School Committee Meeting
May 9, 2019
6:30 P.M. Office Half Hour
7:00 P.M. Open Session
RMHS Schettini Library
Town of Reading Meeting Posting with Agenda
2018-07-16 LAG Board - Committee - Commission - Council:
School Committee
Date: 2019-05-09 Time: 7:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Agenda:
Purpose: Open Session
Meeting Called By: Linda Engelson on behalf of the Chair
Notices and agendas are to be posted 48 hours in advance of the meetings excluding Saturdays, Sundays and Legal Holidays. Please keep in mind the Town Clerk’s hours of operation and make necessary arrangements to be sure your posting is made in an adequate amount of time. A listing of topics that the chair reasonably anticipates will be discussed at the meeting must be on the agenda.
All Meeting Postings must be submitted in typed format; handwritten notices will not be accepted.
Topics of Discussion:
6:30 p.m. Office Half Hour • Wise & Robinson
7:00 p.m. A. Call to Order
7:00 – 7:10 p.m. Public Hearing on School Choice
7:10 – 7:20 p.m. B. Public Comment
7:20 – 7:25 p.m. C. Consent Agenda - Accept a Donation to the RMHS Science Club - Accept a Donation from the RMHS BPO & VOICE - Accept a Donation from Samantha’s Harvest - Accept a Donation from RMHS PSST - Accept a Donation from The Friends of Reading High School Baseball, Inc. - Accept a Donation from the RMHS PTO - Approval of Minutes (April 11, 2019)
7:25 – 7:50 p.m. D. Reports 1. Students 2. Director of Student Services 3. Assistant Superintendent 4. Chief Financial Officer 5. Superintendent 6. Liaison/Sub-Committee
E. Old Business 7:50 – 8:00 p.m. 1. NEASC/Late Start Update
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 1
Town of Reading Meeting Posting with Agenda
2.
F. New Business 8:00 – 8:10 p.m. 1. Vote on the Last Day of School 8:10 – 8:50 p.m. 2. Superintendent’s Evaluation Process
G. Information/Correspondence 1. Email from Victoria McGrane – Middle school math 2. Email from Lauren Bennett – LLD Response 3. Email from Christina Eckenroth – Extended day opportunities 4. Email from Sarah Archambault – Extended Day Program 5. Email from Karrie Freedman – RPS happenings H. Routine Matters 1. Bills & Payroll Warrants 2. Calendar - I. Future Business
8:55 p.m. J. Adjourn
**Times are approximate
This Agenda has been prepared in advance and represents a listing of topics that the chair reasonably anticipates will be discussed at the meeting. However the agenda does not necessarily include all matters which may be taken up at this meeting.
Page | 2 John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Public Hearing on School Choice
Please find attached the notice of the Public Hearing and School Committee Policy on School Choice about our obligation to decide by June 1st on whether Reading will participate in School Choice. It will be my recommendation that Reading not participate in School Choice because of district enrollment reasons.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
READING PUBLIC SCHOOLS ELEMENTARY ENROLLMENT AND CLASS SIZE 2019-2020 PROJECTIONS Please note: The class assignments and grade configurations may change based on enrollment. Kindergarten enrollment is based on current kindergarten registrations and projected RISE special education program assignments to kindergarten. Barrows half day kindergarten students have been assigned to Eaton. Wood End and Birch Meadow half day kindergarten students have been assigned to Killam.
K 1 2 3 4 5 TOTAL ENROLLMENT Barrows 60 64 68 55 81 61 389 No. of Students 60 – FD Class Size 21-21-22 23-23.22 18-18-19 21-20-20-20 21-20-20 20-20-20 Teachers 3 3 3 3 4 3 Birch Meadow 64 70 61 68 63 63 389 No. of Students 64– FD Class Size 23-23-24 21-20-20 22-23-23 21-21-21 21-22-20 22-21-21 Teachers 3 3 3 3 3 3 Eaton 70 83 68 45 68 80 414 No. of Students 11– HD Class Size 59 – FD 20-21-21-21 22-23-23 22-23 22-23-23 20-20-20-20 20-20-19-11 Teachers 3.6 4 3 2 3 4 Killam 86 75 63 66 78 56 424 No. of Students 20 – HD Class Size 66 – FD 18-19-19-19 22-20-21 22-22-23 20-20-19-19 19-19-18
22-22-22-20
Teachers 3.6 4 3 3 3 3 Wood End 40 54 42 48 50 66 300 No. of Students 40 – FD Class Size 18-18-18 21-21 24-24 25-25 22-22-22 20-20 Teachers 2 3 2 2 2 3 320 346 302 282 340 326 1916 Total
Total Teachers RISE Not Available 5.06.19
READING PUBLIC SCHOOLS 2018-2019 School Year
K First Second Third Fourth Fifth Total
Barrows 60 64 68 55 81 61 389
Birch Meadow 64 70 61 68 63 63 389
Eaton 70 83 68 45 68 80 414
Killam 87 75 63 66 78 56 424
Wood End 40 54 42 48 50 66 300
Total 320 346 302 282 340 326 1916 Elementary Six Seven Eight Total
Coolidge 130 128 167 445
Parker 165 163 188 547
Total 295 292 355 942 Middle Nine Ten Eleven Twelve Total
RMHS 348 293 332 307 1280
RISE District Total 4138
5.06.19
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation to the RMHS Science Team
At our meeting on Thursday evening, I will ask the School Committee to accept a donation in the amount of $250 from the Reading Rotary Club to be used to support the RMHS Science Team.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed.D. READING MEMORIAL HIGH SCHOOL Kathleen M. Boynton Superintendent Principal
Michael P. McSweeney 62 Oakland Road, Reading, Massachusetts 01867 Jessica A. Theriault Tel: 781-944-8200 Fax: 781-942-5435 Thomas J. Zaya Website: http://www.reading.k12.ma.us/memorial/ Assistant Principals
TO: Dr. John F. Doherty, Superintendent of Schools
FROM: Kathleen M. Boynton, Principal
DATE: May 9, 2019
SUBJECT: Donation for RMHS Science Club
Please accept this donation ion the amount of $250.00 from the Reading Rotary Club for the Science Club. The Science Olympiad Team improves STEM education in our high schools and exposes our students to the world of science. This donation will help fund science projects for local competitions.
We ask for your approval.
Thank you. John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation from RMHS BPO & VOICE
At our meeting on Thursday evening, I will ask the School Committee to accept a donation of a Yamaha Clarinova Digital Piano & Bench valued at $5,854 to be used to support the RMHS Music Program.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation from Samantha’s Harvest
At our meeting on Thursday evening, I will ask the School Committee to accept a donation in the amount of $1,723 to be used to support the following:
$350 for Best Buddies Club dues $1,373 for Best Buddies Club advisor stipends
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation from the RMHS PSST
At our meeting on Thursday evening, I will ask the School Committee to accept a donation in the amount of $300 from the RMHS PSST to be used to support the Improv Advisor to the RMHS Drama Club.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation from The Friends of Reading High School Baseball
At our meeting on Thursday evening, I will ask the School Committee to accept a donation in the amount of $6,500 from The Friends of Reading High School Baseball to be used to support the three coaching assistants for the 2019 spring season.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Accept a Donation from the RMHS PTO
At our meeting on Thursday evening, I will ask the School Committee to accept a donation in the amount of $1,000 from the RMHS PTO to be used to invite human trafficking survivor Beatrice Fernando to speak and discuss her book with students.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
Town of Reading Meeting Minutes
2016-09-22 LAG Board - Committee - Commission - Council:
School Committee
Date: 2019-04-11 Time: 6:00 PM
Building: School - Memorial High Location: School Library
Address: 62 Oakland Road Session: Open Session
Purpose: Open Session Version: Draft
Attendees: Members - Present:
Chuck Robinson, Linda Snow Dockser, Elaine Webb, Jeanne Borawski, Tom Wise and John Parks
Members - Not Present:
Superintendent John Doherty, Interim Director of Student Services Sharon Stewart, Student Representative Maura Drummey
Others Present:
Chief Financial Officer Gail Dowd, Assistant Superintendent Christine Kelley, Birch Meadow Principal Julia Hendrix, Killam Principal Sarah Leveque, Wood End Principal Joanne King, Coolidge Principal Sarah Marchant, Parker Principal Ricki Shankland, Al Sylvia, Daily Times Reproter
Minutes Respectfully Submitted By: Linda Engelson on behalf of the Chair
Topics of Discussion:
I. Call to Order
Chair Webb called the meeting to order at 6:00 p.m.
Dr. Snow Dockser moved, seconded by Mrs. Borawski, to enter into Executive Session for the purpose of discussing the deployment of security personnel or devices, or strategies with respect thereto and to return to open session in the Schettini Library at approximately 7:00 p.m. The roll call vote carried 6-0. Mr. Wise, Mr. Robinson, Dr. Snow Docker, Mr. Parks, Mrs. Borawski and Mrs. Webb.
The meeting adjourned at 6:01 p.m.
Chair Webb called open session back to order at 7:15 p.m.
A. Public Input
Mrs. Webb asked if there was any public comment on topics not on the agenda.
There was none.
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Accept a Donation from the Reading Education Foundation REF Grants Chair Nancy Dieselman informed the committee that the group was able to fund 12 proposals in the amount of $41,727.37. She thanked the community for its continued support and said that this year’s Festival of Tres was the largest yet. Other fundraisers include Musical Bingo, the online auction in May and Honor a Teacher.
Dr. Snow Dockser moved, seconded by Mr. Robinson, to accept the donation in the amount of $41,727.37 from the Reading Education Foundation as part of the Grant Program. The motion carried 6-0.
B. Consent Agenda
Mrs. Webb asked if the committee wanted any items removed from the consent agenda. Accept a Donation to the Parker Middle School Approve RMHS Robotics Field Trip Approval of Minutes (March 28, 2019)
Dr. Snow Dockser moved, seconded by Mrs. Borawski, to approve the consent agenda. The motion carried 6-0.
C. Reports
Chief Financial Officer
Mrs. Dowd shared that we have been awarded a grant to be used to support the social/emotional well-being of our students. This grant will be used to support the Stepping Stones program which is to assist students that are returning to school from hospitalizations at the high school.
Assistant Superintendent’s Report
Mrs. Kelley reported on the recent Parent University. The event received positive feedback. We will be looking for a fall date for next year.
She next reported on Artsfest which was held Tuesday and Wednesday. The highlights of the event were the student performances and artwork displayed along Main Street. Mrs. Kelley shared that this was Kristin Killian’s last Artsfest because she is retiring in June after 36 years of service to the Reading Public Schools.
Liaisons
Mrs. Borawski reported on the recent SEPAC meetings. At the March 12th meeting there was a meet & greet with special education staff and at the April 9th meeting new Director of Student Services Jennifer Stys was in attendance. There was positive feedback from attendees at both meetings.
Mrs. Borawski reminded the community of the upcoming Reading 375 celebration and asked that the committee spread the word.
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Dr. Snow Dockser attended the recent RMHS Formal Recital. She also attended Senator Lewis’ Roundtable discussion in Melrose.
Mr. Robinson & Mr. Wise reported on Senator Lewis’ Roundtable Discussion on how to fix the state aid formula they attended with Dr. Doherty and Dr. Snow Dockser. They said it was a good discussion.
Mrs. Webb reported on HRAC. Their next meeting is April 21st. She pointed out two upcoming community events – New Residents Open House at the Library and Friends and Family Day.
D. New Business
Elementary Update
The elementary principals highlighted the happenings at the elementary level. They presented information on the ways they communicate with parents and staff. The principals meet weekly with each other to discuss building-based learning opportunities and professional development. They also meet with the District and Building Leadership teams and collaborate with the Teaching & Learning Department.
They went onto discuss the workshop models they use for reading and writing that work extremely well. The elementary schools are in the process of developing a workshop model for mathematics.
Middle School Update
The middle school principals highlighted the happenings at the middle school level. They began by discussing the common areas of focus in social-emotional learning and inclusive practices. They discussed the goals of the Advisory Program and shared themes and resources. Areas of success this year include flexibility for teachers to choose activities that match their teaching and learning environment, the integration of topics and needs as they arise in the building and the fact that a majority of students feel connected to at least one adult in the building. They continued discussing the speakers that have come, professional development opportunities for staff and Challenge Day.
E. Old Business
II. Routine Matters
a. Bills and Payroll (A)
Warrant S1940 4.04.19 $307,455.50 Warrant S1941 4.11.19 $279,064.77 Warrant P1919 3.22.19 $1,630,565.64 Warrant P1920 4.05.19 $1,644,532.52
b. Calendar
Page | 3
III. Information/Correspondence
IV. Future Business
V. Adjournment
Adjourn
Dr. Snow Dockser moved, seconded by Mr. Robinson, to adjourn. The motion carried 6-0.
The meeting adjourned at 9:00 p.m.
NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting.
Link to meeting video: https://www.youtube.com/watch?v=JkgPyFqMPMU
Page | 4 John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: NEASC/Late Start Update
At our meeting on Thursday evening Assistant Superintendent Chris Kelley and RMHS Principal Kate Boynton will update the committee on the NEASC process as well as late start.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
5/6/2019
RMHS NEASC Executive Summary Presentation to the Reading School Committee May 9, 2019
Overview ● NEASC - New England Association of Schools and Colleges - accrediting organization ● Adoption of new standards and a new accreditation process “A Vision for Learning” ● RMHS is in the 2nd cohort of schools to undergo the self study process using the new standards ● Self Study took place 2016-2018 ● Collaborative Conference Visit, November, 2018 ● Priority Areas identified by Self Study process and NEASC team ● Decennial visit scheduled for December, 2020
1 5/6/2019
2020 Learning Standards
Standard 1 - LEARNING CULTURE
● Learning Culture promotes shared values and responsibility for achieving the school’s vision.
Standard 2 - STUDENT LEARNING
● Student Learning practices maximize the impact of learning for each student.
Standard 3 - PROFESSIONAL PRACTICES
● Professional Practices ensure that practices and structures are in place to support and improve student learning.
2020 Learning Standards,
Standardcontinued 4 - LEARNING SUPPORT
● Learning Support ensures that the school has appropriate systems to support student learning and well-being.
Standard 5 - LEARNING RESOURCES
● Learning Resources ensure that the school has the resources necessary to meet the learning needs of all students.
2 5/6/2019
Culture of Learning encourages a look at the school environment, instruction, and curriculum from a learner’s Major Themes perspective.
Growth Mindset, or a schools’ capacity Principles of Effective Practice - as a learning organization, reinforces the defines the expectation for that idea that all schools have room to grow or standard improve. Descriptors of Effective Practice - Vision of the Graduate a holistic view of provides and example of what the expectations for students, including the principle looks like in practice transferable skills, content, Foundational Element - Essential understandings, and dispositions that building blocks to each standard that students should have by the time they each school must have graduate
Commendations ● Family and community partnerships ● Safe and inclusive school ● Collaboration ● Diversity of experiences ● Level collapse ● Core values ● Beginning to use data ● Outreach to stakeholders ● Intervention strategies and tiered ● Sense of pride supports ● Inquiry problem solving ● Access to health supports and ● Variety of assessments counseling ● Authentic learning ● Safe and well maintained school ● Supportive community site ● Crisis protocols
3 5/6/2019
Foundational Elements
Priority Areas
● Foundational Element 1.1a - The school has a written document describing its core values, beliefs about learning, ● Standard 1, Principle 1 - and vision of the graduate Building a positive, respectful ● Foundational Element 2.2a - school culture There is a written curriculum ● Standard 2, Principle 4 - in a consistent format for all Instructional practices are courses in all departments. designed to meet the learning needs of each student
4 5/6/2019
Recommendations
● Develop a multi-year district ● Additional transparency technology plan regarding allocation of school ● Develop and implement a resources cohesive referral process to ● Work to find ways to create identify and support students more common planning and in need of interventions collaborative time for faculty around student learning
Next Steps ● School Improvement Plan aligned with Priority Areas and Recommendations ● Implement Action Steps in the SIP using a continuous feedback look from stakeholders (surveys, interviews, focus groups, data collection) ● Make adjustments as needed ● Provide targeted professional development to address priority areas ● Curriculum Guides will be published by the end of June ● Revise and edit Curriculum Guides as needed ● Engage in continuous Curriculum Review Cycle ● Involve multiple stakeholders in forming a preK-12 Portrait of the Graduate ● Prepare for Decennial visit in December, 2020
5 5/6/2019
RMHS Late Start Update
● Next and final meeting of HW and Activities Working Group on May 15th with recommendations ● Building will be open by 7:30 for students to relax in the cafeteria ● Breakfast available by 7:45am ● No students in classrooms until 8:15 unless an appointment is made with a specific teacher ● Working with PTO and staff to have Library open up to two times a week in the morning, supervised ● Cafeteria monitored the first weeks of school by administrative team ● Committed to not simply adding another hour onto the end of the day but looking to re-adjust how we do things ● Continued communication and collaboration with town youth sports and Recreation Department for field use and scheduling
6
NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES, INC. COMMISSION ON PUBLIC SCHOOLS
Associate Director Director Deputy Director Associate Director FRANCIS T. KENNEDY GEORGE H. EDWARDS ALYSON M. GEARY BRUCE R. SIEVERS 781-425-7749 781-425-7735 781-425-7736 781-425-7716 [email protected] [email protected] [email protected] [email protected] Associate Director Associate Director KATHLEEN A. MONTAGANO WILLIAM M. WEHRLI 781-425-7760 781-425-7718 [email protected] [email protected] Executive Assistant to the Director May 6, 2019 DONNA M. SPENCER-WILSON 781-425-7719 [email protected] Kathleen Boynton Principal Reading Memorial High School 62 Oakland Road Reading, MA 01867
Dear Ms. Boynton:
On behalf of the Commission on Public Schools, I am pleased to submit the final version of the Collaborative Conference Visit Report, which you and I have discussed in its draft form.
This Collaborative Conference Visit Report reflects the findings of the school's Self-Reflection and those of the visiting team. It provides a blueprint for the faculty, administrators, and other officials to use to improve the quality of programs and services for the students of the school.
The Commission urges school officials to use the results of the Collaborative Conference Visit Report as well as the school's identified priority areas for growth to draft a school growth and improvement plan and to review and implement the findings of the Self-Reflection and valid recommendations identified in the Collaborative Conference Visit Report. The faculty, school board, and superintendent should be apprised by the building administrators yearly of progress made in addressing visiting team recommendations.
It has been a distinct pleasure to work with the stakeholders of Reading Memorial High School. The time and effort dedicated to the Self-Reflection and preparation for the visit ensured a successful Collaborative Conference visit.
Sincerely,
Alyson M. Geary
AMG/sb cc: John F. Doherty, Superintendent, Reading Public Schools
3 Burlington Woods Drive, Suite 100, Burlington, MA 01803-4514 | Phone 781-425-7700 | Toll free (US) 855-886-3272 | FAX 781-425-1001 cps.neasc.org New England Association of School and Colleges, Inc.
Commission on Public Schools
Commission on Public Schools
Collaborative Conference Visit Report for Reading Memorial High School
Reading, MA
November 08, 2018 - November 09, 2018
Kate Boynton, Principal
Page 1 of 41 School and Community Summary
School and Community Summary
Reading Memorial High School (RMHS) is a part of the Reading Public Schools system located in Reading, Massachusetts. Reading is an affluent community located north of Boston. Many adults in the community commute into the city of Boston for work. Within the district, 8.6% of the students are considered “economically disadvantaged” by Massachusetts Department of Elementary and Secondary Education (DESE). The school district is composed of the following races/ethnicities:
White: 87.6% Asian: 5.2% African American: 2.6% Hispanic: 2.3% Multi-Race, Non-Hispanic: 2.1% Native American: 0.1%
Within the district, there is one preschool, five elementary schools, two middle schools, and Reading Memorial High School. RMHS consists of grades 9 - 12, with 1,235 students in total, with the following grade level totals for the 2017-2018 school year.
Grade 9: 325 Grade 10: 306 Grade 11: 331 Grade 12: 273
The enrollment percentages by race/ethnicity for RMHS is as follows:
White: 89.7% Asian: 4.7% African American: 2.6% Hispanic: 1.8% Multi-Race, Non-Hispanic: 1.0% Native American: 0.2%
The enrollment stability for RMHS is 98.6%. All demographic groups including: Economically Disadvantaged, High Needs, LEP English Language Learner, Students with Disability, and race/ethnicity groups have enrollment stability percentages above 95% except for our Hispanic or Latino students who have a 92% enrollment stability.
The expenditure per pupil for students assigned to the school is $11,163, in district. The state average is $13,997. Before information about resources and expenditures is shared, it is imperative that the financial state of Reading Public Schools is discussed. Over the past three years, the district has been enduring budget cuts. Each year, the district is faced with teaching positions being cut and lack of resources. This has impacted the day-to-day of RMHS classrooms and overall morale in the building. However, during the 2017-2018 school year the community voted in favor of an override that passed, ultimately allowing the district to restore teaching positions that had been lost. This override continues to create a divide in the community as many feel this is not a long term solution to the financial struggles that the community faces. The following information about Town of Reading Finances provided below is pre-override:
Total Revenue (including use of Free Cash) -$95,544,600 Municipal Budget -$26,626,800 School Budget -$42,610,600 – this is 45% of total available revenue from all sources Other – accommodated/capital/debt -$26,307,200
Page 2 of 41 Of the total “operating budgets” the schools received 64.1% (excludes accommodated costs)
RMHS has a 95.7% attendance rate where students have an average of 7.6 absences per year. 23.3% of students are absent 10 days or more and 7.5% of students are considered to have chronic absences, meaning they miss 10% of days or more. It is important to note that only 2.5% of students have unexcused absences that total 9 or more days.
RMHS had a 96% attendance rate for faculty (teachers, counselors, social workers, school psychologists and administration) for the 2017-18 academic year.
As of 2017, 97.7% of all students graduated in four years. All demographic groups graduate at a rate of 92% or more with the exception of Asian students who graduate within four years at 85%. It is also worth noting that in the 2016-2017 school year, only 2 students dropped out.
