53 79% Music Theory 7 0 6 2 1 16 81% * Taken through independent study (AP course not offered at school) ^ Students enrolled in AP World History, AP U.S. History, AP European History, AP Latin and seniors in AP Statistics were not required to take the AP exam

Massachusetts Comprehensive Assessment System (MCAS) Exam Results As a graduation requirement, the Commonwealth mandates all high school students pass a comprehensive test in mathematics, English language arts, and science (physics, biology or chemistry). The math and English language arts MCAS tests require that a student score Proficient or above in order to graduate. The science MCAS requires that a student score Needs Improvement or above to graduate. In English language arts, almost 100 percent of the students scored Proficient or above. In Mathematics, 75 percent of all students scored Advanced, a slight decline from the 2016 results. The shift occurred between Advanced and Proficient as a greater percentage of students scored Proficient in 2017. In science (physics), a larger percentage of students performed within the Proficient and Needs Improvement ranges in 2017 than in 2016, with a lower percentage in the Advanced category. Of note, the physics assessment is given in grade 9 while the other assessments are given in grade 10. The percentages below represent the scores of the same students, regardless as to when the assessment was given. Weston High School was designated a “Level 1” school, having met or exceeded the targets set by the Department of Elementary and Secondary Education for narrowing proficiency gaps in English Language Arts and Mathematics.

157

High School MCAS Data 2017 (197 Students)

Advanced Proficient Needs Improvement Fail

Eng. Language Arts 73% 27% 1% 0% Math 75% 22% 3% 1% Science (physics) 39% 43% 18% 1% Science (biology)* N/A N/A N/A N/A Science (chemistry)* N/A N/A N/A N/A

High School MCAS Data 2016 (143 Students)

Advanced Proficient Needs Improvement Fail

Eng. Language Arts 77% 23% 0% 0% Math 80% 17% 3% 0% Science (physics) 49% 38% 14% 0% Science (biology)* N/A N/A N/A N/A Science (chemistry)* N/A N/A N/A N/A

*Sample sizes were too small to disclose data without possibly identifying students. For example, only one student took the biology MCAS in 2017 and no students took chemistry.

Student Engagement In addition to data, the School Committee looks at the level of student engagement when evaluating the success of the High School. The Weston community is dedicated to offering varied and numerous opportunities for student leadership, volunteerism, and building connections. Our students are committed to athletics, music, theater, clubs, and community service.

Thousands of dollars were raised by our high school students for a variety of causes, including cancer awareness, combating poverty and illiteracy, and supporting children with cognitive and physical disabilities. More specifically, the annual student-run Pumpkin Fest raised $22,000 for Camp Sunshine, a camp that supports children diagnosed with -threatening illnesses. Student Council’s 2017 Spring Fling raised almost $9,000 for Camp No Limits.

Weston High School offers an activity block once a week during the school day, built into the 40 block, 8- day rotation. This allows a significant percentage of our students to participate in clubs and still join a sports team, have a role on the stage, or work after school. This model has an impact on the budget; but it also provides students with the time and opportunity to be engaged, exhibit leadership, and make positive choices. These traits are hallmarks of a successful school district.

158

Extra-Curricular Participation at Weston High School

2016 2015 2014 2013 2012 Comments 2017 2016 2015 2014 2013 Number of Active 72 68 70 61 59 Clubs Number of New Club proposals taken 8 6 10 11 6 Proposals September-April Fall numbers may vary Number of 2,060* *1,775 *1,738 *2,058 1,374 slightly from spring Participants numbers

Athletic Participation at Weston High School

2017 2016 2015 2014 2013 Fall 359 380 398 403 418 Winter 334 341 321 353 367 Spring 360 385 348 404 397 Total 1,053* 1,106* 1,067* 1,160* 1,182*

*Numbers exceed population due to participation in more than one club or sport

Many of the High School athletic teams had a successful season. Weston High School athletes won two state championships and four Dual County League (DCL) championships. Some notable achievements are:  Golf – Division 3 State Runner-up  Girls Volleyball – MIAA Tournament Sectional Quarterfinalists  Girls Soccer – DCL Small Champions  Girls Crew – State Public High School Champions  Girls Swim/Dive – Division 2 State Runner-up  Boys Indoor Track – DCL Small Champions  Boys Tennis – Division 3 State Champions  Girls Lacrosse – DCL Small Champions  Baseball – DCL Small Champions

The Weston Education Enrichment Fund Committee (WEEFC)

WEEFC raised $249,138 during the 2016-2017 academic year, a 12 percent decrease from the previous year. As of June 1, 2017, WEEFC awarded 55 grants totaling $157,517. Both the number of grants approved and the funds spent declined from the 2015-2016 school year. Although overall donations ended slightly lower than expected with an average donation amount per family lower in fiscal year 2017 compared to fiscal 2016 ($625 and $668, respectively), the number of donors increased 16 percent from 327 to 390.

Despite the decline in funding and grants awarded, WEEFC continues to play a significant role in our schools. Grants benefitted students in virtually every area of the curriculum. Some grants were recurring, such as Creative Arts (visiting authors and illustrators), Land’s Sake Farm, Wordfest, grants supporting

159

the drama program, and several Museum of Science programs. New grants and experiences included the Middle School Robotics Club, drones at the Highh School, The iLab at Country School, a symposium on forced migration at the High School, a Mass Audubon Naturalist visiting fourth grade, Project Based Learning program at the Middle School, and June Academy at the High School.

After 30 years, WEEFC continues to bring unique and innovative programming to our classrooms and our students.

Retirements

The School Committee wishes to recognize the following employees who retired from Weston Public Schools during the 2016-2017 academic year. We wish them well in retirement and express our deepest gratitude for their years of dedication to the Weston Public Schools community.

Faculty/Staff Department Building Kathy Becker Nurse High School Kate Brewer Fourth Grade Teacher Field School Natalie Davis Fourth Grade Teacher Field School Beth Harrington Physical Therapist Patricia Hoban Nurse Middle School Kathy von der Heyde Cafeteria General Helper High School

The School Committee recognizes the need to be good stewards of our public schools. We will continue to make decisions that support excellence in the classroom, advance civic responsibility, and inspire life-long learning. The School Committee is acutely aware of the budgd etary pressures and the demographics of our town. We are grateful for the support and will continue to demonstrate responsible decision-making.

2017 Members of the School Committee Elected by the voters Ms. Danielle Black, Chair 2020 Mr. John Henry, Vice Chair 2018 Mr. Alex Cobb 2018 Dr. Edward E. Heller 2019 Dr. Sanjay Saini 2019

160

REPORT OF THE WESTON VETERANS MEMORIAL EDUCATIONAL FUND COMMITTEE

The Weston Veterans Memorial Educational Fund was established by Town Meeting in 1953 as a living memorial to the men and women of Weston who have served our country in the armed forces. The Committee, appointed by the Town Moderator, is composed of five members, two of whom are graduates of Weston High School, one a member of the high school faculty, and at least one a veteran.

For over 60 years, the Committee has provided financial assisstance to members of the Weston High School graduating class who demonstrate need and the scholastic ability to succeed in college. In 2017, the Committee was pleased to award $16,000 to four deservinng students. The Committee thanks the many residents and friends who make contributions each year to keep the scholarship fund going.

2017 Members of the Weston Veterans Memorial Education Fuund Committee Appointed by the Moderator Nancy Benotti 2022 Belinda Davenport 2018 Lisa Alcock 2019 Robert Anthony Nolan 20211 James McLaughlin 2020

Renovation to Pastor Park on the Weston High School campus was included in the Proctor Field Project

161