Overall, students at RMHS are generally on the path to a four-year college. For the Class of 2017, 85.9% of students went on to attend a four-year college, 7.2% went on to attend a two-year college, and 1.1% attended a technical school. Students at Reading Memorial High School have access to local educational opportunities through the Middlesex Community College dual enrollment program, technical programs at the local vocational school, local internship opportunities, and service learning trips that are offered through RMHS. Each year, the Reading Memorial High School Guidance department hosts a college fair where approximately 120 college admissions representatives are invited to promote their institution. Additionally, college admissions representatives are visiting RMHS all throughout the fall to meet with prospective students about their college or university.
Reading Memorial High School continues to work on collaborating with local business partnerships through the senior internship program offered during the fourth quarter of a student's senior year. The Reading Cooperative Bank also houses a branch in the lower level of Reading Memorial High School providing students with the opportunity to work in the bank for a block within their scheduled school day. The Reading Co-Op Bank also hosts a financial fair for students each June, exposing them to the world of balancing a budget.
Reading Memorial High School is also supported through the ongoing work and collaboration with Reading Education Foundation that supports educators through grant funding. The Reading PTO also provides students and faculty with opportunities to run events, field trips, and scholarships for students.
At RMHS we have several types of positive student recognition programs. Firstly, we promote our Core Values of Respect, Responsibility, Perseverance, and Scholarship by nominating Students of the Month in our Core Value categories. Each month a Core Value is selected and students from each grade are selected as exemplary students in regards of the Core Value. We also recognize our current seniors with a weekly High Five. Each week, one male and one female are selected from the senior to class to recognize them for their exemplary work inside and outside of the classroom. These students promote the spirit of being a Reading Rocket in their community service and other extracurricular activities. Graduating seniors (and some underclassmen) are also recognized with Book Awards. These students are nominated by staff and building leaders. Students are also inducted into student recognition groups such as the National Honor Society, Spanish National Honor Society, and the Century Club.
Core Values, Beliefs, and Vision of the Graduate
The primary concern of Reading Memorial High School is the preparation of students to be literate, skilled, creative, healthy, competent and informed citizens-appreciative of the arts; capable of critical thinking and problem-solving; and able to function intellectually, emotionally and physically within a complex, interdependent and pluralistic world.
Page 3 of 41 The Core Values that guide all members of the RMHS Community and all of our actions and decisions are:
RESPECT RESPONSIBILITY PERSEVERANCE SCHOLARSHIP
As educators, we believe our work centers on the pursuit of knowledge and the cultivation of intellectual, emotional and physical well-being. We help our students enhance their ability to think by teaching the symbols and concepts through which thought and creativity take place, and by developing the skills for using those symbols and concepts. The uses of intelligence with which we are concerned include critical thinking, observing, information gathering, processing and evaluating, listening, logic, computation, oral and written communication, and the application of these skills in decision-making and problem solving. We help our students by imparting knowledge of their bodies and providing opportunities for physical activity.
We believe that a good learning community should be one -
that is safe, caring, consistent, fair, flexible, open and democratic. that meets the needs of all students through educational programs that promote individual fulfillment in a variety of ways as well as encompasses the complex interdependency of the world and the community. that achieves educational excellence in an environment which promotes the free and open exchange of ideas; encourages mutual respect, creative expression and problem-solving skills; fosters human dignity; and recognizes and respects racial, ethnic, cultural and sexual differences. that promotes individuality; nurtures self-esteem, health and well-being; and encourages participation in a democratic society.
We believe that the education of our young people is the shared responsibility of the school, student, family and community.
Page 4 of 41 LEARNING CULTURE
Learning Culture
The school provides a safe learning culture that ensures equity and fosters shared values among learners, educators, families, and members of the school community. These shared values drive student learning as well as policy, practice, and decision-making while promoting a spirit of collaboration, shared ownership, pride, leadership, social responsibility, and civic engagement. The school community sets high standards for student learning, fosters a growth mindset, and facilitates continuous school improvement to realize the school’s core values, beliefs about learning, and vision of the graduate.
1. The school community provides a safe, positive, respectful, and inclusive culture that ensures equity and honors diversity in identity and thought. 2. The school’s core values, beliefs about learning, and vision of the graduate drive student learning, professional practices, learning support, and the provision and allocation of learning resources. 3. The school community takes collective responsibility for the intellectual, physical, social, and emotional well- being of every student and can demonstrate how each student is known, valued, and connected to the school community. 4. The school community’s professional culture demonstrates a commitment to continuous improvement through the use of research, collaborative learning, innovation, and reflection. 5. The school’s culture promotes intellectual risk taking and personal and professional growth. 6. The school has an inclusive definition of leadership and provides school leaders with the authority and responsibility to improve student learning. 7. The school culture fosters civic engagement and social and personal responsibility.
Page 5 of 41 STUDENT LEARNING
Student Learning
The school has a vision of the graduate that includes the attainment of transferable skills, disciplinary/interdisciplinary knowledge, understandings, and dispositions necessary to prepare learners for their future. Students are assured consistent learning outcomes through a defined curricular experience and have the opportunity to demonstrate their skills and knowledge in a variety of creative ways. Students actively participate in authentic learning experiences while practicing the skills and habits of mind to regularly reflect upon, and take ownership of, their learning.
1. The school has a vision of the graduate that includes the attainment of transferable skills, knowledge, understandings, and dispositions necessary for future success and provides feedback to learners and their families on each learner’s progress in achieving this vision. 2. There is a written curriculum in a consistent format for all courses in all departments that includes units of study with guiding/essential questions, concepts, content, and skills and integrates the school’s vision of the graduate. 3. Curriculum ensures that learners demonstrate a depth of understanding over a breadth of knowledge. 4. Instructional practices are designed to meet the learning needs of each student. 5. Students are active learners who have opportunities to lead their own learning. 6. Learners regularly engage in inquiry, problem-solving, and higher order thinking skills. 7. Learners demonstrate their learning through a variety of assessment strategies that inform classroom instruction and curriculum. 8. Learners have multiple opportunities to demonstrate their learning, receive corrective feedback, and use this feedback in meaningful ways to support their learning. 9. Learners use technology across all curricular areas to support, enhance, and demonstrate their learning.
Page 6 of 41 PROFESSIONAL PRACTICES
Professional Practices
The school maintains and implements a school improvement/growth plan, organizational practices, and productive community relationships to meet and support student learning needs. Educators engage in ongoing reflection, collaboration, and professional development to improve their practice and examine evidence of student learning and well-being to improve curriculum, instruction, assessment practices, programs, and services.
1. The school engages all stakeholders in the development and implementation of a school improvement/growth plan, which reflects the school’s core values, beliefs about learning, and vision of the graduate. 2. Educators engage in ongoing reflection, formal and informal collaboration, and professional development to improve student learning and well-being. 3. Educators examine evidence of student learning and well-being to improve curriculum, instruction, assessment practices, and programs and services. 4. Collaborative structures and processes support coordination and implementation of curriculum. 5. School-wide organizational practices are designed to meet the learning needs of each student. 6. Educators develop productive student, family, community, business, and higher education partnerships that support learning.
Page 7 of 41 LEARNING SUPPORT
Learning Support
The school has timely, directed, and coordinated interventions for all students. The school provides targeted supports to meet each student’s individual needs, including counseling services, health services, library/information services, and other appropriate support services to assist each student in meeting the school’s vision of the graduate.
1. All students receive appropriate intervention strategies to support their academic, social, and emotional success. 2. All students receive counseling services that meet their personal, social, emotional, academic, career, and college counseling needs from adequate, certified/licensed personnel. 3. All students receive health services that ensure their physical and emotional well-being from adequate, certified/licensed personnel. 4. All students receive library/information services that support their learning from adequate, certified/licensed personnel. 5. Identified English Language Learners and students with special needs and 504 plans receive appropriate programs and services that support their learning from adequate, certified/licensed personnel.
Page 8 of 41 LEARNING RESOURCES
Learning Resources
The school has adequate and appropriate time, funding, and facilities to support the realization of its core values, beliefs about learning, and vision of the graduate. The school and school community provide time, funding, and facilities for student learning and support; teacher collaboration and professional growth; and full implementation of curricular and co-curricular programs in the school. The school has appropriate plans, protocols, and infrastructure in place to ensure consistent delivery of its curriculum, programs, and services.
1. The community and district provide school buildings and facilities that support the delivery of high-quality curriculum, programs, and services. 2. The school/district provides time and financial resources to enable researched-based instruction, professional growth, and the development, implementation, and improvement of school programs and services. 3. The community and the district's governing body provide adequate and dependable funding to fully implement the curriculum, including co-curricular programs and other learning opportunities. 4. The school/district has short-term and long-term plans to address the capital and maintenance needs of its building and facilities. 5. The school has infrastructure and protocols in place to ensure effective responses in crisis situations.
Page 9 of 41 Introduction
Introduction
The New England Association of Schools and Colleges (NEASC) is the oldest of the six regional accrediting agencies in the United States. Since its inception in 1885, the Association has awarded membership and accreditation to those educational institutions in the six-state New England region who seek voluntary affiliation.
The governing body of the Association is its Board of Trustees, which supervises the work of three Commissions: the Commission on Independent Schools (CIS); the Commission on Public Schools (CPS), which is comprised of the Committee on Public Secondary Schools (CPSS), the Committee on Technical and Career Institutions (CTCI), and the Committee on Public Elementary and Middle Schools (CPEMS); and the Commission on International Education (CIE).
As the responsible agency for matters of the evaluation and accreditation of public school member institutions, CPS requires visiting teams to assess the degree to which schools align with the qualitative Standards for Accreditation. The Standards are Learning Culture, Student Learning, Professional Practices, Learning Support, and Learning Resources.
The accreditation program for public schools involves a five-step process: the self-reflection conducted by stake- holders at the school; the Collaborative Conference visit, conducted by a team of peer educators and NEASC representatives; the school's development and implementation of a growth/improvement plan; the Decennial Accreditation visit conducted by a team of peer educators and NEASC representatives; and the follow-up program carried out by the school to implement the findings of its own self-reflection, the recommendations of the visiting team, and those identified by the Committee in the follow-up process. Continued accreditation requires that the school participate in the accreditation process over the ten-year cycle and that it show continued progress addressing identified needs.
Preparation for the Accreditation Visit - The School Self-Reflection
Accreditation coordinators and a steering committee comprised of the professional staff were appointed to supervise the school's self-reflection and Accreditation process. At Reading High School, a committee of ____ members, including the principal, supervised all aspects of the Accreditation process. The steering committee organized an appropriate committee or committees to determine the quality of all programs, activities, and facilities available for young people by completing the school self-reflection.
Public schools evaluated by the Commission on Public Schools must complete appropriate materials to assess their alignment with the Standards for Accreditation and the quality of their educational offerings in light of the school's core values, beliefs, vision of the graduate, and unique student population. Reading High School used questionnaires developed by the Commission on Public Schools to reflect the concepts contained in the Standards for Accreditation. These materials provided discussion items for a comprehensive assessment of the school by the professional staff during the self-reflection.
In addition, the professional staff was required to read and vote on Part 2 of the self-reflection to ensure that all voices were heard related to the alignment of the school to the Standards for Accreditation. All professional staff members were expected to participate in the self-reflection process either by participating on a committee or by participating in discussion and evidence gathering to support the school's alignment to the Standards.
The Process Used by the Visiting Team
A visiting team of four members was assigned by the Commission on Public Schools to conduct a Collaborative Conference visit to Reading High School. The visiting team members spent two days in Reading, MA ;reviewed the self-reflection documents, which had been prepared for their examination; met with administrators, teachers,
Page 10 of 41 other school and system personnel, students and parents; and visited classes to determine the degree to which the school aligns with the Committee on Public Secondary Schools' and Public Elementary and Middle Schools' Standards for Accreditation. The team also reviewed the proposed priority areas for the school's growth plan to be developed as part of the Accreditation process.
Each conclusion in the report was agreed to by visiting team consensus. Sources of evidence for each conclusion drawn by the visiting team are included within each section of the report. The report includes commendations and recommendations that, in the visiting team's judgment, will be helpful to the school as it works to improve teaching and learning and implement its plan for growth and improvement.
This report of the findings of the visiting team will be forwarded to the Committee on Public Secondary Schools or the Committee on Public Elementary and Middle Schools, which will make a decision on the Accreditation of Reading High School.
Page 11 of 41 Foundational Element Ratings
Foundational Element Ratings Foundational Elements School's Rating Visitors' Rating
1.1a - Learning Culture Meets the Standard Meets the Standard
1.2a - Learning Culture Does not Meet the Standard Does not Meet the Standard
2.2a - Student Learning Does not Meet the Standard Does not Meet the Standard
3.1a - Professional Practices Meets the Standard Meets the Standard
4.1a - Learning Support Meets the Standard Meets the Standard
5.1a - Learning Resources Meets the Standard Meets the Standard
Page 12 of 41 Foundational Element 1.1a - Learning Culture
Narrative
Reading Memorial High School (RMHS) community provides a safe learning environment. Overwhelmingly students, parents and staff feel physically safe at school. Security measures are in place in all classrooms such as a security backpack and posted emergency and evacuation directions. Exterior doors are locked during the school day and all school members, including visitors, wear identification badges. Ninety percent of students reported they know what to do in an crisis on the NEASC survey. In addition, 94.7 percent of the students are confident that the adults in the building know how to handle emergencies that may arise.ALICE training and mandated safety trainings are held annually for all district employees. Video cameras are strategically placed on the school campus to assist with security. The school's school resource officer (SRO) is routinely seen walking the halls. The school department employs both a custodial staff and a cleaning company to ensure that the school is well maintained and issues are fixed in a timely manner continuing the school's efforts to provide a safe learning environment.Students indicate that they have adults within the school community that they can go to for help when needed and that there are many ways that they feel connected to the school.
Rating Meets
Page 13 of 41 Foundational Element 1.2a - Learning Culture
Narrative
Reading Memorial High School (RMHS) has a written statement found on its school website and in the student handbook that contains a statement that indicates the core values and beliefs of the school. This written statement is not known by all staff but the core values of the school are known and vocalized by not only the staff but also the students. It is evident that the school community has identified its core values and is taking steps to ensure that these values are pervasive throughout the school; driving decisions and actions for the entire school community. However, the school has not begun the process of articulating transferable skills, knowledge, understandings and dispositions necessary for future success in their vision of a graduate.
Rating Does Not Meet the Standard
Page 14 of 41 Foundational Element 2.2a - Student Learning
Narrative
Reading Memorial High School (RMHS) does not have a written curriculum in a consistent format for all courses across all departments. Curriculum documents exist in some areas, but do not follow a school-wide format and are outdated for some departments. Work on establishing a written curriculum in a consistent, school-wide format has begun with the implementation of a common template for curriculum guides. A plan is in place for curriculum guides to be completed during the 2018-2019 school year. After curriculum guides are completed, RMHS will develop and, in some cases, update curriculum maps and common units in a format to be determined. The school is mindful that the written curriculum will need to include differentiated instruction strategies to support all learners, particularly as a result of “collapsing” college preparation and strong college preparation levels in several curricular areas.
Rating Does Not Meet the Standard
Page 15 of 41 Foundational Element 3.1a - Professional Practices
Narrative
Reading Memorial High School (RMHS) has a current improvement/growth plan that was developed in 2016 by the previous principal and includes goals related to Tier 1 and 2 interventions; increasing home-school communication; and developing common quarterly assessments. The school has been working on increasing Tier 1 and 2 interventions through professional development and overall awareness of the need for these types of supports. The new principal will be creating a new school improvement plan during the 2018 - 2019 school year.
Rating Meets the Standard
Page 16 of 41 Foundational Element 4.1a - Learning Support
Narrative
Students at Reading Memorial High School (RMHS) have access to appropriate intervention strategies to support their academic, social, and emotional success. Through weekly CASE meetings, counselors collaborate with administration, health services, and special education staff to identify at-risk students who are in need of additional support. Students identified as needing additional assistance will be considered for interventions that take place during a weekly flex block period, DCAP accommodations, 504 plans, or IEP eligibility.
Rating Meets the Standard
Page 17 of 41 Foundational Element 5.1a - Learning Resources
Narrative
The school site and plant at Reading Memorial High School (RMHS) support the delivery of curriculum, programs, and services. The town of Reading committed to a major remodeling project of the school in 2003. Portions of the building were torn down and rebuilt and other sections were completely remodeled. The result is a state of the art facility that supports the delivery of curriculum, meets the needs of students and teachers, and is safe and well-maintained.
Rating Meets the Standard
Page 18 of 41 Standard 1 - Learning Culture
Narrative
On the whole, Reading Memorial High School (RMHS) provides a safe, positive, respectful, and inclusive culture that ensures equity and honors diversity in identity and thought. This commitment is reflected in the new principal's entry plan which states, "Work to build trust and foster collaborative relationships with all RMHS stakeholders including staff, students, parents and community members to ensure a smooth transition in leadership.”Her work along with the efforts of the entire RMHS faculty reflect a school dedicated to these ideals; work deemed even more important in the light of recent anti-semitic graffiti found in the school. Even before these recent events, the school started the year with a community day where students, faculty members, and administrators worked together to identify who Reading Memorial High School students are, what they stand for and where they are going in order to build a respectful and inclusive learning environment. In light of recent events occurring at the high school, faculty are leading students in reflection and by example to demonstrate what a safe, positive, respectful and inclusive culture looks like. A walk around the school shows a building full of pride in what its students are doing; artwork and sayings to support inclusiveness and diversity, positive attitudes and motivation abound. Students recently placed notes on every students' locker to encourage and acknowledge each student in the school. In addition, a candlelight vigil was held with approximately 300 school and community members in attendance and "Courageous Conversations" discussions in classes took place after the graffiti was found. Despite 90 percent of students reporting that they feel safe at this school all of the time or almost all of the time on the NEASC survey, students reiterated the need to build community around feeling safe and secure within the building due to the recent events. Many students are committed to getting back on track and supporting those who feel marginalized by the incidents. The school has worked to develop a respectful and inclusive learning environment as it is a core value of the school. At an assembly last year, Dr. Anna Ornstein, a Holocaust survivor and professor from Harvard, spoke and re-enforced the school's commitment to a respectful and inclusive learning environment. The same sentiments were echoed by the faculty with 83.4 percent reporting that they feel safe all of the time or almost all of the time at this school. The willingness of the school to deal with issues head on and meeting and talking together to find solutions, demonstrates a commitment to inclusion and diversity. The school is moving in a direction that will continue to provide a safe, positive, respectful and inclusive culture that ensures equity and honors diversity in identity and thought.Students and faculty members alike commend the school for its variety of academic, athletic and social activities. Interviews with students indicated a variety of classes to encourage and support interests as well as exploration, including a two course graduation requirement each in the arts and business departments. Students also cite the exceptional faculty at Reading Memorial High School. They indicate that the faculty is always willing to help students succeed and gives of their time advising and supporting many programs. They say how rewarding it is to see their teachers attending their athletic competitions, social events and performances.Student clubs at Reading Memorial High School promote school wide activities that encourage and promote inclusion and honor the diversity of the school as well as the entire community. The student walkout (to support Parkland students) and public art project are two examples. Students are satisfied with the opportunities for school involvement through clubs and other activities.
Reading Memorial High School has adopted the core values of respect, responsibility, perseverance and scholarship. The selection of these core values was the result of diverse stakeholder input. From the NEASC survey, 94.3 percent of students report that they see teachers providing classroom instruction that reflects these core values.Students modeling these core values are acknowledged by teachers in monthly departmental awards and in a school day assembly annually. This practice encourages teachers to look for evidence of the core values in their students. In addition, using student and faculty input, faculty members are also recognized for their efforts in modeling the school's core values.Despite the efforts made by the school, NEASC survey results, along with teacher interviews, indicate that respect is an issue between adults in the school. Interviews with teachers and the self-reflection report indicate that much needs to be done to re-build trust between teachers and administration and between teachers, themselves. The efforts of the new administration, such as the opportunity for all faculty and staff to meet with the new principal over the summer and the opening day pot luck luncheon, have helped to begin building trust and an open line of communication between building administration and faculty members has improved the situation. Continued work and focus on these relationships will support the healing process as the school continues to move in a positive direction.At this time, the school's main efforts have been focused on establishing the core values and embedding them into the school culture and the school
Page 19 of 41 has not yet developed a written vision of the graduate. The school has been very successful in establishing their core values as 90.0 percent of students reported in the NEASC survey that they respect those of different backgrounds all, most, or some of the time and that 93 percent of students believe their teachers show them respect all, most or some of the time.The core values work is a beginning to articulating what every Reading Memorial High School graduate will know and be able to do. Continued work and development of Reading's vision of a graduate will provide the driving force behind all school activities, programming and other decisions.
RMHS takes collective responsibility for the intellectual, physical, social and emotional well-being of every student and can demonstrate how each student is known, valued and connected to the school community. Stated as part of the school's beliefs about learning,“We believe that the education of our young people is the shared responsibility of the school, student, family and community.”The school is focused on providing a balance of academic, social and civic opportunities that meet the needs of a diverse student body. Eighty-six percent of students indicated on the NEASC survey that they have a trusted adult that they can talk to when they need help. Students continuously talked about the wide variety of courses available at the school and how their guidance counselors and teachers encourage them to try new things (such as classes and activities) that they think will be of interest or benefit to the student. In addition, students also felt that there are a variety of activities available at the school in which the students could partake. And if an interest wasn't being met, students only need to speak up and a faculty member will help them either find an existing club/activity or help them to start a new one. Faculty members consistently collaborate on instructional strategies to engage students in learning, work with each other to support struggling learners (special education services, 504, interventions, weekly flex block time) to ensure the academic success of all learners. Physical education and health classes help promote healthy lifestyle choices. Faculty and staff collaborate to support the social and emotional needs of students at RMHS. Providing a positive school/life balance is a strong focus of the collaboration between faculty at the school. The school also identifies that while they are working to achieve this ideal, they have more work to do in ensuring that each student is known, valued, and connected.
Reading Memorial High School faculty members value professional development based on research, collaborative learning, innovation, and reflection. The district supports new teachers through its orientation program and its mentoring of new teachers by veteran teachers. Time is built into the school year for other professional development as well. Colleagues come together on early release days to conduct activities including grading calibration, common assessment data analysis, and curriculum development or instructional strategies. Faculty members and administration mentioned the collaboration with the Landmark School for ongoing professional development in best practices centered around differentiation to support teachers and students. The faculty is hoping that this collaboration will bring some much needed consistency both in professional development opportunities for all teachers and particularly for those teaching the collapsed college prep and strong college prep levels to provide best practices in differentiated instructional strategies.Additional professional development is currently centered around curriculum development (monthly early release time). In addition, the district is in the process of developing the Reading Institute with Gordon College to provide professional development courses for the faculty. In previous years, professional development included keynote speakers such as Jon Saphier. However, teachers indicated that there seems to be a lack of consistency in PD opportunities from department to department.The faculty feels that financial support of professional development is lacking. Many teachers must pay for their own courses and workshops taken throughout the year and over the summer. More transparency on the resources available would help to alleviate misunderstandings around financial support.
Students at Reading Memorial High School are encouraged to take academic risks and show academic and personal growth. Students said that they are pushed, especially by their guidance counselors, when appropriate, to enroll in higher level academic classes. Students have opportunities to rewrite papers and retake assessments to show growth and improved understanding. The summer reading assignment, for example, is ungraded. The junior midterm project stretches students' problem-solving and communications skills in a novel ungraded approach that promotes intellectual risk taking. Faculty members would like to see a more positive approach and willingness for students to take academic risks within the classroom. They see students that are often afraid to make mistakes, give wrong answers or speak out in a discussion for fear that they will be wrong. Opportunities for correcting/improving understandings exist within courses through such activities as retakes of assessments or re-writes of papers, but is dependent on the teacher, not consistent even across sections of the same course. Teachers have been given academic freedom to take risks, as well. Science teachers and students talked about the Flipped Classroom teaching strategy and emphasis on inquiry learning which sometimes causes consternation among students and parents in understanding the benefits of these instructional strategies. Other
Page 20 of 41 teachers indicated that in the curriculum development that is currently taking place, they have great leeway in deciding what is taught, when it is taught and how it is taught, often experimenting with these ideas to better support student learning.
The recent change in leadership at RMHS has led to a more inclusive and equitable environment and provided better communication between the school's leadership and faculty members that allows for all stakeholders to work on improving student learning across the school. The new principal is working to bridge the gap in areas such as communication between teachers and central office administration. As such, she has already improved communication with faculty, students, and community and is working with the new assistant superintendent to lead both improved professional development sessions and curriculum writing/development endeavors. She is also leading data analysis efforts to ensure that high student achievement is reached at all levels and disciplines. There are opportunities across the school for other leaders to emerge in a variety of areas, whether in or out of the classroom.
The culture at RMHS fosters civic engagement and social and personal responsibility. The school reports an increase in students' social awareness and upstanding behavior. A variety of social and civic activities that support many different causes are undertaken annually. Some of these have included memorials for the Pulse nightclub shooting and the Parkland school shooting and an interactive community art project in response to the divisiveness and negative rhetoric across American politics. There are many clubs in existence at RMHS that promote volunteerism and civic engagement, as well.The school feels that there is more work to be done around responsibility, both social and personal as it is a core value.
Sources of Evidence central office personnel classroom observations department leaders facility tour NEASC survey school leadership self-reflection student work students teacher interview teachers
Page 21 of 41 Standard 2 - Student Learning
Narrative
Reading Memorial High School (RMHS) has not yet created a vision of the graduate that includes the attainment of transferable skills, knowledge, understandings and dispositions necessary for future success and does not yet provide feedback to learners and their families on each learner's progress in achieving this vision. The school is working on an articulated plan to create a vision of the graduate and creating a vision and providing feedback on progress toward the vision is identified in the self-reflection report as a priority for the upcoming school year [2018-2019]. A statement at the beginning of the core values, beliefs, and values section of the RMHS self- reflection report includes some elements of a vision of the graduate. It is worth noting that within the statement and in conversations with students, teachers, and administrators, “problem-solving” and the ability of students to collaborate within a “complex, interdependent, and pluralistic world” emerged as transferable skills that are important to the Reading Memorial High School community.
RMHS does not currently have a written curriculum expressed in a consistent format for all courses in all departments. A school-wide format for curriculum guides, including essential questions, content standards, and skills, has been adopted. The curriculum guide template does not yet include a place to indicate overarching concepts (i.e. enduring understandings or big ideas) nor does it include a place to indicate integration with the school's vision of the graduate. The school plans to complete curriculum guides by the end of the 2018-2019 school year. Curriculum maps and unit maps with essential questions, concepts, content, skills and integration with the school's vision of the graduate will be created by departments after the creation of curriculum guides; a format for curriculum and unit maps has not yet been decided upon. The school district has a newly hired assistant superintendent that is supporting and leading this work.
The curriculum provides some assurance that learners demonstrate a depth of understanding over a breadth of knowledge. The NEASC student survey results show that 79.6 percent of students believe that it is at least somewhat true that teachers emphasize deep thinking. Examples of aspects of the curriculum that emphasize depth over breadth include an experiment design project that requires students to apply statistical concepts to a topic of the student's choice, a project assignment in 11th grade English that requires students to create a product that demonstrates a deep understanding of a particular aspect ofHamlet, and a project in a history of epidemic disease course that calls upon students to research a particular element of an epidemic disease and present that research to peers as part of a tour of Boston.
RMHS has implemented some instructional practices that are designed to meet the learning needs of each student. The school is beginning to emphasize differentiated instruction to serve diverse student needs. Overall, the NEASC student survey shows that68 percent of students believe that teachers are doing their best to meet the needs of all learners.To further address the learning needs of all students, particularly in the context of collapsing college prep and strong college prep levels in some disciplines, teachers in the core academic areas participated in professional development designed to identify differentiation strategies. After the professional development, teachers are now piloting differentiation strategies during an experimental phase.A plan is in place to then provide additional professional development to teachers of primarily ninth grade students, teachers of primarily tenth grade students, teachers of primarily eleventh grade students, and teachers of primarily twelfth grade in that order. An example of tiered intervention at RMHS is the MCAS Math Preparation course, which is offered to tenth grade students who have not demonstrated proficiency on previous standardized tests. Another structure for intervention is the 47 minute flex block added in the late morning one day per week during which students are able to meet with teachers for reteaching, additional feedback, and other interventions.
At RMHS students are provided with multiple opportunities to be active participants in their own learning within the curriculum. Eleventh grade students at RMHS participate in a “Real Life Problem Solving” project during the school's mid-year assessment period. Students choose areas of interest and then are placed in groups with a problem to address within that area of interest. Students then plan ways of researching the problem, solving the problem, and presenting the solution to the problem. In the English department there are opportunities for students to write essays in response to class discussions or questions that they pose themselves rather than in response to teacher generated prompts. Also, 11th grade English students create a podcast on a topic of interest as part of a journalism unit. In an English 11 class, students shared shared their feelings to big picture questions Page 22 of 41 that help them apply the text of Beowulf to their own life. Questions such as, "In what ways to monsters still exist today?" and "In your opinion, what would it mean to live a good life?" allowed students to reflect on the themes of the novel and apply them to their lives. In a Financial Algebra class, students reviewed concepts such as compound interest, simple interest, and how to write a check and applied this knowledge and these skills to real world situations applicable to the students' lives. In an AP Photography class, students choose a famous photographer to research and then created their own images that parallel his or her work. Similarly, but more expansively, students in AP Studio Art are able to direct their own engagement with subjects, media, techniques, and approaches to work, guided by the teacher. As an example of differentiation by interest, some science teachers in the school are using checklists that allow students to complete a certain number of activities of their choosing within a particular unit to demonstrate their learning. As an example of active participation in learning, in a biology class, students built macro molecules to demonstrate their understanding of how these molecules fit together. Students in AP Statistics design their own experiments. Project-based learning courses, such as Financial Algebra and Financial Literacy, provide opportunities for student-directed learning.
RMHS students regularly engage in inquiry, problem-solving, and higher order thinking skills. Although RMHS does not have a written curriculum that ensures that students engage in inquiry, problem-solving, and higher order thinking skills in all classes, there are many examples of students engaging in such activities. The aforementioned “Real World Problem Solving” activity is one example of students engaging in inquiry, problem- solving, and higher order thinking. Other examples, of projects that ask students to synthesize and create (higher order thinking) while also connecting, questioning, investigating, and expressing understanding (inquiry) include the aforementioned experiment design project in statistics as well as the podcast andHamletprojects in English. Inquiry learning is also woven into a grade 12 Film Literature class in which students analyzed five motifs in the moviePsychoand then used that analysis to write an essay explaining the use of one of the motifs supported by examples of where the motif appears in the film. In an English 10 class students discussed freedom of speech and the rights that all humans should have before they talked about examples of how aspects like age, gender, religion and education level might limit or inhibit a person's rights. In an English 9 class, students used reasoning skills to predict what vocabulary words meant in the context of sentences from the novel they were reading. In an Algebra II class, students were required to apply their knowledge to Quadratic Functions. In an AP Physics class, students dragged a tennis shoe across a piece of carpet to investigate and develop an understanding of static and kinetic friction. Students used Logger Pro software to graph the friction and draw conclusions about Newton's second law. In an art class, students chose an object and then drew it three times on a sheet in different angles to demonstrate drawing and composition skills. Although the NEASC faculty survey indicates that approximately 96 percent of teachers report that they emphasize higher-order thinking skills, departmental discussions in the spring of 2018 indicate that collapsing levels in particular subject areas has made emphasizing higher order thinking more difficult. Professional development around differentiation strategies may help address this challenge.
Students at RMHS often demonstrate their learning through a variety of assessment strategies that inform classroom instruction and curriculum. According to the NEASC Student Survey, 58.1 percent of students indicated that it is mostly or totally true that they are given multiple opportunities to show their learning. Another 26.9 percent of students indicated that it is somewhat true. In a forum with students, several students expressed a desire for more opportunities to demonstrate their learning in ways other than through conventional quizzes and tests. Several students were also excited to share ways that they were able to demonstrate their learning in different ways, some of which are mentioned in other areas of this report, such as serving as a tour guide and completing a real world problem project. In an Intro to Calculus class, the teacher used formative assessment through the thumbs up, thumbs down and thinking out loud method to ensure all students knew how to do the problem. While working with students, the teacher responded to their questions with a question to increase comprehension. In a chemistry class, students demonstrated their understanding of a structure of an atom by creating an atomic theory concept map. In a Spanish class, groups of students collaborated to apply their prior knowledge of Spanish vocabulary to create clues demonstrating their knowledge of new vocabulary. The teacher used this formative assessment to adjust instruction in preparation for a summative assessment. In another Spanish class, groups of students looked at other countries' immigration policies and demonstrated their ability to use Spanish to advocate for changes to the US immigration policy. After all groups presented, students were asked to write an individual reflection on which of the proposed new policies had the greatest chance of succeeding. In a Spanish 3 honors class, students worked with partners to engage in conversation using the reflexive verbs they were studying. In English classes teachers created opportunities to assess student learning in a variety of ways. In a poetry class, students used a “chalk talk” to review open and closed forms of poetry. In an English 10 class, students were asked to choose a quote from the novel they were reading that they felt was
Page 23 of 41 significant and then to get into groups to present the quote and discuss why they each thought it was significant with the goal of choosing one quote to share with the class. English teachers are mindful to include assessments that require students to demonstrate understanding of literature through analytical writing and assessments that allow students to demonstrate their understanding of literature through projects that also demonstrate personal growth and interests. Another instructional strategy that informs instruction and curriculum is the math department's practice of using common quarterly exams to measure student growth and achievement. Differentiated mastery quizzes and unit exams provide teachers with actionable information prior to quarterly exams.
At RMHS learners are often provided with multiple opportunities to demonstrate their learning, receive corrective feedback, and use this feedback in meaningful ways to support their learning. In a physics class, students put their solutions to projectile motion problems on chart paper to share with the class and receive feedback. In the English department, grade 9 and 10 students receive feedback throughout a highly scaffolded writing process; then in grade 11, although the writing process is less scaffolded, students are able to rewrite essays based on feedback after meeting requirements, such as a teacher conference and a reflection. In the arts classes, feedback on formative assessments is woven into lessons on a regular basis. For example, in a piano class, students worked at their own pace using the digital pianos. The teacher listened to students from a central listening station as they played and provided help when needed. In the dramatic arts, students engage in self- reflection, receive peer feedback using a rubric, and discuss feedback. In health classes, students receive daily formative feedback on their practice of particular skills; health classes are focused on practice and feedback. In language classes, students regularly receive feedback on communication in the target language. Students all receive feedback from an authentic audience on the French Fair Day. According to the NEASC faculty survey, 94.8 percent of teachers state that it is mostly true or totally that students receive useful feedback on their assignments. Although only 63.4 percent of students state that it is mostly true or totally true that they receive useful feedback, the number increases to 86.8 percent when the category somewhat true is included alongside totally and mostly true. This suggests that, although the practice of meaningful feedback may be uneven across classes, meaningful feedback is prevalent in the school. In general, classrooms are very welcoming and well decorated and include examples of students work and learning aids. There are often models of the work available for students.
At RMHS, learners frequently but unevenly are able to use technology to support, enhance, and demonstrate their learning in some areas on the curriculum. Although there are challenges caused by intermittent problems with the internet network and discrepancies in the technology available in particular curricular areas (including the availability of laptops), there is evidence of effective use of technology for learning. In a music technology course, students create their own compositions using Garage Band, a program which allows them to include multiple instrument sounds in their creations. In AP Photo, students regularly use digital tools to create and edit images. In a physics class, students participated in an inquiry-based assignment investigating Newton's second law with vernier probes to measure the motion of a cart and to graph that motion using Logger Pro. Technology also supports student learning through communication. All teachers use PlusPortals, a learning management system, to communicate student learning outcomes. Also, although there is no established school-wide practice, many teachers Google Classroom or the Remind Application to facilitate learning. RMHS faculty reported skepticism about the effectiveness of the Bring Your Own Device policy, asserting that, one the one hand, smart phone use is often distracting and, on the other hand, that lessons cannot be designed for device use unless a teacher signs up for a computer lab or laptop cart. Teachers also reported that they would be better able to use technology to support learning if they were more regularly and reliably consulted about technological planning and purchases.
Sources of Evidence central office personnel classroom observations department leaders facility tour NEASC survey school leadership
Page 24 of 41 self-reflection student work students teachers
Page 25 of 41 Standard 3 - Professional Practices
Narrative
The school does not yet engage all stakeholders in the development and implementation of a school improvement/growth plan which reflects the school's core values, beliefs about learning, and vision of the graduate. Reading Memorial High School (RMHS) has a current school improvement/growth plan that was developed in 2016 and includes goals such as increasing the number of Tier 1 and Tier 2 academic and social/emotional interventions; increasing home to school communication; and developing common quarterly assessments within each department. The current plan is aligned with the district improvement plan and includes specific and measurable goals with expected learning impacts. Faculty feedback regarding the plan indicated that in the past, school improvement plans have not been meaningful and there was a lack of follow through in completing the plan goals. A more cohesive approach to improvement planning that includes all stake-holders (staff, students, parents, and community leaders) will ensure more wide-spread investment in the plan.
Educators engage in some ongoing reflection, formal and informal collaboration, and professional development to improve student learning and well-being. There is no scheduled time during the school day for teachers to meet regularly to collaborate with one another. One hour of department meeting time each month and six early release days each year are allotted to teachers to work together. An additional two full professional development days are planned by the assistant superintendent in conjunction with the principals in the district. Faculty feedback on the NEASC survey noted that both formal and informal collaboration exist. However, faculty responses indicate that the time set aside for formal collaboration is often too disjointed to be effective. Informal collaboration between colleagues occurs more frequently than formal collaboration and is valued by faculty members. Recent professional development on classroom differentiation from a consultant at the Landmark School was well received. The principal plans to continue the partnership with this consultant over a three year period in order to ensure that all teachers have the tools for differentiation in their classrooms. The district provides tuition reimbursement for undergraduate and graduate courses for teachers up to three courses per year. The faculty feels that funds for other professional development opportunities are less available on a consistent basis. Sixty-two percent of the staff felt that it was mostly or totally untrue that sufficient funding is available for professional development.
Educators inconsistently examine evidence of student learning and well-being to improve curriculum, instruction, assessment practices, and programs and services. The practice of examining evidence of student learning and well-being is an emerging practice in the school. Recently, members of the school leadership team looked at MCAS data using the Atlas protocol to identify strengths and areas of growth. The math, English, and science department heads plan to do additional follow up within their departments using this data. Departmental and building based collaborative time has enabled some faculty members to work in subject specific and/or grade specific teams to coordinate the content of quarterly, mid-year, and final exams. Student test scores on standardized tests, departmental assessments, teacher specific formative and summative assessments, and web- based applications are all available to teachers as data sources, but currently, there is no formal protocol to look at data. The principal expressed a desire to make the school more data driven in the future. In terms of data to reflect student health and well-being, students participate in the Youth Risk Behavior survey and the results of the survey are shared with the school and community to inform additional programs and services for students.
There are some collaborative structures and processes to support coordination and implementation of curriculum at RMHS. The district has recently hired a new assistant superintendent of curriculum and instruction and she has added much needed urgency to the development of current curriculum documents for all courses in all departments. Teachers use PLC time approximately once per month to discuss and revise curriculum. The goal is to complete curriculum guides for all courses by the end of the 2018 - 2019 school year. These guides will be made public for students and parents to better understand what content is being taught in each course. A second step will be the updating or creation of curriculum maps for each course that detail the units of study with guiding/essential questions, concepts, content, and skills and eventually connections to the school's vision of the graduate. Informal conversations occur in all departments between teachers to determine which concepts have been taught in previous years, but this process has not been formalized into a vertically articulated curriculum.
Page 26 of 41 Teachers seem willing to engage in this work to update curriculum maps to reflect their current instructional practices. Each department is in a different place regarding common assessments, but cumulative exams for a given course must be 80 percent in common with other teachers of that course. Some teachers also give 100 percent common exams each year to show growth of students within their courses. These District Determined Measures (DDMs) are given as pre- and post-tests for a given unit, and data shows that students within a course are learning a highly consistent curriculum.
RMHS is making a concerted effort to ensure school-wide organizational practices are designed to meet the learning needs of each student. The levels of classes include college prep (CP), strong college prep (SCP), honors and Advanced Placement. RMHS is in the process of reducing the number of levels offered for each subject. Currently all freshman classes except math and foreign language are only offered as SCP or Honors levels. The plan is to eventually offer all classes in only SCP or Honors levels. Teachers will continue to use PLC time to prepare for this shift, and additional professional development time for differentiation will occur. Additionally, since the middle schools are also going through this process, the district would benefit from vertical curricular alignment. RMHS has several practices in place to facilitate the success of all students. Many mainstream classes are co-taught by a subject teacher and a special education teacher. This allows greater and more individualized student support in the classroom. Reading Public Schools has a district curriculum accommodation plan (DCAP) to ensure that all efforts have been made to meet the students' needs in regular education classes. This document helps teachers analyze, assess, and accommodate diverse learners within the classroom.
Educators are working to develop productive student, family, community, business, and higher education partnerships that support learning. Parents report that teachers are accessible and communicate regularly about student progress. The school uses an online portal where students and parents can access grades in real time. Teachers reach out to parents if students are struggling to provide help and support. Parents report significant opportunities for involvement in the school particularly thorough programs such as music and drama, and sports booster organizations. The Reading Education Fund is run by parents in the district and funds small projects and teacher grants each year. A grant from REF allowed for a major upgrade in lab equipment for all physics labs in science, greatly expanding the lab opportunities in each course. Recently, a parent group called RED (Reading Embraces Diversity) has been working with the schools as they strive to promote diversity and equity in the town of Reading. The RED group recently worked with the school to conduct a vigil focusing on inclusion in the community. Seniors at RMHS have the opportunity to participate in internships and externships with local businesses. The Reading Cooperative Bank operates a supervised student-run branch within the high school. The assistant superintendent has recently formed a partnership with Gordon College to provide professional development opportunities for teachers.
Sources of Evidence central office personnel NEASC survey school leadership self-reflection teachers
Page 27 of 41 Standard 4 - Learning Support
Narrative
Students at Reading Memorial High School (RMHS) have access to appropriate intervention strategies to support their academic, social, and emotional success. Through weekly CASE meetings, counselors collaborate with administration, health services, and special education staff to identify at-risk students who are in need of additional support. Students identified as needing additional assistance will be considered for interventions that take place during a weekly flex block period, DCAP accommodations, 504 plans, or IEP eligibility. The Math Resource Center, a drop-in learning area, provides additional academic support for students in need of extra help in math. New for the 2018-2019 school year is the Academic Lab resource, which allows students seeking additional help in any non-math subject to find support from a staff member. Among the many learning based programs in the school, there are a great number of resources provided to students for their learning needs during the school day. According to the NEASC family survey, in response to the statement, "At this school, the counseling services meet my child's academic needs," 31.4 percent responded that the statement is totally true, 23.3 percent mostly true, and 36.0 percent somewhat true. An area of focus for the school is the referral process for identifying students in need of intervention. The school is currently in flux in terms of a process to identify and support students who are struggling. The school had a previous SST process and a Case team, but neither is fully functioning at this time. The principal has started meeting on a weekly basis with the two assistant principals, the special education team chairs, and the guidance director to discuss individual students needs and how to meet them. The principal hopes to align these weekly meetings with the current efforts to create a more robust student support process. Additional services for students who need Tier 2 interventions will also be addressed.
All students receive counseling services that meet their personal, social, emotional, academic, career, and college counseling needs from adequate, certified/licensed personnel. Reading Memorial High School is currently staffed with six full time guidance counselors, one regular education social worker, two special education social workers, one full time school psychologist, and one support staff member. Each guidance counselor has a caseload of approximately 240 students in grades 9-12, all of whom they follow for the students' entire high school experience. Counselors see their students at minimum four times each year - three times during seminar sessions and at least one time in private. In addition, students are able to schedule meetings as needed with counselors. Parents express confidence in the guidance department and according to the NEASC survey, most families agree that counselors are available when their child needs help (31 percent totally true; 32 percent mostly true; 30 percent somewhat true). The guidance department has implemented a curriculum in which all students attend a series of seminars each year during Flex Blocks. The topics of these meetings include Transitioning to Reading Memorial High School for freshman; Career Exploration for sophomores; the College Search Process and Post-Secondary Planning for juniors; and the College Application Process and Post- Secondary Planning for seniors. Currently the guidance department faces the challenge of having only one support staff member, who is responsible for sending out all transcripts and other information needed to support the college application process and other guidance needs. Before budget cuts, there were three support personnel in the department processing college applications, sending out transcripts, and performing other office tasks. At times, guidance counselors must assume some of these tasks, thus taking them away from assisting students with other needs. Due to budget cuts, the guidance department also lost their Transition Program, which was designed to assist students who were returning to RMHS from hospital stays or other long-term absences. Because this program no longer exists, counselors pick up the slack in which takes them away from meeting the needs of all students.
All students have access to appropriate health services from certified/licensed personnel. The health office at RMHS is currently staffed with two full time certified nurses. The health services office includes preventative health services and direct intervention services. Each student visit includes documentation of: primary concern, assessment, intervention/care, and a plan. Depending on the primary concern, direct intervention can involve medical (clinical) care and/or emotional/psychological support. Approximately 40-50 students arrive at the health office each day needing to see a nurse. Students are triaged as they enter and are responded to appropriately and professionally. Students needing meds or with conditions such as diabetes, asthma, or anxiety are seen
Page 28 of 41 immediately. Other students sign in and wait their turn. Anxious students are provided with a private, comforting environment where they can wait to speak to a counselor or social worker or relax. Preventative health care is an integral part of nursing care provided during each visit through health promotion and teaching. Nurses use each student's visit as an opportunity to provide education. When appropriate, the nurse may suggest that the student see their primary care physician. At the high school, the health office collaborates with guidance, social workers and school psychologists as needed. Families may seek assistance for specialized follow-up care. The community offers immediate medical services through walk-in clinics at which the health services office can help families to access mental health resources, as needed. Student health assessments that take place outside of the school's health office are communicated to the nurses by the student's parent or physician. Nurses provide yearly screening programs that include state-mandated vision, hearing, and postural screenings. As a result of these screenings, school nurses often identify conditions that need treatment and may be impacting the student's performance in the classroom. Faculty and staff also have access to the services of the health office. In addition to supporting the well-being of staff, nurses provide professional development for dealing with student health concerns. Epipen training is provided at the beginning of each year and CPR training is offered annually at no charge to staff.
The school library is currently staffed with one full-time, certified/licensed librarian. Before budget cuts the library staff also included one full-time assistant and three part-time para-professionals. At present the library has 21 student “library assistants” who volunteer their time during their study halls to shelve books and perform other tasks. The library is open to students from 7:00 am-3:30 pm every day; currently the PTO has provided funds for a stipend to allow the library to stay until 3:30 pm. The library budget has been reduced over the past several years due to district wide budget cuts, and the librarian has faced challenging decisions about how to best allocate more limited resources. For example, as part of the consortium of Massachusetts libraries, the library has access to a select group of databases at no charge other than the membership fee to the consortium. In addition, the library previously paid for other databases that were consistently used to support specific areas of the curriculum. Information found in these databases is not replicated in the group provided by the state. Due to the budget cuts, subscribing to additional databases has not been possible. Maintaining the library collection is an ongoing process, which includes weeding. In the last couple of years, the collection was weeded to bring it up to 2018 standards. Materials were withdrawn based upon criteria including age, condition, lack of use, and relevance. Some of these materials need to be replaced with new copies or with updated materials that reflect timeliness and relevancy. Technology available in the library includes: two computer carts with 25 laptops each, a computer lab with 26 desktops, 16 computers on the library floor, color and black and white printers, a laminating machine, projectors, cameras/tripods/voice recording/headphones, and a TV studio in back of the library. The library currently has a presence in the community through social media with a Facebook page and a link on RMHS homepage with resources.
Students at RMHS who are on IEPs, 504 plans, and who are English Language Learners are supported across different settings in the school by certified licensed professionals. There is currently one teacher to support the needs of ELL students and students have a classroom dedicated to their program. The ELL teacher supports students' learning and reaches out to teachers in the school to provide guidance and assistance. Special education students are supported by certified, licensed personnel who provide a variety of supports for students. Some special education programs have small group self-sustained classes with curriculum developed based on student needs. The majority of students on IEP's, however, receive support in a learning center model where students are supported by educators and paraprofessionals to complete their class assignments and work on IEP goals. The school also has programs to address a variety of student needs such as the Bridge program designed for students with reading and writing disabilities, the Crossroads program for students with low cognitive skills, the Connections program for students with social disabilities, the Therapeutic Support Program for students with a variety of disabilities, and the POST program for students who are ages 18 - 22 and want to continue their education with life skills and vocational opportunities. The needs of students on 504 plans are overseen by the two assistant principals who work with guidance counselors and teachers to ensure the appropriate accommodations and support are provided.
Sources of Evidence
Page 29 of 41 central office personnel school leadership school support staff teachers
Page 30 of 41 Standard 5 - Learning Resources
Narrative
The community and district provide school buildings and facilities that support the delivery of high-quality curriculum, programs, and services. Reading Memorial High School was completely renovated in 2003. Some portions of the building were torn down and rebuilt and other sections were completed remodeled. The district facilities and maintenance department has worked to maintain and improve the physical systems in the school. Doors open and close, windows function properly, a camera surveillance system is in place, and the heating system functions properly; however only small portions of the school building are air-conditioned, which can cause an educational slow-down during the very hot days at the beginning and end of the year. The school is welcoming with many inspiration quotes on the walls and pictures of influential figures hanging in the the library.
The school has two elevators which are maintained and certified. Reading Memorial High School (RMHS) has an integrated speaker system for entire building communications, a synchronized clock and bell system, and the entire building has an emergency sprinkler system. The school has a functioning emergency lighting system and an emergency backup generator. The school has safety equipment readily available in case of emergency including fire extinguishers deployed throughout the building, shower/eye wash stations in science classrooms, and Automatic Emergency Defibrillators in key high traffic locations. RMHS has a School Resource Officer who is in the building for the majority of every school day. A security procedure is in place so that doors are locked each day right after the start of the school day. The nurses' office is equipped to handle the health and wellness needs of students and faculty. There are multiple building spaces provided for a variety of student needs including, guidance, school programs and social/ emotional counseling. Classes are adequately equipped with SMART Boards, sound systems and the appropriate furniture is provided for students and staff. RMHS has educational spaces designed for student learning including a band room, drama suite with a scene shop, athletic field house, robotics lab, computer labs, art labs, foreign language lab, science labs, and in-house bank, production studio, performing arts center, media center, sport fields turf and grass, tennis courts, and a turfed stadium with track. Some of the athletic fields are at the end of their 10 year life span and need to be replaced. In addition, the district is considering additional security upgrades for the school.
The school/district provides some time and financial resources to enable researched-based instruction, professional growth, and the development, implementation, and improvement of school programs and services. There is no scheduled time during the school day for teachers to meet regularly to collaborate with one another. Teachers who want to collaborate meet only if they happen to have a free block in common. Otherwise, they meet during after-school professional development time, or during Flex block, if they are available. One hour of department meeting time each month and six early release days each year are allotted for teachers to work together. An additional two full professional development days are planned by the assistant superintendent in conjunction with the principals in the district.
RMHS and the district provide limited time and some resources for professional development, such as evaluation and revision of the curriculum and improvement of instruction using assessment results and current research. The Reading School District has four professional days throughout the school year for all staff. This includes the Blue Ribbon teacher Conference, that had previously taken place on the RMHS campus. There are meetings each week that have been relegated to Professional Learning Communities and professional development for teachers throughout the district. Some professional development time has been regulated for developing curriculum guides. The Reading School district provides tuition reimbursement for staff to take continuing education courses as funds are available.
RMHS does provide time during the school day to support the learning needs of all students, student programs and services. Flex Block is a 47-minute block scheduled every Wednesday. During this block, students can meet teachers for extra-help or to make up missed assignments. The guidance department meets with small groups of students as part of their developmental guidance program. The administration also uses the time for class meetings and administrative communication with students. This time has also been used to administer surveys and data collection, as well as safety training for students. This time can also be used for meetings with students
Page 31 of 41 who have been identified as needing additional support. Students can also visit the math resource center, a drop in learning area, which provides additional mathematics support for students or the Academic Lab, which allows students seeking additional help in any non-math subject to find support from a staff member.
The community and the district's governing body is working to provide adequate and dependable funding to fully implement the curriculum, including co-curricular programs and other learning opportunities. In 2018 the Town of Reading voted in favor of an 2.5 percent override allowing taxes to increase with the express intent to better financially support the Reading Public School System. This override was a major accomplishment because a previous attempt at an override in 2017 failed. Because the override passed, five positions at the high school were reinstated. Central office administrators are working with the Town of Reading to ensure that the capital and budgetary needs of the school district are met. A long-term capital plan does exist; however, the plan has not been adequately communicated to the high school faculty. There seems to be a larger concern among the faculty about how available financial resources within the school and district are allocated. Many faculty members feel frustrated by the lack of transparency around the budget and how the increased funds from the override are being spent. This lack of transparency has led to a lack of trust between teachers at the high school and the central office administration. Moving forward, increased communication and transparency is necessary to ensure a productive working relationship and to re-establish institutional trust.
The school and district have some short-term and long-term plans to address the capital and maintenance needs of its building and facilities. The passing of the override in the spring of 2018 was a welcome relief as the school district has struggled over the years to maintain level funding for its programs and services. The school district does have plans for maintenance and long-term repairs. In the capital plan for FY18, $20,000 was allocated for carpet replacement. In the FY19 budget, $575,000 has been allocated for a boiler replacement, and $40,000 is scheduled for additional carpet/flooring replacement. The school district has a longer term capital plan that has not yet been publicized. Beyond the typical daily maintenance, which is performed by a combination of both the custodial staff and an outside cleaning service, the district has routines in place to maintain the building with procedures in place to replace light bulbs, change air filters, and perform maintenance as needed. The entire school district has policies in place to replace computers on a 5-year schedule but the school has not reached an adequate level of computers and the school has relied on the an outside non-profit group, the Reading Education Foundation, to provide the funding needed to increase the amount of computers and technology in general to the school. Currently, there is no district-wide technology plan in place and teachers report that the allocation of technology resources is sometimes haphazard and they don't know what resources to expect when. Additional devices and more reliable internet bandwidth are needs at the classroom level. In addition, a well thought out, comprehensive technology plan that includes resources dedicated to technology integration support as well as hardware and devices is needed.
The school has infrastructure and protocols in place to ensure effective responses in crisis situations. The outside doors to the building are locked during the day and access to the building is acquired from video surveillance from the main office. The school works with local law enforcement and first responders for training and preparation for crisis scenarios. The ALICE training provided to staff and students follows practical, safe, crisis-response techniques and ALICE drills are conducted at least once a year. There are written and documented protocols for shelter in place, evacuation, and lockdown scenarios. Regular fire drills are practiced school wide. Weather related emergencies are communicated via telephone, email, and text message to students, parents, and staff. The school has a resource officer who represents local law enforcement and is in the building daily. In the event of a student emergency both medical and crisis teams are prepared and understand how to execute proper care for students.
Sources of Evidence central office personnel facility tour school leadership self-reflection
Page 32 of 41 Priority Areas
Priority Area
School's Response:
Foundational Element 1.1a - The school has a written document describing its core values, beliefs about learning, and vision of the graduate.
Team's Response:
The visiting team concurs with this priority area. The school has well developed and embedded core values that are known and practiced in the school. The next step will be to build a vision of the graduate that details the knowledge, understandings, transferrable skills, and dispositions that each student will obtain prior to graduating from Reading Memorial High School. This vision will be supported by the core values and should drive everything that happens in the school. The visiting team looks forward to seeing the progress of the school in building their vision.
Priority Area
School's Response:
Foundational Element 2.2a - There is a written curriculum in a consistent format for all courses in all departments.
Team's Response:
The visiting team concurs with this priority area and is encouraged by the addition of the assistant superintendent for curriculum and instruction who has provided a big boost of leadership and support for the development of curriculum district-wide. The completion of curriculum guides this year and maps with units in the coming years will ensure that all students are experiencing a consistent, vertically aligned, curriculum that can support their learning needs.
Priority Area
School's Response:
Principle 5.2 - The school/district provides time and financial resources to enable researched-based instruction, professional growth, and the development, implementation, and improvement of school programs and services.
Team's Response:
The visiting team found that for the most part, the district does provide an adequate amount of time and financial resources to support researched-based instruction, professional growth, and the development, implementation, and improvement of school programs and services. The collaboration between the new principal and assistant superintendent for curriculum and instruction seems promising in bringing effective professional development opportunities to support teachers. However, the lack of dedicated common planning time for teachers limits teacher collaboration and opportunities to share best practice and reflect on data to improve student achievement and well-being. The visiting team feels that this is an area for the school to continue to monitor, but it does not rise to the level of a priority area.
Page 33 of 41 Priority Area
School's Response:
Principle 5.3 - The community and the district's governing body provide adequate and dependable funding to fully implement the curriculum, including co-curricular programs and other learning opportunities.
Team's Response:
The recent override vote to add an additional 2.5% to the school district budget over the next three years is a promising sign that funding is moving in the right direction. The larger issue seems to be the transparency around how funds are used and where the additional funds are being allocated. There is an undercurrent of frustration among the faculty related to the school budget and their own salaries that is having a harmful impact on staff morale. The team recommends that the principal and district administrators increase transparency regarding budget and finances so that faculty members are better informed, but the visiting team does not agree that this principle rises to the level of a priority area.
Priority Area
School's Response:
Principle 5.4 - The school/district has short-term and long-term plans to address the capital and maintenance needs of its building and facilities.
Team's Response:
During the visit, the team was provided with some short and long term plans related to capital and maintenance needs of the school and district. It seems that during the self-reflection phase, these plans may not have been provided to the self-reflection committee for review. What is not present, however, is a district-wide technology plan. The visiting team recommends a creation of a district-wide technology plan as soon as possible. The team also recommends more transparency regarding short and long term plans so that faculty members can feel confident that the district and community has a plan in place to meet the needs of the school, but the visiting team does not agree that this principle rises to the level of a priority area.
Additional Suggested Priority Areas
Suggested priority area #1
The visiting team suggests that the school add a priority area related to Standard 2, Principle 4 which states, "Instructional practices are designed to meet the learning needs of each student." With the school's focus on Tier 1 and Tier 2 interventions and differentiation in the classroom, this priority area seems to be a natural fit. Continued work on employing differentiation strategies in the classroom, the use of the district accommodation plan, and adding additional supports for Tier 2 interventions will support this priority area.
Suggested Priority area #2
The visiting team suggests that the school add a priority area related to building a positive, respectful school culture (Standard 1, Principle 1). Although there are many positive aspects of the school and in general, students feel comfortable and supported, the recent racist graffiti incidents have created some anxiety among students and a continued need to focus on making all students feel comfortable and respected. In addition, the relationships among faculty members in the building have deteriorated over the past several years, and by their own admission, teachers need to re-commit themselves to support and trust one another in order to have productive working relationships. The arrival of the new principal and her efforts to connect with faculty members
Page 34 of 41 to build a positive school culture is a good first step, as well as the willingness of faculty members to recognize that a change needs to be made.
Page 35 of 41 Commendations
Commendation
The school-wide efforts to build a safe, positive, respectful, and inclusive culture that ensures equity and honors diversity in identify and thought
The diversity of experiences available to all students according to their interests
The meaningful integration of the school's core values into the daily life of the school
The efforts of the principal to reach out to stake-holders and build common consensus
The efforts of teachers to meet the needs of their students
The sense of pride in the school and community
Commendation
The opportunities for students to regularly engage in inquiry, problem solving, and higher order thinking in their classes
The curriculum revision efforts currently taking place in the school district
The use of a variety of assessment strategies to give students multiple opportunities to show what they know
The application of knowledge and skills to authentic tasks in many classrooms
The integration of technology to enhance learning in many classes
Commendation
The collaborative structures and processes in place to support coordination and implementation of the curriculum
The productive family and community partnerships fostered by the faculty and administrators
The collapsing of academic levels in the 9th and 10th grade to ensure school-wide organizational practices meet the learning needs of each student
The emerging practice of examining evidence of student learning to identify inequities in student achievement
Commendation
The array of intervention strategies designed to support students' academic, social, and emotional success
The effective counseling services that meet students' needs
The access to appropriate health services for all students and staff
The efforts of the librarian to keep the library running effectively in spite of loss of staff and budget cuts
Page 36 of 41 The effective services for ELL students, special education students, and students on 504 plans
Commendation
The financial support of the community and governing body for the Reading Public Schools
The school site and plant that support the delivery of the curriculum and the educational programs of the school
The existing short and long term plans to address the capital and maintenance needs of the facility
The infrastructure and protocols in place to ensure effective responses in crisis situations
Page 37 of 41 Recommendations
Recommendation
Develop and implement a multi-year district technology plan that includes allocations for infrastructure, equipment, resources, and support
Recommendation
Develop and implement a cohesive referral process to identify and support students in need of interventions
Recommendation
Provide additional transparency for faculty members regarding the school and district budget and allocation of resources
Recommendation
Consider ways to provide more frequent and consistent planning time for teachers to meet with one another to share instructional practices and review the results of student learning and well-being
Page 38 of 41 FOLLOW-UP RESPONSIBILITIES
This Collaborative Conference visit report reflects the findings of the school's Self-Reflection and those of the visiting team. It provides a blueprint for the faculty, administrators, and other officials to use to improve the quality of programs and services for the students in this school. The faculty, school board, and superintendent should be apprised by the building administrators yearly of progress made in addressing visiting team recommendations.
A school's initial/continued accreditation is based on satisfactory progress implementing valid recommendations of the visiting team and others identified by the Commission as it monitors the school's progress and changes which occur at the school throughout the decennial cycle. To monitor the school's progress in the Follow-Up Program, the Commission requires that the principal submit routine Three- and Six-Year Progress Reports documenting the current status of all report recommendations, with particular detail provided for any recommendation which may have been rejected or those items on which no action has been taken. In addition, responses must be detailed on all recommendations highlighted by the Commission in its notification letters to the school. School officials are expected to have completed or be in the final stages of completion of all valid visiting team recommendations by the time the Six-Year Progress Report is submitted. The Commission may request additional Special Progress Reports if one or more of the Standards are not being met in a satisfactory manner or if additional information is needed on matters relating to Decennial Accreditation report recommendations or substantive changes in the school.
To ensure that it has current information about the school, the Commission has an established Policy on Substantive Change requiring that principals of member schools report to the Commission within sixty days (60) of occurrence any substantive change which negatively impacts the school's alignment to the Commission's Standards for Accreditation. The report of substantive change must describe the change itself and detail any impact which the change has had on the school's ability to meet the Standards for Accreditation. The Commission's Substantive Change Policy is included on the next page. All other substantive changes should be included in the Three- and Six-Year Progress Reports and/or the Annual Information Report (AIR) which is required of each member school to ensure that the Commission office has current statistical data on the school.
The Commission urges school officials to use the results of the Collaborative Conference Report as well as the school's identified priority areas for growth to draft a school growth and improvement plan, and to review and implement the findings of the Self-Reflection and valid recommendations identified in the Collaborative Conference report. An outline of the Follow-Up Program is available in the Commission’s Accreditation Handbook, which is available on the Commission's website.
The visiting team would like to express thanks to the community for the hospitality and welcome. The school community completed a Self-Reflection that clearly identified the school’s strengths and areas of need. The time and effort dedicated to the Self-Reflection and preparation for the visit ensured a successful Collaborative Conference visit.
Page 39 of 41 SUBSTANTIVE CHANGE POLICY
NEW ENGLAND ASSOCIATION OF SCHOOLS & COLLEGES Commission on Public Schools
Principals of member schools must report to the Commission within sixty (60) days of occurrence any substantive change in the school which has a negative impact on the school's ability to meet any of the Commission's Standards for Accreditation. The report of a substantive change must describe the change itself as well as detail the impact on the school’s ability to meet the Standards. The following are potential areas where there might be negative substantive changes which must be reported:
elimination of fine arts, practical arts, and student activities diminished upkeep and maintenance of facilities significantly decreased funding - cuts in the level of administrative and supervisory staffing cuts in the number of teachers and/or guidance counselors grade level responsibilities of the principal cuts in the number of support staff decreases in student services cuts in the educational media staffing increases in student enrollment that cannot be accommodated takeover by the state inordinate user fees changes in the student population that warrant program or staffing modification(s) that cannot be accommodated, e.g., the number of special needs students or vocational students or students with limited English proficiency
Page 40 of 41 Roster of Team Members
Chair(s) Chair: Ms. Alyson Geary - New England Association of Schools & Colleges
Team Members Mr. James Cook - Gloucester High School
Harriet Wallen - Lexington High School
Ms. Linda Weber - Natick High School
Page 41 of 41 John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial Officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Last Day of School
At our meeting on Thursday evening I will ask the Committee to vote on the official last day of school for the 2018-2019 school year. We have used one snow days therefore; I am recommending June 17th as the last day for all students. The last day of school will be a half day for students and a full day for teachers.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability.
82 Oakland Road Reading, MA 01867 Reading Public Schools 781-944-5800 [email protected] Office of the Superintendent Memo
To: Reading School Committee
From: John F. Doherty, Ed.D., Superintendent of Schools
Date: 5/6/2019
Re: Superintendent’s Evaluation
As part of the DESE Educator Evaluation Process, the School Committee evaluates the Superintendent of Schools annually in public session. This multi-step process encompasses a five-step cycle. That cycle is outlined in the attached document.
The step that you will be involved in at this point in the year is Step 5 or the Summative Evaluation step of the cycle. This part of the process uses an evaluation form with rubrics that has been developed by the Department of Elementary and Secondary Education. A description of Step 5 is as follows:
I. Step 5 of the Cycle: End-of-Cycle and Summative Evaluation and Report 1. The superintendent submits an End-of-Cycle Progress Report.
The superintendent prepares and submits to the school committee an assessment of:
▪ Progress on the goals
▪ Performance on each of the Standards
▪ Impact on student learning with data supporting the assessment
2. Each school committee member prepares an End-of-Cycle Summative Evaluation Report for the current school year only. This document is attached to this memo.
Each committee member reviews the evidence and report prepared by the superintendent as well as any other relevant evidence for the purpose of arriving at:
▪ An assessment of progress on goals which are approved annually by School Committee
▪ A rating of the superintendent’s performance on each of the Standards
▪ An overall rating of the superintendent’s performance
1 3. The school committee chair or designee drafts an End-of-Cycle Annual Summative Evaluation Report.
The school committee chair or designee compiles the End-of-Cycle Evaluation Reports that were prepared by each member of the school committee and prepares a single summative evaluation based on the preponderance of individual ratings.
4. The school committee adopts a final End-of-Cycle Summative Evaluation Report.
At a regular or special meeting of the school committee, the superintendent and school committee discuss the report. The school committee adopts an End-of-Cycle Summative Evaluation Report.
A Note on using the End-of-Cycle Summative Evaluation Report form:1
The End-of-Cycle Summative Evaluation Report form is used at six points in the evaluation cycle:
▪ The superintendent and/or chair record the goals established in the Superintendent’s Annual Plan and match each to one of the four Standards of performance.
▪ The superintendent and/or chair annotate the End-of-Cycle Summative Evaluation Report to reflect goals, Standards and/or Indicators which may be considered priorities by the School Committee.
▪ Individual committee members use it to complete their individual End-of-Cycle Summative Evaluation Reports.
▪ The school committee chair uses it to draft a composite End-of-Cycle Summative Evaluation Report
▪ The school committee chair or designee record the End-of-Cycle Summative Evaluation Report adopted by the school committee.
▪ In addition, the superintendent may use the report to record key components of his or her End- of-Cycle Progress Report.
II. Step-by-Step—Conducting the End-of-Cycle Summative Evaluation
The information below gives guidance to each individual School Committee member as he or she completes the Summative Evaluation Form. This form is attached to the packet and will be sent electronically to the School Committee.
Step 1: Individual members assess goal attainment. First, each committee member reviews the superintendent’s End-of-Cycle Progress Report and other relevant evidence to make an individual determination of the progress the superintendent has made on the goals detailed in the plan. Progress toward each goal is described as: ▪ Did Not Meet
1 The End-of-Cycle Report Form appears as Appendix B
⚫ Page 2
▪ Some Progress
▪ Significant Progress
▪ Met
▪ Exceeded
Step 2: Individual members rate performance against the Standards. Next, each member renders a judgment about the superintendent’s performance against each Standard, rating it: ▪ Unsatisfactory
▪ Needs Improvement
▪ Proficient
▪ Exemplary
To reach a judgment on each standard, the committee member assesses performance against each indicator, taking into account, at a minimum, the progress on the goals most directly related to each standard. A rating of Proficient represents fully satisfactory performance. A rating of Exemplary is reserved for performance that exceeds Proficient and represents a regional or state model. For new superintendents, a rating of Needs Improvement should be seen as developing, reflecting the judgment that the new superintendent’s performance on this indicator or standard is on track to becoming Proficient within three years. A primary purpose of the five-step evaluation cycle is continuous improvement. Thoughtful feedback is important for continuous improvement. Committee members should support their ratings with written comments, citing the evidence they found most compelling as they decided on ratings. Although written comments are encouraged for all ratings, they are essential when ratings point to Exemplary or less-than-Proficient performance. Step 3: Individual members rate overall performance. Third, each member renders a single overall summative judgment of the superintendent’s performance based on performance against each of the four Standards and attainment of the goals detailed in the Superintendent’s Annual Plan. As with each standard, the overall rating is one of four: Unsatisfactory, Needs Improvement, Proficient, or Exemplary. Again, the high standard for a rating of Proficient and the even higher standard for a rating of Exemplary prevail. As in Step 2, ratings of Exemplary, Unsatisfactory or Needs Improvement should be accompanied by written comments explaining the rationale and evidence for the rating. Step 4: The chair compiles individual ratings and drafts summative evaluation. The chair, or designee, compiles the individual ratings and drafts the End-of-Cycle Summative Evaluation Report to present to the superintendent and school committee in advance of a public meeting via the School Committee packet. When compiling individual members’ evaluation reports, the chair is encouraged to consider discounting individual End-of-Cycle Summative Evaluation Reports that rate the superintendent’s performance as Unsatisfactory, Needs Improvement or Exemplary without written comments that explain the rating. Please note that both the individual and committee evaluations are public documents under Massachusetts law.
⚫ Page 3
Step 6: Committee discusses and adopts End-of-Cycle Summative Evaluation Report. At a public meeting of the school committee at which the superintendent is present, committee members review the draft, discuss proposed revisions, and adopt a final End-of-Cycle Summative Evaluation Report that is subsequently placed in the superintendent’s personnel file. III. The timeline for this process is as follows:
1. May 9th School Committee Meeting-At the May 9th meeting, I will review for you the evaluation evidence that I will include in that School Committee Packet. This evidence, along with all of the other information that you have been given during this school year, will help inform you as you develop your individual evaluation. At this meeting, I will also discuss with you the process that you will use to develop your individual evaluations. This is described above in this memo.
2. May 9th-May 24th-Each School Committee member completes a draft copy of the End of Cycle Summative Evaluation Report and sends the completed copy to both the Chair of the School Committee (or designee) and the Superintendent of Schools.
3. May 24th-June 3rd-The Superintendent of Schools will meet with each individual School Committee member to discuss the draft evaluation that he or she has completed. Based on the conversations, the School Committee member has with the Superintendent, the School Committee member may revise the individual summative evaluation.
4. June 7th-The School Committee Chair (or designee) will receive all final individual summative evaluations. The Chair or designee will then compile a draft End-of-Cycle Summative Evaluation Report to present to the superintendent and school committee in advance of a public meeting.
5. Around June 24th-School Committee Chair presents the draft End of Cycle Summative Evaluation Report to the Superintendent and School Committee in the School Committee packet.
6. June 27th -School Committee meeting to discuss and approve Summative Evaluation Report.
⚫ Page 4
5/6/2019
District Improvement Plan Superintendent’s Goals End of Year Update
Reading School Committee Meeting May 9, 2019
Presentation Summary
• Process (See memo to School Committee) • End of year Review of District Improvement Plan Goals • End of year Review of Superintendent’s Goals • Analysis • Other Areas of Note • Questions
1 5/6/2019
Evidence for Evaluation
• Dropbox Material • Sorted by standard and goals • May 9, 2019 School Committee Packet • Memo on Process • This Presentation • Updated Goals and District Improvement Plan • RPS 3 Year Improvement Plan Progress Monitoring
District Goal for 2016-19 School Years
To ensure the success of all students, over the next 3 years the Reading Public Schools will increase student engagement, improve achievement, decrease discipline referrals, and enhance parent and community two way communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices.
2 5/6/2019
Four Focus Areas Related to Goal
• Closing the Achievement Gap (Action Plan A)- To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage). • Literacy (Action Plan B)-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, clear expectations, and a pacing chart. • Mathematics Practices (Action Plan C)- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart. • Social Emotional Learning (Action Plan D)-To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
Projects We Are Prioritizing This Year Based on Focus Areas
• Reading and Writing at the Elementary Level (Focus Area B)-In Grades K-5, we are providing training and support materials in the area of Reader’s and Writer’s Workshop. This model is an interdisciplinary writing technique which can build students' fluency in writing through continuous, repeated exposure to the process of writing. Reader’s Workshop prepare students for any reading and writing task they will face and to turn kids into life-long, confident readers and writers who display agency and independence. The Workshop Model is a way to organize lessons and class time that is student centered. It maximizes student work and practice time, focusing on practice, growth, and reflection while minimizing the amount of time the teacher spends in the front of the classroom. • Science Curriculum Implementation (Focus Area A)-We are currently in the final year of our Science Curriculum implementation. During the 2018-19 school year, we are implementing lessons in Grades K-2, and completing implementation in Grades 9-12. The funding for this school year is developing science lessons in Grades K-2, updated chemistry and physics curriculum materials at RMHS, providing online interactive curriculum material, technology hardware to support the curriculum, and training to implement the instructional strategies to support the curriculum.
3 5/6/2019
Projects We Are Prioritizing This Year Based on Focus Areas
• Implementing Advisory at the Middle School Level (Focus Area D)-Both Middle Schools have been restructuring their advisory period to focus more on social and emotional learning. This year, they are focusing on resources and training that focus on mindfulness/yoga, perspective taking/empathy, growth mindset, and bullying. The lessons help students learn about identity, community, and acceptance, with the goal of increasing empathy and understanding, thereby stopping incidents of bullying, hatred and bigotry. The outcomes of the program foster empathy and reflection, improve students’ academic performance, and build safe and inclusive schools.
Projects We Are Prioritizing This Year Based on Focus Areas
• Level consolidation (Focus Area A and C)-Both the middle schools and the high school continue consolidating level classes to support closing the achievement gap. At the middle school, math levels have been reduced from three levels to two in Grade 7 and 8. At the High School, each department is phasing in the consolidation differently. Science is consolidating to two levels in Grade 9, Social Studies has consolidated to two levels in Grades 9 and 10, and English is consolidating in Grades 9 and 12. Training is being provided to staff and intervention blocks are scheduled to support students as this process is being implemented.
4 5/6/2019
Projects We Are Prioritizing Based on Focus Areas
• Review of Special Education Language Based Programs (Focus Area A)-We are focusing the next few months on a review of our language based (Bridge) Special Education Program at Parker and specialized reading services. This will include parent and teacher feedback, as well as having an outside consultant that specializes in language based program reviews participate in the process. • School Climate Survey (Focus Area D)-In May/June, 2018 we administered the PRIDE School Climate survey to teachers, parents, and students. RMHS administered the survey to students in September, 2018. This survey, which is being funded out of the school climate transformation grant assessed student, teacher, and parent perception in several areas regarding school climate. The YRBS will be administered by the end of the school year in Grades 6-12.
Professional Development Activities(2018-19) Aligned with District Improvement Plan
• Reading Spring Institute (March, 2019)-Focused on equity, inclusion, social justice issues (Focus Area D) • Math Workshop/Math Mini-lesson-professional development for Elementary Teachers (Focus Area C) • Lynn Lyons Training (Middle School Staff and Students)-focused on Managing Anxiety (Focus Area D) • Marian Small Training (Middle School Math Teachers)-focused on differentiation in mathematics instruction to reach all students (Focus Area C)
5 5/6/2019
Professional Development Activities(2018-19) Aligned with District Improvement Plan
• Adam Hickey Training at Middle and High School-Focused on inclusive practices that support learning for all students (Focus Area A) • Instructional Rounds/Praise Walks at Middle Schools-Purpose is for teachers to observe, share, and discuss inclusive practices in each other’s classrooms (Focus Area A) • QBS (Focus Area D), Behavioral Safety Training-Provides you staff with the skills needed to prevent and, when necessary, manage behavioral incidents. • NEASC Accreditation Work at High School-RMHS completed self study which will result in a school improvement plan that aligns with the NEASC standards (Focus Areas A- D)
Professional Development Activities (2018-19) Aligned with District Improvement Plan
• Northeast Professional Educator Network (NPEN) (Focus Areas A-D)-Reading participated as a member district in the Northeast Professional Educator Network (NPEN), which is designed to maximize regional resources to provide high-quality, inter-district professional development and foster a culture of collaborative inquiry in order to improve student learning in specialty areas such as music, theater, visual arts, library, media/technology, health, physical education, behavioral health, special education, foreign language, BCBAs, guidance, paraprofessionals, ELL, preschool, and related services. • Sheltered English Immersion Courses and Recertification Workshops (Focus Areas A)- Providing workshop and course opportunities to learn and practice instructional strategies to work with students who are English Language Learners. • Special Education Recertification Workshops (Focus Area A)-Providing workshop and course opportunities to learn and practice instructional strategies to work with students with disabilities.
6 5/6/2019
Professional Development Activities (2018-19) Aligned with District Improvement Plan
• Math Perspectives – Developing Number Concepts K-2 (Focus Areas A/C)-This three-day course focused K-2 teachers on ways to help children develop understanding and competence with counting, number relationships, addition, subtraction, and place value. Participants learned how to engage children in meaningful activities that provide appropriate practice and ensure that children have the foundation they need for future success. Participants also learned how to create a positive learning environment in their classrooms along with practical methods for providing activities and materials that meet the range of needs in their classrooms. • Youth Mental Health First Aid Training (Focus Area D)-Youth Mental Health First Aid is designed to teach parents, family members, caregivers, teachers, school staff, peers, neighbors, health and human services workers, and other caring citizens how to help an adolescent (age 12-18) who is experiencing a mental health or addictions challenge or is in crisis.
Professional Development Activities (2018-19) Aligned with District Improvement Plan
• Health—Curriculum Development Workshop, with Dr. Benes (Focus Area D)-The objectives of this workshop with district health-wellness teachers included: design curriculum and instruction to align with National Health Education Standards and a skills-based approach; create a scope and sequence for health education programs; develop authentic performance-based assessments for units; implement a skills-based approach in their programs. Elementary Wellness Teachers used this information to develop and implement the Grade 5 Puberty Unit.
7 5/6/2019
Professional Development Activities Bridge Program (Focus Area A)
• Staff from across the district worked with Melissa Orkin throughout the school year to review recommendations and strategies to implement those recommendations. • Unified curriculum for Bridge Program (Language Live!) • Use of Read and Write by Google (With Support from Assistive Technology) • Parent Coffees with Assistive Technology Consultant to discuss ways to use Assistive Technology • Bride Program PLC developed a list of written language curriculum used within the program. The teachers shared written language instructional strategies (ex. color coding). Teams discussed 'Framing Your Thoughts' among other written expression curricula. • Inclusive strategies instruction and training have continued with Adam Hickey of the Landmark Outreach program at both middle schools and the high school.
Professional Development Activities Bridge Program (Focus Area A)-Continued
• The special education department subscribes to the International Dyslexia Association publication and distributes this periodical to Bridge program staff at all levels for them to share, review, and discuss implications for practice. • Several staff from the Joshua Eaton School attended the International Dyslexia Association conference in CT, specifically both Bridge special education teachers, 2 general education teachers who work closely with the Bridge program, and the Joshua Eaton principal, as did 3 teachers from the Parker Bridge program. • Teachers will be putting together recommendations for any new assessment batteries for the 2019-2020 school year for June. This will be reviewed with the incoming director for her input and approval.
8 5/6/2019
Review of Action Steps
Reading School Committee May 9, 2019
Process Benchmark/Early Evidence of Change Progress Definitions
• Complete (Green)-Process Benchmark is complete or has been completed and is now ongoing. • In Process (Yellow)-Initial progress has begun, but some steps are not complete. • Planned-(Blue/White)-Process Benchmark has not started yet or will not be part of this District Improvement Plan.
9 5/6/2019
Five Focus Areas Related to Goal Progress Update-Action Plan A
• Closing the Achievement Gap (Action Plan A)- To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage).
Status 2016-17 2017-18 2018-19 Complete 5 15 20 In Process 9 5 0 Planned 2 0 0
Highlights-Action Plan A (Related Data: Pages 4-18 of Progress Monitoring)
• Using data at each school (Early Warning Indicator System, Grades, Progress Reports, assessments, office discipline referrals, attendance) to identify students who may require interventions. • Data Coach leads quarterly data meetings with District Leadership Team and has regular data meetings with building principals • Schools are using intervention blocks or after school supports for students who may be at risk. • We are having discussions at all levels about levels and sequences of courses and identifying ways to ensure that all students have equitable access to higher level curriculum and instruction. • Curriculum Guides in ELA, Math, Science, and Behavioral Health will be completed in Grades K-5 and 9-12 by the end of the school year. Grades 6-8 guides will be completed in 2019-20 school year.
10 5/6/2019
Five Focus Areas Related to Goal Progress Update-Action Plan B
• Literacy (Action Plan B)-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, clear expectations, and a pacing chart.
Status 2016-17 2017-18 2018-19 Complete 4 8 13 In Process 13 9 5 Planned 3 3 2
Highlights-Action Plan B (Related Data: Pages 19-27 of Progress Monitoring)
• Reader’s and Writer’s Workshop being implemented in Grades K-5, to better align with state standards for writing (including narrative, informative, and argument writing) • More emphasis being placed on calibration of common benchmarks, including the Fountas and Pinnell reading benchmark as a future predictor of MCAS performance • More focus on reading comprehension, appropriate instructional texts, and the writing- reading connection, as indicated in the state standards. • Coaching support being provided to teachers to help implement curriculum and utilize resources. • Literacy across other content areas is a focus area, including resources to provide nonfiction reading skills to students
11 5/6/2019
Five Focus Areas Related to Goal Progress Update-Action Plan C
• Mathematics Practices (Action Plan C)- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart.
Status 2016-17 2017-18 2018-19 Complete 5 9 11 In Process 8 8 10 Planned 15 11 7
Highlights-Action Plan C (Related Data: Pages 28-35 of Progress Monitoring)
• Assessing Math Concepts (AMC) assessments being administered in Grades K-2 at all elementary schools • Elementary teachers attended training in AMC assessments and Math Workshop Model • Professional development in differentiated instruction being implemented at middle schools • Number of students accessing higher level courses is at highest levels over the last two years • New secondary math sequences being implemented
12 5/6/2019
Five Focus Areas Related to Goal Progress Update-Action Plan D
• Social Emotional Learning (Action Plan D)-To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
Status 2016-17 2017-18 2018-19 Complete 8 14 19 In Process 9 7 4 Planned 4 2 0
Highlights-Action Plan D (Related Data: Pages 36-42 of Progress Monitoring)
• Planning and Implementation of Later Start at RMHS for 2019-20 school year • Grade 3-5 Health Education lessons being implemented outside of regular physical education classes. • SBIRT process in Grades 9 and 11 very successful • Over 40 Teachers have been enrolled in the LIFTS Trauma Courses (1-4) through Lesley University. Eighteen (18) have completed all four courses • Building Leadership Teams have been implemented at all schools • Coaching support being provided for all building leadership teams to successfully implement next phase of MTSS • Additional courses in Youth Mental Health First Aid and Trauma have been offered for staff
13 5/6/2019
Early Evidence of Change Progress
Focus Area # # # # In # In # In # # # Complete Complete Complete Process Process Process Planned Planned Planned 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 2016/17 2017/18 2018/19 A (Achievement 2912941 1 0 0 Gap) B (Literacy) 059951 1 1 1 C (Mathematics) 1156106 3 0 0 D (SEL) 1280137 140 E 336230 1 0 0 (Communication)
Superintendent of Schools Goals End of Year Update
Reading School Committee May 9, 2018
14 5/6/2019
Student Learning Goal Closing the Opportunity Gap See District Improvement Plan Updates During the 2016-19 School Years, I will lead the staff of the Reading Public Schools to address the academic, social-emotional and behavioral health needs of each of our students through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices. This implementation will be done through four specific focus areas as evidenced in our District Improvement Plan: Closing the Achievement Gap, Improving Literacy Instruction, Improving Mathematics Practices, and Implementing Evidenced Based Practices in Social and Emotional Learning.
Status 2016-17 2017-18 2018-19 Complete 3 8 8 In Process 4 1 1 Planned 0 0 0
Professional Practice Goal Goal 2-Physical and Psychological Security of Schools New Goal To improve the physical and psychological security of our schools through changes in policies, procedures, infrastructure, and safety drills. This will be measured by survey data of staff, students, and parents of perception of safety, updated policies and procedures regarding safety, improved drill practices by each school, and updated infrastructure to our schools.
15 5/6/2019
Professional Practice Goal Goal 2-Physical and Psychological Security of Schools Highlights • Updated Emergency Safety Operations Plans for All Schools • Participated in a multi-department active shooter drill without students • Attended with staff several safety workshops • Conducted table top safety exercises with District and building administrators • Work with Police, Town, Community and School Officials to continue to educate and address school and community acts of hate • Town/School Officials received Town Meeting support for funding to implement safety and security measures across town and school buildings
Goal 3-Professional Practice Goal Multi-year Capital Plan New Goal To work with the Town Manager, Chief Financial Officer, and Director of Facilities to develop a multi-year capital plan to upgrade and improve school facilities. This will be measured by a completed plan for the project which has the support of Town Meeting.
Status 2018-19
Complete 4
In Process 2
Planned 5
16 5/6/2019
Goal 3-Professional Practice Goal Multi-year Capital Plan Highlights • Town/School Officials received Town Meeting support for funding to implement safety and security measures across town and school buildings • Town/School Officials received Town Meeting support to replace Turf 2 and Lights • Currently working with Chief Financial Officer, Director of Facilities and Consultant on Elementary Space and Enrollment Study
Goal 4-Professional Practice Goal Capacity Building and Role Definition New Goal
• To redefine the roles and responsibilities of District and Building Administrators and to build the capacity of each administrator and each team so that they can effectively perform the duties of their jobs. This will be measured by the increased effectiveness of each school and sector, survey data from administrators, quality of the agendas from various meetings.
Status 2018-19
Complete 8
In Process 2
Planned 0
17 5/6/2019
Goal 4-Professional Practice Goal Capacity Building and Role Definition Highlights • Reorganize Central Office roles and responsibilities to develop four sectors: Finance and Operations, Teaching and Learning, Student Services, and Superintendent/Human Resources. Create and implement a moving plan that will have all five Central Office Administrators in one location. • Chief Financial Officer’s role is restructured to include additional supervisory responsibilities with Facilities Management and Network Technology. In addition, the CFO will complete MCPPO certification and designation. • Assistant Superintendent’s role will be shifted to include additional supervisory responsibilities for English Language Learner Staff, Elementary Art and Music, Instructional Technology, Curriculum Coordinators, and Data Coach • The Central Office Leadership Team will work cohesively on a variety of activities to develop a strong working culture at Central Office and among each other. This will include biweekly meetings as a group, quarterly office meetings, and offsite activities for professional development. • District Leadership Team meetings will be restructured to include more problem solving discussions versus informational listings. • Building Principals will build their capacity on a variety of topics including Reader’s and Writer’s Workshop, Budget development and management, Advisory Activities, 504 and Special Education laws and regulations, Universal Design for Learning, Supervision and Evaluation, and Teaching Diverse Needs in the classroom.
Analysis
• We are achieving progress in several areas. • State MCAS results are based on 2017-18 school year which does not include any post override positions, curriculum, professional development or technology. • Continue to focus on a few areas at each level aligned with Focus Areas • Individual schools will be committing their time and energy on the focus areas of greatest need as stated by student and school data • Principals and teachers need to focus on one or two focus areas and do them well. • Curriculum support will be key in moving elementary literacy, math, science forward
18 READING PUBLIC SCHOOLS
Superintendent Evaluation
Summative Evaluation for 2018-19 School Year
Name of School Committee Member [Pick the date]
End-of-Cycle Summative Evaluation Report: Superintendent
Superintendent:
Evaluator: Name Signature Date
Step 1: Assess Progress Toward Goals (Complete page 3 first; circle one for each set of goal[s].)
Professional Practice Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Student Learning Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
District Improvement Goal(s) Did Not Meet Some Progress Significant Progress Met Exceeded
Step 2: Assess Performance on Standards (Complete pages 4–7 first; then check one box for each standard.)
Indicators
Unsatisfactory = Performance on a standard or overall has not significantly improved following a rating of Needs Improvement, or performance is consistently below the requirements of a standard or overall and is considered inadequate, or both. Needs Improvement/Developing = Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be
Unsatisfactory at the time. Improvement is necessary and expected. For new superintendents, performance is on track to achieve proficiency within three years. Needs Exemplary
Proficient = Proficient practice is understood to be fully satisfactory. This is the rigorous expected level of performance. Improvement
Proficient Unsatisfactory Exemplary = A rating of Exemplary indicates that practice significantly exceeds Proficient and could serve as a model of practice regionally or statewide.
Standard I: Instructional Leadership
Standard II: Management and Operations
Standard III: Family and Community Engagement
Standard IV: Professional Culture
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End-of-Cycle Summative Evaluation Report: Superintendent
Step 3: Rate Overall Summative Performance (Based on Step 1 and Step 2 ratings; circle one.)
Unsatisfactory Needs Improvement Proficient Exemplary
Step 4: Add Evaluator Comments Comments and analysis are recommended for any rating but are required for an overall summative rating of Exemplary, Needs Improvement or Unsatisfactory or Impact on Student Learning rating of high or low. Comments:
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Superintendent’s Performance Goals
Goals should be SMART and include at least one goal for each category: professional practice, student learning, and district improvement.
Check one box for each goal.
Met
Meet Some Some
Goal(s) Not Did
Progress Progress
Description Exceeded Significant Significant Superintendent Professional
Practice/Student Learning Goals
To improve the physical and psychological security of our schools through changes in policies, procedures, infrastructure, and safety drills. This will be 1 measured by survey data of staff, students, and parents of perception of safety, updated policies and procedures regarding safety, improved drill practices by each school, and updated infrastructure to our schools. To redefine the roles and responsibilities of District and Building Administrators and to build the capacity of each administrator and each team so that they can 2 effectively perform the duties of their jobs. This will be measured by the increased effectiveness of each school and sector, survey data from administrators, quality of the agendas from various meetings. To work with the Town Manager, Chief Financial Officer, and Director of 3 Facilities to develop a multi-year capital plan to upgrade and improve school facilities. This will be measured by a completed plan for the project which has the support of Town Meeting. District Improvement
To ensure the success of all students, over the next 3 years the Reading Public Schools will increase student engagement, improve achievement, decrease discipline referrals, and enhance parent and community two way 4 and Student Learning Goal communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices.
3
Closing the Achievement Gap- To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions Focus Area A which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage).
Literacy-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, Focus Area B evidenced based tier 2 student interventions, clear expectations, and a pacing chart.
Mathematics Practices- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and Focus Area C coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart.
Social Emotional Learning-To focus our energy and effort in identifying and Focus Area D implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
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Superintendent’s Performance Rating for Standard I: Instructional Leadership
Needs Needs
Exemplary
Improvement Proficient Check one box for each indicator and circle the overall standard rating. Unsatisfactory
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of well- structured lessons with measureable outcomes.
I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.
I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to their practice when students are not learning.
I-D. Evaluation: Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions.
I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning—including state, district, and school assessment results and growth data—to inform school and district goals and improve organizational performance, educator effectiveness, and student learning.
Overall Rating for Standard I The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared (Circle one.) vision that makes powerful teaching and learning the central focus of schooling.
Unsatisfactory Needs Improvement Proficient Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide:
Goals progress report Analysis of staff evaluation data Relevant school committee meeting agendas/materials Analysis of classroom walk-through data Report on educator practice and student learning goals Analysis of leadership team(s) agendas and/or feedback Analysis of district assessment data Student achievement data Protocol for school visits Sample of district and school improvement plans Analysis of student feedback Other:______and progress reports Analysis of staff feedback
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Superintendent’s Performance Rating for Standard II: Management and Operations
Needs
Exemplary
Improvement Proficient Check one box for each indicator and circle the overall standard rating. Unsatisfactory
II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of safety, health, emotional, and social needs.
II-B. Human Resources Management and Development: Implements a cohesive approach to recruiting, hiring, induction, development, and career growth that promotes high-quality and effective practice.
II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching, learning, and collaboration, minimizing disruptions and distractions for school-level staff.
II-D. Law, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines.
II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures consistent with district- and school-level goals and available resources.
Overall Rating for Standard II The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, (Circle one.) efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Unsatisfactory Needs Improvement Proficient Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide:
Goals progress report Analysis of student feedback Relevant school committee meeting Budget analyses and monitoring reports Analysis of staff feedback agendas/minutes/materials Budget presentations and related materials Analysis of safety and crisis plan elements Analysis and/or samples of leadership team(s) External reviews and audits and/or incidence reports schedule/agendas/materials Staff attendance, hiring, retention, and other HR data Other:______
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Superintendent’s Performance Rating for Standard III: Family and Community Engagement
Needs
Exemplary
Improvement Proficient Check one box for each indicator and circle the overall standard rating. Unsatisfactory
III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the effectiveness of the classroom, school, district, and community.
III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and development at home, school, and in the community.
III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders about student learning and performance. III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner.
Overall Rating for Standard III The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with (Circle one.) families, community organizations, and other stakeholders that support the mission of the district and its schools.
Unsatisfactory Needs Improvement Proficient Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide:
Goals progress report Sample district and school newsletters and/or other Analysis of survey results from parent and/or community Participation rates and other data about school and district communications stakeholders family engagement activities Analysis of school improvement goals/reports Relevant school committee presentations and minutes Evidence of community support and/or engagement Community organization membership/participation/ Other:______contributions
Superintendent’s Performance Rating for Standard IV: Professional Culture
Needs Needs
Proficient
Exemplary Improvement Check one box for each indicator and circle the overall standard rating. Unsatisfactory
IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching, and learning with high expectations for achievement for all.
IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected.
IV-C. Communication: Demonstrates strong interpersonal, written, and verbal communication skills.
IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices, and theory to continuously adapt practice and achieve improved results. Models these behaviors in his or her own practice.
IV-E. Shared Vision: Successfully and continuously engages all stakeholders in the creation of a shared educational vision in which every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor.
IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district or school community.
Overall Rating for Standard IV The education leader promotes the learning and growth of all students and the success of all staff by nurturing and sustaining a (Circle one. ) districtwide culture of reflective practice, high expectations, and continuous learning for staff.
Unsatisfactory Needs Improvement Proficient Exemplary
Comments and analysis (recommended for any overall rating; required for overall rating of Exemplary, Needs Improvement or Unsatisfactory):
Examples of evidence superintendent might provide:
Goals progress report Analysis of staff feedback District and school improvement plans and reports Samples of principal/administrator practice goals Staff attendance and other data School committee meeting agendas/materials Memos/newsletters to staff and other stakeholders Sample of leadership team(s) agendas and materials School visit protocol and sample follow-up reports Analysis of staff feedback Presentations/materials for community/parent meetings Other:______
READING SCHOOL COMMITTEE
Reading Public Schools Superintendent Evaluation
Name of School Committee Member [Pick the date]
Standard III: Standard I: Standard II: Standard IV: Family and Community Instructional Leadership Management & Operations Professional Culture Engagement
A. Environment Indicator A. Engagement Indicator A. Commitment to High Standards A. Curriculum Indicator 1. Plans, Procedures, and Routines 1. Family Engagement Indicator 1. Standards-Based Unit Design 2. Operational Systems 2. Community and Business 1. Commitment to High Standards 2. Lesson Development Support 3. Student Safety, Health, and Engagement 2. Mission and Core Values
Social and Emotional Needs 3. Meetings
B. Instruction Indicator B. Human Resources Management & B. Sharing Responsibility Indicator B. Cultural Proficiency Indicator 1. Instructional Practices Development Indicator 1. Student Support 1. Policies and Practices 2. Quality of Effort & Work 1. Recruitment & Hiring Strategies 2. Family Collaboration 3. Diverse Learners’ Needs 2. Induction, Professional Development, and Career Growth Strategies
C. Assessment Indicator C. Scheduling & Management C. Communication Indicator C. Communications Indicator 1. Variety of Assessments Information Systems Indicator 1. Two-Way Communication 1. Communication Skills 2. Adjustment to Practice 1. Time for Teaching and Learning 2. Culturally Proficient Communication 2. Time for Collaboration
D. Evaluation Indicator D. Law, Ethics & Policies Indicator D. Family Concerns Indicator D. Continuous Learning Indicator 1. Educator Goals 1. Laws and Policies 1. Family Concerns 1. Continuous Learning of Staff 2. Observation s & Feedback 2. Ethical Behavior 2. Continuous Learning of Administrator 3. Ratings 4. Alignment Review
E. Data-Informed Decision Making Indicator E. Fiscal Systems Indicator E. Shared Vision Indicator 1. Knowledge & Use of Data 1. Fiscal Systems 1. Shared Vision Development 2. School and District Goals 3. Improvement of Performance, Effectiveness, and Learning
F. Managing Conflict Indicator 1. Response to Disagreement 2. Conflict Resolution 3. Consensus Building
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Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.
Indicator I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of well-structured lessons with measurable outcomes. I-A. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-A-1. Does not set the expectation that Provides limited training and/or Provides support and assistance Empowers administrators to employ Standards- administrators use effective support to administrators to employ for administrators to learn and strategies that empower staff to Based Unit strategies for ensuring development effective strategies for ensuring well- employ effective strategies for create rigorous standards-based Design of well-designed standards-based designed standards-based units. May ensuring that educators and units of instruction that are aligned units, provide adequate resources or sometimes monitor and assess educator teams design standards- across grade levels and content support for this activity, and/or progress and provide feedback. based units with measurable areas. Continually monitors and monitor or assess progress. outcomes and challenging tasks assesses progress, provides requiring higher-order thinking. feedback, and connects Frequently monitors and assesses administrators to additional supports progress, providing feedback as as needed. Is able to model this necessary. element.
I-A-2. Does not state expectations for Provides limited training to Supports administrators to learn Supports administrators to Lesson administrators that they establish administrators on how to establish and establish effective strategies collaborate on developing strategies Development effective strategies to ensure effective strategies for ensuring that for ensuring that educators that enable educators to consistently Support development of well-structured educators develop well-structured develop well-structured lessons develop series of interconnected, lessons, does not provide training or lessons and/or does not consistently with challenging, measurable well-structured lessons with support, and/or does not discriminate identify and/or address patterns when objectives and appropriate student challenging objectives and between strong and weak strategies there is evidence of a weak strategy engagement strategies, pacing, appropriate student engagement for ensuring effective lesson-planning being employed. sequence, activities, materials, strategies, pacing, sequence, practices. technologies, and grouping. materials, and grouping and identifies specific exemplars and resources in each area. Is able to model this element.
Indicator I-B. Instruction: Ensures that practices in all settings reflect high expectations regarding content and quality of effort and work, engage all students, and are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness. I-B. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-B-1. Does not look for evidence of and/or While the superintendent may While observing principal practice While observing principal practice Instructional cannot accurately identify ways that observe principal practice and and artifacts, ensures that and artifacts, ensures that principals Practices principals identify effective teaching artifacts, s/he only occasionally looks principals identify a variety of know and employ effective strategies strategies when the principals for evidence that principals are effective teaching strategies and and practices for helping educators observe practice and review unit identifying effective teaching practices when they observe improve instructional practice. Is plans.. strategies and practices when they practice and review unit plans. able to model this element. observe practice and review unit plans.
I-B-2. Does not set high expectations for May set high expectations for the Sets and models high Sets and models high expectations Quality of the quality of content, student effort, quality of content, student effort, and expectations for the quality of for the quality of content, student Effort and and/or student work district-wide, or student work district-wide, but allows content, student effort, and effort, and student work district-wide Work expectations are inappropriate. expectations to be inconsistently student work district-wide and and empowers administrators, applied across the district. supports administrators to uphold educators and students to uphold these expectations consistently. these expectations consistently. Is able to model this element.
I-B-3. Does not look for evidence of and/or While the superintendent may While observing principal practice, Employs strategies that ensure that Diverse cannot accurately identify ways that observe principal practice, s/he only ensures that principals look for principals know and consistently Learners’ principals identify effective teaching occasionally looks for evidence that and identify a variety of teaching identify teaching strategies and Needs strategies and practices that are principals are identifying effective strategies and practices that are practices that are meeting the needs appropriate for diverse learners. teaching strategies and practices that effective with diverse learners of diverse learners while teaching are appropriate for diverse learners when they observe practices and their content. Is able to model this when they observe practices and review unit plans. element. review unit plans.
Indicator I-C. Assessment: Ensures that all principals and administrators facilitate practices that propel personnel to use a variety of formal and informal methods and assessments to measure student learning, growth, and understanding and make necessary adjustments to their practice when students are not learning. I-C. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-C-1. Does not communicate or monitor a Provides administrators with some Supports administrator teams to Leads administrator teams to develop Variety of strategy for assessments, leaving it formal assessment options and use a variety of formal and and implement a comprehensive Assessments up to administrators to design and suggests that they coordinate their informal methods and assessment strategy that includes implement their own strategies. assessment practices within their assessments, including common ongoing informal assessment and teams and include a variety of interim assessments that are common interim assessments that assessments but does not monitor aligned across grade levels and are aligned across grade levels and this practice. subject areas. subject areas. Is able to model this element.
I-C-2. Does not encourage or facilitate Suggests that administrator teams Provides the resources for Leads, plans, facilitates, and supports Adjustment to administrator teams to review meet to review data and plan for planning time and effective administrator team review meetings Practice assessment data. adjustments and interventions but support for administrator teams to after each round of assessments. inconsistently monitors this practice. review assessment data and Monitors teams’ plans, adjustments identify appropriate interventions to instruction, and outcomes and and adjustments to practice. shares lessons learned with others. Is Monitors administrators’ efforts able to model this element. and successes in this area.
Indicator I-D. Evaluation: Provides effective and timely supervision and evaluation of all staff in alignment with state regulations and contract provisions.
I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-D-1. Does not support administrators to Supports administrators and Supports administrators and Supports administrators and Educator develop professional practice, administrator teams to develop administrator teams to develop administrator teams to develop and Goals student learning and/or district/school professional practice, student and attain meaningful, actionable, attain meaningful, actionable, and improvement goals, review the goals learning and, where appropriate, and measurable professional measurable professional practice, for quality, and/or support district/school improvement goals but practice, student learning, and student learning and district/school administrators in attaining goals. does not consistently review them for where appropriate, district/school improvement goals and models this quality and/or monitor progress. improvement goals. process through the superintendent’s own evaluation process and goals. Is able to model this element.
I-D-2. Rarely conducts visits to observe Makes infrequent unannounced visits Typically makes at least three Makes unannounced visits to schools Observations principal practice and/or does not to schools to observe principal unannounced visits to each school throughout the year to observe and Feedback provide honest feedback to practice, rarely provides feedback to observe principal practice every administrator practice and provides administrators who are not that is specific and constructive for year and provides targeted targeted constructive feedback to all performing proficiently. administrators, and/or critiques constructive feedback to all administrators. Engages with all in struggling administrators without administrators. Acknowledges conversations with all administrators providing support to improve their effective practice and provides about improvement, celebrates performance. redirection and support for those effective practice, and provides whose practice is less than targeted support to administrators Proficient. whose practice is less than Proficient. Is able to model this element.
I-D-3. Assigns ratings for performance, goal Assigns ratings for performance, goal Exercises sound and reliable Exercises sound and reliable Ratings attainment, and impact on student attainment, and impact on student judgment in assigning ratings for judgment in assigning ratings for learning without collecting and learning in a way that is not performance, goal attainment, and performance, goal attainment, and analyzing sufficient and/or consistently transparent to impact on student learning and impact on student learning. Ensures appropriate data or does not assign administrators. ensures that administrators that administrators understand in ratings for some administrators. understand why they received detail why they received their ratings their ratings. and provides effective support around this practice Is able to model this element.
I-D-4. Does not review alignment between Occasionally reviews alignment Consistently reviews alignment Studies alignment between judgment Alignment judgment about practice and data between judgment about practice and between judgment about practice about practice and data about Review about student learning when student learning data. and student learning data and student learning when evaluating and evaluating and rating administrators. provides guidance to rating administrators and provides administrators to make informed effective support around this practice. decisions about educator support Is able to model this element. and evaluation based upon this review.
Indicator I-E. Data-Informed Decision Making: Uses multiple sources of evidence related to student learning, including state, district, and school assessment results and growth data, to inform school and district goals and improve organizational performance, educator effectiveness, and student learning. I-E. Elements Unsatisfactory Needs Improvement Proficient Exemplary
I-E-1. Relies on too few data sources to May work with administrators to Guides administrators and Leads administrator teams to identify Knowledge represent the full picture of school or identify multiple sources of student supports them in identifying a a range of appropriate data sources, and Use of district performance, and/or does not learning data, but these data do not range of appropriate data sources including non-traditional information Data analyze the data accurately. provide multiple perspectives on and effectively analyze the data for that offers a unique perspective on performance, and/or analysis of the decision-making purposes. school and district performance, and data is sometimes inaccurate. models effective data analysis for staff. Is able to model this element.
I-E-2. Gathers limited information on school Assesses school and district Uses data to accurately assess Involves stakeholders in a School and and district strengths and strengths and weaknesses using data school and district strengths and comprehensive diagnosis of school District Goals weaknesses and/or does not use that are not carefully analyzed and/or areas for improvement to inform and district strengths and these data to inform district plans or writes an unfocused strategic plan. the creation of focused, weaknesses using appropriate data, actions. measurable district goals. and leads a collaborative process to Provides support to principals in develop a focused, results-oriented their efforts to create focused, strategic plan with annual goals. Is measurable school goals. able to model this element.
I-E-3. Does not share assessment data with Shares limited data with Uses multiple data sources to Uses multiple data sources to Improvement administrators or provide them with administrators to identify student evaluate administrator and district evaluate administrator and district of resources and support to use data to and/or educator subgroups that need performance. Provides performance. Provides administrators Performance, make adjustments to school or district support; provides limited assistance administrators and administrator and administrator teams with the Effectiveness, plans, and/or model appropriate data to administrator teams in using data teams with the resources and resources and support to and Learning analysis strategies. to improve performance. support to disaggregate disaggregate assessment data and assessment data and assists them assists them in identifying students in identifying students who need who need additional support. additional support. Empowers educators to use a range of data sources to pinpoint areas for their own and schoolwide improvement. Is able to model this element.
Standard II: Management and Operations. Promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling Indicator II-A. Environment: Develops and executes effective plans, procedures, routines, and operational systems to address a full range of safety, health, and emotional and social needs. II-A. Unsatisfactory Needs Improvement Proficient Exemplary Elements
II-A-1. Does not organize the district May establish plans, procedures, and Develops systems, plans, Establishes systems, plans, Plans, effectively for orderly and efficient routines to guide administrators, but procedures, and routines for procedures, and routines that Procedures, movement of students. student entry, dismissal, meals, class administrators to implement that empower administrators, students and Routines transitions, assemblies, and recess generally ensure orderly and and staff to implement orderly and are not consistently orderly and/or efficient student entry, dismissal, efficient student entry, dismissal, efficient. meals, class transitions, meals, class transitions, assemblies, assemblies, and recess. and recess. Is able to model this element.
II-A-2. Fails to establish systems and Develops systems and procedures Develops systems and procedures Creates and maintains a district Operational procedures to support custodial that result in inconsistent supervision for the effective supervision and environment in which custodial and Systems and/or other staff, so that the campus and/or support of custodial and other support of custodial, clerical, food other staff take personal is not generally clean, attractive, staff, resulting in a campus that is not services, and other staff effectively responsibility for keeping the campus welcoming, and/or safe. consistently clean, attractive, so that the campus is clean, clean, attractive, welcoming, and welcoming, or safe. attractive, welcoming, and safe. safe. Is able to model this element.
II-A-3. Does not develop consistent May urge administrators to demand Supports administrator teams in Guides administrators and teams to Student procedures for student discipline; good student behavior but allows developing systems and develop practices that consistently Safety, Health, district disciplinary practice varies varying standards to exist in different procedures for positive student showcase high expectations for and Social from school to school; often tolerates schools. Supervises and supports behavior; models high student behavior and invest staff and and Emotional discipline violations and/or enforces administrators in addressing student expectations for student behavior students in upholding these Needs district policies or procedures discipline and bullying matters on a and provides appropriate training expectations. Successfully inconsistently. case-by-case basis in the absence of for administrators to uphold these implements district-wide routines and a system of procedures and expectations. Establishes district- consequences such that students consequences. wide routines and consequences, take ownership over addressing including policies and systems to bullying and other behaviors that prevent and address bullying and threaten students’ social and other behaviors that threaten emotional well-being. Is able to model students’ social and emotional this element. well-being.
Indicator II-B. Human Resources Management and Development: Implements a cohesive approach to recruitment, hiring, induction, development, and career growth that promotes high-quality and effective practice. II-B. Unsatisfactory Needs Improvement Proficient Exemplary Elements
II-B-1. Does not successfully lead the Leads the recruitment and hiring Leads the district’s recruitment Consistently identifies effective Recruitment recruitment and hiring process. process but does not consistently and hiring process and, through it, administrators and educators who and Hiring identify effective administrators and consistently identifies effective share the district’s mission. Strategies educators. administrators and educators who Empowers administrators and faculty share the district’s mission. members to share in a structured, consistent interview process. Is able to model this element.
II-B-2. Does not support new administrators, Develops only a limited district-wide Develops district-wide induction Facilitates the administrator-led Induction, provide guidance to them to support induction program for new support for new administrators design and implementation of Professional educators, organize high-quality job- administrators and teachers and/or and teachers and/or faithfully induction support, job-embedded Development, embedded professional development, inconsistently implements the implements the district’s induction professional development, and career and Career and/or support the career growth of district’s induction strategy; organizes strategy; organizes high-quality growth support all of which are Growth effective educators. job-embedded professional job-embedded professional aligned with district goals; are Strategies development that is not consistently development aligned with district consistently viewed by professional high quality or aligned with goals; goals; and supports the career personnel as effective and helpful, and/or does not consistently support growth of effective professional and provide multiple opportunities for effective administrators’ and personnel by distributing administrator and educator growth educators’ career growth. Does not leadership tasks, developing and learning. Leads the administrator establish criteria for the awarding of criteria for the awarding of team in developing district criteria for professional status. professional status, and the awarding of professional status. monitoring progress and Is able to model this element. development.
Indicator II-C. Scheduling and Management Information Systems: Uses systems to ensure optimal use of data and time for teaching, learning, and collaboration, minimizing disruptions and distractions for school-level staff. II-C. Unsatisfactory Needs Improvement Proficient Exemplary Elements
II-C-1. Does little to minimize disruptions to Generally acts to minimize Creates schedules, procedures Empowers administrators and teams Time for instructional time and minimize disruptions to instructional time and and related systems that to contribute to the design and Teaching and disruptions and distractions for minimize disruptions and distractions maximize instructional time and monitoring of district systems that Learning school-level staff, including principals. for school-level staff, including minimize school day disruptions maximize instructional time and principals. and distractions for school-level minimize disruptions and distractions staff, including principals; and for all school-level staff. Is able to consistently monitors the extent to model this element. which these systems are effective
II-C-2. Sets unrealistic expectations for Sets inconsistent expectations for Sets expectations for Is transparent and forthcoming about Time for administrator team meetings if at all administrator team meetings and/or administrator team meetings and expectations for all administrator Collaboration and/or does not create a schedule creates a schedule that only provides creates a schedule that provides team meetings; creates and that provides adequate meeting time adequate meeting time for some sufficient meeting time for all team implements a schedule that for teams. Does not work to prevent team meetings. Works to prevent or meetings. Prevents or deflects maximizes meeting time for all team or deflect time-wasting activities. deflect activities with limited success. activities that interfere with members. Collaborates with team Does not establish norms for the Norms for team behavior are unclear administrators’ ability to focus on members to develop team norms. Is administrator team meetings. and/or not consistently practiced. the agenda during team time. able to model this element. Establishes norms for effective team behavior.
Indicator II-D. Laws, Ethics, and Policies: Understands and complies with state and federal laws and mandates, school committee policies, collective bargaining agreements, and ethical guidelines. II-D. Unsatisfactory Needs Improvement Proficient Exemplary Elements
II-D-1. Demonstrates lack of awareness or May know state and federal laws and Understands and complies with Provides the resources and support Laws and consistent non-compliance with some mandates, school committee policies, state and federal laws and for all school personnel to understand Policies or all state and federal laws and and collective bargaining mandates, school committee and comply with state and federal mandates, school committee policies, agreements, but inconsistently policies, and collective bargaining laws and mandates, school or collective bargaining agreements. complies with some laws or policies. agreements. Provides the committee policies, and collective resources and support to ensure bargaining agreements. Is able to district-wide compliance. model this element.
II-D-2. Demonstrates lack of sound Generally demonstrates sound Reliably demonstrates sound Reliably demonstrates sound Ethical judgment reflecting integrity and judgment reflecting integrity and judgment reflecting integrity and judgment reflecting integrity and Behavior fairness and/or does not adequately fairness with occasional lapses in fairness; protects administrator, fairness; protects administrator, protect administrator, student, family, judgment and/or does not always student, family, and staff student, family, and staff and/or staff confidentiality. protect administrator, student, family, confidentiality appropriately; and confidentiality appropriately. and staff confidentiality appropriately. expects all district personnel to Effectively supports all staff to do reflect this practice. both as well. Is able to model this element.
Indicator II-E. Fiscal Systems: Develops a budget that supports the district’s vision, mission, and goals; allocates and manages expenditures consistent with district- and school-level goals and available resources. II-E. Elements Unsatisfactory Needs Improvement Proficient Exemplary
II-E-1. Builds a budget that does not align Develops a budget that loosely aligns Develops a budget that aligns with Leads the administrator team to Fiscal with the district’s goals or with the district’s vision, mission, and the district’s vision, mission, and develop a district budget that aligns Systems mismanages available resources. goals or inconsistently manages goals. Allocates and manages with the district’s vision, mission, and expenditures and available expenditures consistent with goals with supporting rationale; uses resources. district/school-level goals and budget limitations to create new available resources. opportunities for improvement, when possible; allocates and manages expenditures consistent with district/school-level goals; and seeks alternate funding sources as needed. Is able to model this element.
Standard III: Family and Community Engagement. Promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district. Indicator III-A. Engagement: Actively ensures that all families are welcome members of the classroom and school community and can contribute to the effectiveness of the classroom, school, district and community. III-A. Unsatisfactory Needs Improvement Proficient Exemplary Elements
III-A-1. Does little to welcome families as May provide some resources and Provides resources and support Provides resources and support for Family members of the district, classroom or support and make some attempts to for all personnel to use culturally all personnel to use culturally Engagement school community or tolerates an welcome families as members of the sensitive practices to ensure that sensitive practices and successfully environment that is unwelcoming to district, classroom and school all families are welcome and can engages most families, ensuring that some families. community but does not consistently contribute to the district, all families are welcome and can use culturally sensitive practices classroom, school and contribute to district, classroom, and/or work to identify and remove community’s effectiveness. Works school, and community effectiveness. barriers to family involvement. with administrators to identify and Works with administrators, families, remove barriers to families’ and organizations to identify and involvement, including families remove barriers to family whose home language is not involvement, including families whose English. home language is not English. Is able to model this element.
III-A-2. Limits work to the immediate context Engages some community Establishes ongoing relationships Establishes strategic partnerships Community of the schools. Does not make efforts organizations, community members, with community organizations, with community organizations, and Business to reach out to community and/or businesses in annual district community members, and community members, and Engagement organizations, community members, events but does not make efforts to businesses. Engages them to businesses that improve district or businesses that could otherwise increase their involvement to increase their involvement to effectiveness. Works to increase the contribute to district effectiveness. maximize community contributions for maximize community types and number of organizations district effectiveness. contributions for district with whom the district partners in effectiveness. order to deepen relationships and increase partner contribution. Is able to model this element.
Indicator III-B. Sharing Responsibility: Continuously collaborates with families and community stakeholders to support student learning and development at home, school, and in the community. III-B. Unsatisfactory Needs Improvement Proficient Exemplary Elements
III-B-1. Does not work with administrators to Asks administrators to identify Provides resources and support to Provides resources and support to Student support educators to identify student students struggling academically or enable administrators and enable administrators and educators Support needs, does not work with behaviorally and/or work with a educators to identify each to identify each student’s academic, administrators to support families to limited number of families to address student’s academic, social, social, emotional, and behavioral address student needs, and/or does student needs, utilizing a limited set emotional, and behavioral needs, needs, including students with not draw upon internal or external of resources. including students with disabilities disabilities and English learners. resources. and English learners. Collaborates Collaborates with administrators to with administrators to support support families to effectively address families to address student needs, student needs and prevent further utilizing resources within and challenges, connecting students with outside of the district. a network of resources within and outside the district. Is able to model this element.
III-B-2. Does not set clear expectations or Sets general expectations and Sets clear expectations for and Sets clear expectations and provides Family provide support for administrators to provides occasional support for supports administrators to differentiated resources to support Collaboration regularly communicate with families administrators to engage families in regularly engage families in administrators to consistently and on ways to support their children’s supporting their children’s learning at supporting learning at school and regularly engage all families in learning at home and at school. school and at home and/or home, including appropriate supporting their children’s learning at supporting their children with adaptation for students with school and home, including families disabilities or limited English disabilities or limited English and children with limited English proficiency. proficiency. proficiency and/or children with disabilities. Is able to model this element.
Indicator III-C. Communication: Engages in regular, two-way, culturally proficient communication with families and community stakeholders about student learning and performance. III-C. Unsatisfactory Needs Improvement Proficient Exemplary Elements
III-C-1. Does not set clear expectations for or May set expectations for and provide Sets clear expectations for and Sets clear expectations for and Two-Way provide support to administrators to limited support to administrators to provides support to administrators provides differentiated support to Communica- communicate with families. District communicate with families but does to communicate regularly with ensure that all administrators design tion communication regarding student not stress the importance of two-way families using two-way and implement frequent personalized learning and performance primarily communication channels. District communication channels, communications, respond carefully occurs through school report cards. communication regarding student including careful and prompt and promptly to communications from learning and performance primarily response to communications from families, and solicit feedback from occurs through school newsletters families. Supports administrators families that informs improvement to and other one-way media. to maximize the number of face-to- communication plans. Is able to face family/teacher interactions. model this element.
III-C-2. Does not set clear expectations for or May set expectations for Sets clear expectations for and Sets clear expectations for, models, Culturally provide support to administrators administrators regarding culturally provides support to administrators and provides differentiated support Proficient regarding culturally sensitive sensitive communication but does not regarding culturally sensitive regarding culturally sensitive Communica- communication and/or allows provide support to them; and/or communication. Ensures that communication. Ensures that district- tion inappropriate disrespectful occasionally communicates in ways district-wide communication with wide communication with families is communication with families that that are culturally insensitive to some families is always respectful and always respectful and demonstrates ignores different family cultural families’ home language, culture, and demonstrates understanding of understanding and appreciation of norms. values. and sensitivity to different families’ different families’ home language, home language, culture, and culture, and values. Is able to model values. this element.
Indicator III-D. Family Concerns: Addresses family and community concerns in an equitable, effective, and efficient manner. III-D. Unsatisfactory Needs Improvement Proficient Exemplary Elements
III-D-1. Fails to provide systems and support May systems and support to address Provides systems, and support for Provides system and support for all Family for personnel to consistently reach concerns with families as they arise, administrators to reach out to school personnel to reach out to Concerns out to families in response to but agreed-upon solutions are not families as concerns arise and families proactively, as soon as concerns, and agreed-upon solutions always in the best interest of works to reach equitable solutions concerns arise. Effectively reaches are often not in the best interest of students. in the best interest of students. equitable solutions that satisfy students. families, faculty, and staff and are in the best interest of students. Is able to model this element.
Standard IV: Professional Culture. Promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff. Indicator IV-A. Commitment to High Standards: Fosters a shared commitment to high standards of service, teaching and learning with high expectations for achievement for all. IV-A. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-A-1. Does not encourage high standards May ask administrators for Fosters a shared commitment to Leads administrators in developing a Commitment of teaching and learning or high commitment to high standards of high standards of teaching and shared commitment to high standards to High expectations for achievement with the teaching and learning with high learning, for all administrators, of teaching and learning with high Standards administrator team, and/or may expectations for achievement for all with high expectations for expectations for achievement for all. demonstrate low expectations for but does not support and/or model it. achievement for all. Revisits and renews commitment with faculty and staff. administrator team regularly. Is able to model this element.
IV-A-2. Does not develop core values and May develop core values and mission Develops, promotes, and models Leads administrators to develop core Mission and mission statements for the school. statements but rarely uses them to commitment to core values that values and mission statements, share Core Values guide decision making. guide the development of a these statements with families and succinct, results-oriented mission the school district community, and statement and ongoing decision use them to guide decision making. Is making. able to model this element.
IV-A-3. Leads administrator meetings that May lead administrator meetings that Plans and leads well-run and Plans and facilitates engaging Meetings lack clear purpose and/or are include both one-way informational engaging administrator meetings administrator team meetings in which primarily used for one-way updates and participatory activities that have clear purpose, focus on small groups of administrators learn informational updates. focused on matters of consequence, matters of consequence, and together and create solutions to but does not clearly establish norms. engage participants in a thoughtful instructional leadership issues. Team and productive series of has established norms for behavior conversations and deliberations. and consistently adheres to them. Establishes clear norms for Consistently evaluates the administrator team behavior. effectiveness of the administrator team meetings. Is able to model this element.
Indicator IV-B. Cultural Proficiency: Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse environment in which students’ backgrounds, identities, strengths, and challenges are respected. IV-B. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-B-1. Develops and implements culturally Takes pride in having a diverse Develops and implements Leads stakeholders to develop and Policies and insensitive or inappropriate policies, administration, faculty and/or student culturally sensitive policies that implement culturally sensitive policies Practices does not support administrators and body, but some policies are not acknowledge the diverse that acknowledge the diverse staff in building cultural proficiency, culturally sensitive; and/or provides backgrounds, identities, strengths, backgrounds, identities, strengths, and/or creates a culture that limited resources for administrators to and challenges of administrators, and challenges of administrators, minimizes the importance of support the development of cultural students and staff. Provides students and staff. Empowers individual differences. proficiency. administrators with relevant administrators with time, resources, resources to support them in and support to build cultural building cultural proficiency and proficiency and collaborates with promotes a culture that affirms community members to create a individual differences. culture that affirms individual differences. Is able to model this element.
Indicator IV-C. Communications: Demonstrates strong interpersonal, written and verbal communication skills. IV-C. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-C-1. Demonstrates ineffectual May demonstrate adequate Demonstrates strong Demonstrates strong context- and Communica- interpersonal, written, or verbal interpersonal, written, and verbal interpersonal, written, and verbal audience-specific interpersonal, tion Skills communication skills at times. communication skills but sometimes communication skills. written, and verbal communication makes grammatical errors or has skills. Is able to model this element. difficulty expressing ideas to stakeholders.
Indicator IV-D. Continuous Learning: Develops and nurtures a culture in which staff members are reflective about their practice and use student data, current research, best practices and theory to continuously adapt practice and achieve improved results. Models these behaviors in the administrator’s own practice. IV-D. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-D-1. Accepts the practice of administrators May encourage administrators to Leads all administrators and teams Models for administrators how to Continuous working largely in isolation, without reflect on the effectiveness of to reflect on the effectiveness of reflect on the effectiveness of Learning of consideration of data and best interactions with faculty and students interactions with faculty and interactions with faculty and students Staff practices, and/or discourages and to use data and best practices to students. Ensures that and uses data, research, and best reflection among administrators, adapt practice but does not support administrators use data, research, practices to adapt practice to achieve faculty and staff. administrators in these practices. and best practices to adapt improved results. Supports all practice to achieve improved educators to work in teams as often results. as is feasible and appropriate. Is able to model this element.
IV-D-2. Does not reflect on personal practice Occasionally reflects on personal Reflects on and improves personal Demonstrates openness and Continuous or demonstrate new ways of thinking practice, sets meaningful goals, practice, sets meaningful goals, commitment to learning; reflects on Learning of about administration and leadership. and/or researches ways to improve and develops new approaches in personal practice; and relies on Administrator efficiency and practice. order to improve efficiency and student data, current research, and practice. best practice to improve own leadership. Is able to model this element.
Indicator IV-E. Shared Vision: Continuously engages all stakeholders in the creation of a shared educational vision in which every student is prepared to succeed in postsecondary education and become a responsible citizen and global contributor. IV-E. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-E-1. Does little to engage stakeholders in Engages administrators, staff, At all grade levels, continuously Leads administrators, staff, students Shared Vision the creation of a shared educational students, families, and community engages administrators, staff, of all ages, families, and community Development vision, or the vision is disconnected members in developing a vision students, families, and community members to develop and internalize a from college and career readiness, focused on some aspects of student members in developing a vision shared educational vision around civic engagement, and/or community preparation for college and career focused on student preparation for preparation for college and careers contributions. readiness, civic engagement, and college and career readiness, civic and responsible citizenship. Is able to community contributions. engagement, and community model this element. contributions.
Indicator IV-F. Managing Conflict: Employs strategies for responding to disagreement and dissent, constructively resolving conflict and building consensus throughout a district or school community. IV-F. Unsatisfactory Needs Improvement Proficient Exemplary Elements
IV-F-1. Does not respond to disagreement or May respond respectfully to Employs a non-confrontational Models a variety of strategies for Response to dissent and/or does not use disagreement and dissent, but approach for responding responding respectfully and Disagreement appropriate, respectful, non- responds inconsistently and does not respectfully and appropriately to effectively to disagreement and confrontational approaches. always employ a non-confrontational disagreement and dissent, using dissent, using both as opportunities approach both as opportunities for learning. for learning. Provides professional Models this practice for the development for the administrator administrator team. team to build these conflict resolution strategies. Is able to model this element.
IV-F-2. Does not address conflicts in a May attempt to respectfully resolve Consistently employs a variety of Consistently employs a variety of Conflict solution-oriented and/or respectful conflicts as they arise, but employs strategies to resolve conflicts in a strategies to resolve conflicts in a Resolution manner. only a limited range of strategies. constructive and respectful constructive and respectful manner manner. Models this behavior for and empowers and supports the administrator team. administrators to use these approaches. Is able to model this element.
IV-F-3. Does not attempt to build consensus Employs a limited number of Builds consensus within the Employs a variety of strategies to Consensus within the district community, or strategies to build consensus within school district community around build consensus within the school Building attempts at consensus-building the school district community, with critical school decisions, district community around critical around critical school decisions are varying degrees of success. employing a variety of strategies. school decisions, while encouraging unsuccessful. dialogue and different points of view. Is able to model this element.
READING PUBLIC SCHOOLS
District Improvement Plan 2018-19 School Year Reading Public Schools
Reading Public Schools 5/9/2019
Overview The Reading Public Schools is currently in the third year of a three-year District Improvement Plan. The plan consists of one goal with five action plans to address that goal. The overall goal is as follows:
District Goal for 2016-19 School Years
To ensure the success of all students, over the next 3 years the Reading Public Schools will increase student engagement, improve achievement, decrease discipline referrals, and enhance parent and community two way communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices.
Our school and district data informs us that the areas that we need to strengthen focus on closing the achievement gap between our High Needs Subgroup (Students with Disabilities, English Language Learners, Economically Disadvantaged) and the general student population. In addition, we are seeing an increased need to strengthen our curriculum and instructional practices in science, literacy, and mathematics. Therefore, during the three year plan, we are emphasizing the following focus areas:
There are four focus areas that are connected to this goal:
1. Closing the Achievement Gap (Action Plan A)- To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage). 2. Literacy (Action Plan B)-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, clear expectations, and a pacing chart. 3. Mathematics Practices (Action Plan C)- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart. 4. Social Emotional Learning (Action Plan D)-To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
Goal Alignment to Action Plans For the last several years, the Reading Public Schools participated in the Department of Elementary and Secondary Education Planning for Success Process. This process gave administrators guidance and support on how to create action plans that were aligned to the five district focus areas.
The action planning process consists of doing an analysis of strengths, weaknesses, opportunities, and threats to district initiatives. The Action Plans listed in this document contain three major areas: monitoring progress (with action steps), early evidence of change benchmarks, and resources to support the implementation.
The end product of the process resulted in the development of a district action plan and monitoring/public reporting process. The process and activities used to develop the district action plan resulted in the following:
• Build a district action plan for the year with both process and early evidence of change benchmarks for the district’s initiatives • Build a monitoring plan to support district monitoring and public reporting of progress • Support the learning of the District Leadership Team (DLT) and strengthen the team’s skills and processes in plan implementation and monitoring
This project connects to existing district work by advancing the district’s implementation planning for strategic initiatives underway and committed to in SY16-19. Through this planning, school and district leaders will identify benchmarks that will assist them in monitoring and reporting on both the progress and impact of initiatives as they are implemented throughout the year.
This project also supports building the capacity of the District Leadership Team as they learn together in a professional learning community to solve dilemmas around their work. Using the Action Planning process supports this goal in two ways: by introducing
action planning as a system that promotes communication and supports a culture of shared ownership and responsibility, and by using a collaborative approach and protocols in the development of the action plan itself.
Use of Data in the Reading Public Schools The Reading Public Schools is using data to inform our practices throughout the district. We will be primarily using data from three major areas: Attendance, Behavior, and Coursework. The chart below shows the different types of data that we will be analyzing from each of the three categories. Please note that not all schools will use all of the data. The type of data being used will be dependent upon the areas of greatest need for each school.
Our vision is to use the data to focus our work on classroom and curriculum practices, most notably, the quality of curricular and instructional supports, the intervention services for struggling students, and the predominant cultural beliefs for student ability. Through this analysis, we will use appropriate improvement cycles at each level to focus our data use and to make it timely and accessible. The levels of analysis include aggregate, disaggregate, strand, item, and student work/staff voice. The aggregate level looks at the broadest level of data and focuses on overall outcomes. At the disaggregate level, comparisons are drawn between areas and groups or subgroups. At the strand level, staff collaboratively explore the implications of the disaggregate level and answer the question, “what area contributed to the outcome the most?” At the item level, staff determine which parts of the area contributed most to the outcome. An action plan is developed at this level where the staff determine what is in their control and where the biggest impact can be made. Finally, at the student work/staff voice level, staff focus on the questions, “What does actual student progress/success/struggle look like? What does that mean for out action plan? How do we know if we are getting the outcome we want?” Administrators and district staff review data at the aggregate and disaggregate level, building leadership teams review data at the strand and item level, and grade level teams and departments focus on the item and student work/staff voice levels.
Summary of District Improvement Plan and Strategy Below is a one page summary of the Reading Public Schools District Improvement Plan which includes the mission, vision, theory of action, district goal and key questions for our school district. The summary breaks down the district goal into five focus areas with key highlights. 2 | P a g e
Reading Public Schools Strategy and Goals for Improvement of Student Outcomes (2016-19 School Years)
Our Mission
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
Our Vision
It is the vision of the Reading Public Schools to instill a joy of learning by inspiring, engaging and supporting our youth to become the innovative leaders of tomorrow. We will accomplish our vision by focusing on a few key strategic initiatives that lead to a meaningful and relevant curriculum, innovative instructional practices, strong analysis and thoughtful dialogue about evidence, a collaborative and team approach to learning and teaching, and a safe and nurturing learning environment. The overall physical and behavioral well-being of our children will be our top priority as students will not learn if they are not physically and psychologically safe. Education will truly be the shared responsibility of both the schools and the community, with families playing active roles in the schools and being full partners in ensuring the success of their children. In the interest of the entire Reading community, the school district and town government shall work cooperatively and collaboratively. As educators and members of our community, we believe that implementing this vision is our ethical responsibility to the children of the Town of Reading.
Our Theory of Action
If the Reading Public School District strategically allocates its human and financial resources to support high quality teaching, prioritizes a commitment to the academic, social, and emotional needs of our students, emphasizes the hiring and support of effective staff who have the capacity to collaboratively learn, thoughtfully analyzes measurements of school performance and provides differentiated support, then students will make effective progress and be appropriately challenged, graduating from high school ready for college, career, and life as contributing citizens in a global society. Our Questions
1. What is it we want our students to learn? What knowledge, skills, and dispositions do we expect them to acquire as a result of this course, this grade level, and this unit of instruction? 2. How will we know if each student is learning each of the skills, concepts, and dispositions we have deemed most essential? 3. How will we respond when some of our students do not learn? What process will we put in place to ensure students receive additional time and support for learning in a way that is timely, precise, diagnostic, directive, and systematic? 4. How will we enrich and extend the learning for students who are already proficient?
District Goal for 2016-19 School Years
To ensure the success of all students, over the next 3 years the Reading Public Schools will increase student engagement, improve academic achievement, decrease discipline referrals, and enhance parent and community two way communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices.
Focus Areas for District Goal
Focus Area A Focus Area B Focus Area C Focus Area D Closing the Achievement Gap Literacy Mathematics Practices Social Emotional Learning To eliminate the achievement gap for our high needs student To improve literacy skills for all To improve mathematics To improve social emotional population students achievement for all students learning for all students Identify and implement evidenced Develop K-8 Literacy Curriculum Develop K-8 Math Curriculum based Tier 1, 2, and 3 interventions Documents-In Process Documents-In Process Create a PreK-12 SEL Curriculum for students-In Process Map-In Process Provide professional development Provide professional development Provide training and time in the for non-fiction literacy standards in and time to improve mathematics Implement health and social areas of differentiated instruction science and social studies-In practices-In Process emotional learning curriculum, K- and Universal Design-In Process Process 8-In Process Revise supervisory practices to Continue to implement the Revise supervisory practices to focus on mathematics instruction- recommendations of the Walker Pilot SBIRT Screening Process in focus on literacy-In Process In Process Grade 9 and 11-Complete Report and Orkin Report to Develop and implement common improve special education services Develop and implement common grade level assessments to and programs.-In Process grade level assessments to Review and update bullying improve student learning and improve student learning and prevention plan-Complete classroom practices-In Process Implement K-12 Science classroom practices-In Process Curriculum-In Process
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Link between District Improvement Plan, School Improvement Plans, and Educator Plans
The Reading Public Schools strive to create a coherence between the District Improvement Plan, the School Improvement Plans, and Educator Plans. The diagram below shows the link between all three components. This creates a more cohesive focus on the goals of the school district. In addition, the Superintendent’s Educator Plan is the District Improvement Plan and the Principal’s Educator Plans are their school’s School Improvement Plan.
•1 Goal District •5 Action Plans Improvement •Superintendent's Educator Plan Plan
•9 School Improvement Plans School •Principal's Educator Plans Improvement Plans
•Student Learning Goal Teacher •Professional Practice Goal Educator Plans
Measures of Progress Towards our Goal During the Next Three Years
As we continue implementation of our action plans, we will be monitoring and measuring areas to help inform us of our practice and make changes, where necessary. We should see progress in the following areas:
A. Closing the Achievement Gap (Action Plan A) a. A decrease in the achievement gap on state and local assessments between high needs subgroup (special education, English Language learners, and high poverty) and the general population of students. b. An increase in students having equitable access to higher level classes. c. An increase in students having a greater opportunity to access high quality Tier 1 instruction. B. Literacy (Action Plan B) a. An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local assessments. b. Through participation in workshops and classroom observations, the implementation of Writer’s Workshop in Grades K-5. C. Mathematics Practices (Action Plan C) a. An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local assessments. b. An increase in the number of students ready to take higher level math courses in high school. D. Social Emotional Learning (Action Plan D) a. A decrease in discipline referrals, including suspensions for all students, with special attention to different subgroups. b. A decrease in student anxiety by gender, race, and general population as evidenced by the Youth Risk Behavior Survey (YRBS) results and other student data. c. A decrease in the use of drugs, alcohol, and other substances by gender, race, and general population as evidenced by the Youth Risk Behavior Survey results and other student data. d. An increase in students indicating that they have an adult that they can connect with as evidenced by the YRBS and other student data. e. A decrease in the number of students who have 10 more absences.
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Action Plans for District Goal Below are the action plans for the District Improvement Plan. Since we are in the second year of the District Improvement Plan, we will be showing status updates. The status progress definitions are as follows:
• Complete (Green)-Process Benchmark is complete or has been completed and is now ongoing. • In Process (Yellow)-Initial progress has begun, but some steps are not complete. • Planned-(Blue/White)-Process Benchmark has not started yet.
Action Plan A-Closing the Achievement Gap
Focus Area: To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage).
Strategic Initiative/Objective: Learning and Teaching
Monitoring Progress
Process Benchmarks: What will be done, when, and by whom
Process Benchmark Person Date Status Responsible Administrative Council will engage in a book discussion, Our Kids, by Super. Summer, Complete Robert Putnam which focuses on closing the opportunity gap for our 2016 students. Three times a year the DLT will review key data to determine district Data Coach December Complete progress in action plan areas. 2016, March 2017, June 2017 Using Early Warning Indicator System (EWIS), attendance, grades, Principals October, Complete and discipline data, schools will develop a list of at risk students, 2016 develop interventions for those students, and monitor progress on a regular basis. At least quarterly, each building MTSS leadership team will review Principals Quarterly Complete key data, including participation in extracurricular and extended MTSS day, to determine at risk students and develop plans to support Facilitators/Co these students. aches
We will ensure that all students who require additional Administrative 2016-17 Complete interventions and services are still able to access the Tier 1 Council School Year curriculum/instruction with the general education classroom teacher at least 80% of the time. ELL Coordinator Title 1
Tutor/Reading Specialists The levels and sequences of courses at the secondary level will be Secondary 2016-17 Complete reviewed to ensure that all students have equitable access to high Principals school year level curriculum and instruction. Asst. Super.
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All staff will have a student learning or professional practice goal Supervising 10/2016 Complete that aligns with one or more of the four focus areas. Administrator s The administrative council will continue to review best practices Super. Quarterly Complete and identify professional development opportunities in on agenda differentiated instruction, universal design, trauma sensitive practices, cultural competency and inclusion for staff to help them better meet the needs of the high needs population. Building administrators will conduct at least one written Principals 2016-17 Complete observation using the identified power elements during Super. School Year walkthroughs/formal observations during their evaluation cycle for 50% of the teachers in their school including all new teachers. The District will review the preschool admission process to ensure Dir. of Stud. 6/30/16 Complete that there are spots reserved at no cost for families with socio- Serv.Dir. of economic need. Stud. Serv. Data team meeting discussions will include all students. Principals Beginning Complete in October, 2016 Identify ways through extended day program to offer additional Dir. Of Ext. 2016-17 Complete opportunities to provide supports and programs for struggling Day School Year students along with enrichment for all students. We will concurrently implement Action Plans B, C, and D of this District 2016-17 Complete district goal which focus on mathematics instruction, literacy, and Leadership school year social emotional learning. Team Develop a professional development plan to ensure that all special Dir. of Stud. 2016-17 Complete education teachers are providing specialized instruction based on Serv. School Year student IEP goals and needs. Team Chairs Principals Review key data points of strengths and weaknesses for the ELL Dir. of Stud. 2017-2018 Complete services and supports. Serv. and ELL School year Coordinator A plan will be developed at the middle and high school to phase in Secondary 2017-18 Complete the consolidation of levels from three levels to two levels in middle Principals School Year school mathematics and the elimination of the college prep level at the high school level in science, social studies, and language arts. Asst. Super. Each school will implement at least two intervention blocks per Principals 2017-18 Complete grade per week with the purpose of identifying students’ academic School Year and social and emotional needs and providing support to address those needs. Implement Year 1 of Science Curriculum changes in Grades 3-6 Asst. Super. 2016-17 Complete Principals School Year Implement Year 2 of Science Curriculum changes in Grades 7-9 Asst. Super. 2017-18 Complete Principals School Year Implement Year 3 of Science Curriculum changes in Grades 10-12, K- Asst. Super. 2018-19 Complete 2 Principals School Year
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Measuring Impact
Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact
Early Evidence of Change Benchmark Person Date Status Responsible Each building MTSS team will have an action plan to support at risk Principals 11/1/16 Complete students identified through the EWIS data. Each building will identify at least three (1 math, 1 literacy, 1 SEL) evidence Principals 11/15/16 Complete based intervention strategies to address the achievement gap at their school. Each building will ensure through observation and review of schedules that Principals 11/15/16 Complete the social emotional curriculum is being implemented with 100% fidelity by November 15. All staff will have a student learning or professional practice goal that aligns Supervising 10/2016 Complete with one or more of the four focus areas. Administrators The administrative council agendas will commit time to discuss meeting the Super. 2016-17 Complete needs of the high needs population. School Year By November 15, at least 2 professional development opportunities will be Asst. Super. and 11/15/16 Complete identified to build staff capacity in meeting the needs of the high needs Dir. of Stud. population. Serv. Each building will review special education service delivery, schedules, Principals 12/21/16 Complete tutor supports and ELL supports by October 21, 2016 to determine the baseline for inclusion. A decrease in the achievement gap on state and local assessments between District 2016-19 Ongoing high needs subgroup (special education, English Language learners, and Leadership School economically disadvantaged) and the general population of students. Team Year A positive change in the accountability rating by schools and district as District 2016-19 Complete defined by the Department of Elementary and Secondary Education. Leadership School Team Years An increase in the Accuracy of Student Support Team referrals for Special Dir. of Stud. 2016-17 Complete Education. Serv. School Year An alignment between report card grades and state assessment scores. District 2016-19 Complete Leadership School Team Years Implemented use of intervention blocks in all schools District 2017-18 Complete Leadership School Team Year Conduct a review and make recommendations of the K-12 language based Dir. of Stud. 2017-18 In Process special education program and related reading services. Serv. School SEPAC Year
Resources Supporting Implementation
The staff and financial resources allocated to support this initiative
Resources Professional Development time and subs Comprehensive professional development calendar Time and resources to provide intervention blocks for struggling students Funding for review of Special Education Program and reading services Funding for Science Curriculum materials and training
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Action Plan B-Literacy Focus Area: To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, clear expectations, and a pacing chart.
Strategic Initiative/Objective: Learning and Teaching
Monitoring Progress
Process Benchmarks: What will be done, when, and by whom
Process Benchmark Person Date Status Responsible The plan below is being revised to incorporate a more comprehensive Asst. Super. 2/17 Complete multi-year literacy plan Lead Principal Year-long PD plan is created and implemented for all PK-5 teachers Asst. Super. 9/16 Complete for an introduction to writer’s workshop. PK-8 ELA curriculum documents are developed and have been Asst. Super. 11/16 Complete provided to all teachers. PK-8 ELA curriculum documents are published on district website. Asst. Super. 2/19 Complete Literacy Consultant will provide in-classroom coaching and support of Asst. Super. 10/17 Complete staff in the Writers Workshop Model K-5, based on identified needs in Principals each building. Literacy Consultant will identify Lab classrooms and provide Literacy 10/17 Complete opportunities to observe K-5. Consultant Explore and identify additional resources to support reading Asst. Super. 6/19 Complete instruction K-5. Lead Principal K-5 Professional development plan for all staff to address literacy Asst. Super. 6/19 Complete standards across content areas (science & social studies). Lead Principal Curriculum Coordinators All staff will have a student learning or professional practice goal that Supervising 10/2016 Complete aligns with one or more of the four focus areas. Administrators Developing a PD plan for PK – 5 Administration to align the Asst. Super. 9/16 Complete supervision and evaluating practices in reading and writing. Establish at PK-12 District Literacy committee that will consist of PK- Asst. Super. 11/18 In Process 12 curriculum leaders to vertically review curriculum documents, Pre. Dir. instruction and assessments. Lead Principal Lead Administrator Explore and identify instructional practices and assessments to align Asst. Super. 11/18 In Process with curriculum reading and writing PK-12. Curriculum Coordinator Lead Principal
Implement F&P benchmark assessments in middle schools Asst. Super. 6/18 Planned 6-8 Science - Professional development plan for all staff to address Asst. Super. 6/18 In process non-fiction literacy standards as we transition to new state science Lead Principal standards. All grade levels will review district common assessments to determine Asst. Super. 6/18 Complete instructional effectiveness and targeted interventions.
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All administrators will conduct classroom observations in literacy and Principals 2016-17 Complete work together to calibrate instructional expectations. Super. School Year 6-12 PLCs Identify key content area vocabulary and high leverage Asst. Super. 6/19 Planned words that could be taught across content areas. Lead Principal (ref DESE Frameworks - Glossary of vocab). PK-12 PD explicit instruction on including teaching vocabulary across Asst. Super. 6/19 Planned all content areas; SEI strategies to teach vocabulary. Lead Principal ELL Staff K-12 Identify anchor papers by grade level and content area. ELA PLC 6/18 In Process Review and develop a plan to implement digital literacy curriculum Library Media 2018-19 In Process frameworks. and Technology school PLC year Super. Measuring Impact Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact
Early Evidence of Change Benchmark Person Date Status Responsible Observations of teachers would see evidence of increased differentiated Principals 6/2017 Complete instruction strategies within classroom for literacy. Observation of teachers would include evidence of teacher collaboration. Principals 2016-17 Complete School Year Increased level of consistency across classrooms as seen on common District 2016-18 Planned assessments. Leadership School Team Years
Literacy PLC Data from common assessments are utilized to drive instructional Principals 2016-17 Complete conversations during department and data meetings as evidenced by School agenda items and observations of meetings. Year Decreased numbers of students referred for special education testing and Dir. of Stud. 2018-19 Ongoing interventions. Serv. School Year Identified students are receiving appropriate interventions during Principals 2016-17 Complete intervention blocks and not during regular literacy class time. Building School Leadership Year Teams Tier 2/3 Interventions provided have data that indicate successful Building 2018-19 Ongoing instruction, improvement of student achievement. Leadership School Teams Year 100% of administrators utilizing the literacy power standards with new Principals 2016-17 Complete staff. School Year Decreased achievement gap on state and local assessments. District June, Ongoing Leadership 2019 Team An improvement in state and local assessments including MCAS and Next District 2016-19 In Process Generation MCAS state assessments, SAT scores, AP Scores and Leadership School participation, college acceptances, and local assessments. Team Years Through participation in workshops and classroom observations, the District 2017-19 Ongoing implementation of Writer’s Workshop in Grades K-5. Leadership School Team Years
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Resources Supporting Implementation The staff and financial resources allocated to support this initiative Resources Professional Development/Training Needs; • Data Teams • Literacy Vocabulary • Literacy Instructional Practices/Methodology • Differentiated Instruction • Training on how to interpret needs/trends from data sets • Science Instruction Training Time • Access in-district staff that may have expertise in various areas • Time for staff for training and PLC work • Advance planning time by administrators, curriculum leaders, etc. to plan time and support for the year Substitute time to provide release time for teachers to participate in Instructional rounds, peer observations, professional development, etc. Know Atom Science Curriculum Materials Middle School Science Curriculum Materials
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Action Plan C-Math Practices Focus Area: To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart.
Strategic Initiative/Objective: Learning and Teaching
Process Benchmarks: What will be done, when, and by whom
Process Benchmark Person Date Status Responsible Establish a district wide Mathematics Committee, PreK-12, that will Asst. Super. 11/2018 Planned review curriculum alignment and assessments. Identify common district-wide assessments at each grade level. Asst. Super. 11/2016 Complete Establish priority focus areas for each grade level (and identify Asst. Super. 2018-2019 In process these in the curriculum document for that grade level). Lead school year Administrator Pilot common assessment with Early Childhood Grades (K-2). Lead 11/2016 Complete Administrator Asst. Super. Ensure common assessments are aligned to identified priority focus Asst. Super. Year 3 In Process areas for each grade level. Lead (2018- Administrator 2019) Lead Administrator Use PLCs to model how to utilize data results to examine area of Curriculum Year 2 In process need/areas of students struggling. Leaders (2017- 2018) Provide PD in differentiation, incorporating math practices into Asst. Super. Beginning Complete instruction, and integrating Professor Sharma workshop September information with the district math resources. 2016 (on- going) Establish methods for staff to capture and report results of common Data Coach 2017-18 Complete measures. School Year Each elementary principal will identify the grade level and Principals 2/2017- Complete classrooms as part of their building action plan for utilizing the 6/2017 instructional coach. All staff will have a student learning or professional practice goal Supervising 10/2016 Complete that aligns with one or more of the four focus areas. Administrators Revise and update common assessments as needed (consideration Curriculum 2018-19 In Process of short interim assessments at secondary levels) (critical Leaders School Year examination of question types and quality of questions required). Gather impressions from staff/math teachers/math department Asst. Super. 6/2019 Planned (survey) about Mathematics instruction and practices, needs for PD, and program/curriculum needs. Gather impressions from students about math instruction. Asst. Super. 6/2019 Planned Survey staff/math teachers about Mathematics instruction and Asst. Super. 6/2019 Planned practices, needs for PD, and program/curriculum needs. Analyze data/results from student and staff surveys. Data Coach 6/2018 Planned Professional Development around Differentiated Instruction within Asst. Super. 2017-18 In Process mathematics (coaching, modelling, repeated trainings, growth School Year mindset courses, etc.) *utilization of PLCs, Collaboration times, coaching, etc. at the middle school level Identify district-wide vision of how math is taught (methodology), Asst. Super. 8/2018 Completed instructional practices (Mahesh Sharma, etc.). Curriculum Leaders 11 | P a g e
Data collection and analysis of gap populations participation within Data Coach 2016-17 Complete math courses and math enrichment opportunities (grades 7+ as School Year indicators). Identifying teachers implementing best practices, opportunities to Principals 2018-19 In Process share (PLCs, Instructional Rounds, peer observations – within and Asst. School Year out of district, vertical sharing, etc.). Super.Asst. Super. Provide time for Instructional Rounds for teachers to work with Principals 2018-19 In Process each other not including administrators. School Year School-based teams utilize data from interventions to determine Principals 2017-18 In Process growth/success from provided interventions. School Year Develop consistent understanding for the purpose and results of Math PLC 2018-19 In Process common assessments and determination of next steps for practice. Curriculum School Year Leaders Review data from students enrolled in MCAS prep courses to M.S. and High 3/2017 Complete determine if interventions support student School achievement/improvement. Principals Review intervention planning and placement; *How do we know if School 2017-18 Complete a student needs it? *What does the student require? *How will we Leadership School Year know if it works? Teams District identification and acquisition of research-based Asst. Super. 2018-19 In Process interventions in the area of math. School Year Identify what methods for teaching vocabulary are already in place Asst. Super. 2018-19 Planned in Mathematics (utilize SEI standards to review). School Year Offer professional development on teaching math vocabulary, Asst. Super. 2018-19 Planned consideration of consistent strategies (Keys to Literacy methods? School Year Other?). Ensure that data teams are established in each building utilizing Principals June, 2017 Complete protocols and analyzing data.
Measuring Impact Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact Early Evidence of Change Benchmark Person Date Status Responsible Observations of teachers would see evidence of increased differentiated Principals 3/2017 In process instruction strategies within classroom. Observation of teachers would include evidence of teacher collaboration. Principals 3/2017 Complete Increased level of consistency across classrooms as seen on common District 2017-18 In process assessments. Leadership School Team year
Math PLC Data from common assessments are utilized to drive instructional Principals 2017-18 Complete conversations during department and data meetings as evidenced by School agenda items and observations of meetings. Year Decreased numbers of students referred for special education testing and Dir. Of 2016-17 In process interventions. Student School Services Year Identified students are receiving appropriate interventions during Principals 2016-17 Complete intervention blocks and not during regular mathematics class time. Building School Leadership Year Teams Tier 2/3 Interventions provided have data that indicate successful Building 2017-18 In Process instruction, improvement of student achievement. Leadership School Teams Year
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100% of administrators utilizing the Mathematics power standards with Principals 11/2016 Complete new staff. Decreased achievement gap on state and local assessments. District 2016-19 In process Leadership School Team Years An improvement in state and local assessments including MCAS and Next District 2016-19 In process Generation MCAS state assessments, SAT scores, AP Scores and Leadership School participation, college acceptances, and local assessments. Team Years
An increase in the number of students taking higher level math courses in District 2016-19 Ongoing high school. Leadership School Team Years
Resources Supporting Implementation The staff and financial resources allocated to support this initiative Resources Kindergarten Math Concepts Assessment tools purchased (online subscription, materials) Professional Development/Training Needs; • Data Teams • Math Vocabulary • Math Instructional Practices/Methodology • Differentiated Instruction • Training on how to interpret needs/trends from data sets Time • access in-district staff that may have expertise in various areas • Time for staff to participate in Instructional Rounds • Advance planning time by administrators, curriculum leaders, etc. to plan time and support for the year Substitute time to provide release time for teachers to participate in Instructional rounds, peer observations, professional development, etc.
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Action Plan D-Social Emotional Learning
Focus Area: To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
Strategic Initiative/Objective: Learning and Teaching -
Monitoring Progress Process Benchmarks: What will be done, when, and by whom Process Benchmark Person Date Status Responsible All teachers will have a professional practice and/or student Principals 10/2016 Complete learning goal associated with one or more of the four focus areas for the district (SEL, Closing the Achievement Gap, Literacy, Math Instruction). Draft PreK-12 SEL curriculum maps will be created. Beh. Health April 2018 Complete Coach Report cards will be aligned with the SEL standards PK-5. Beh. Health June 2019 In Process Coach Asst. Super. All elementary staff will be trained in the Open Circle Curriculum K- L.Sabella May 2017 Complete 5. All 6th, 7th 8th grade students will receive SEL via health and Wellness June 2018 Complete wellness, advisory, and other enrichment experiences. teacher, principals All 9th and 11th grade students will receive SEL curriculum through Guidance, June Complete health, PE and developmental guidance classes. PE, health 2017 teachers All elementary students will receive at least 30 minutes of social Elementary 2016-17 Complete emotional learning weekly through their open circle lessons. Principals School Year All students in Grades 3, 4 and 5 will have 10 lessons in health Elementary 2016-17 Complete education outside of PE time Principals School Year Based on our district data, we will identify common Tier 2 and 3 District MTSS Draft May In Process interventions through comprehensive resource mapping by level. Team 2017 Build the coaching capacity of our District MTSS team with training Beh. Health 2016-17 Complete and improved problem solving process. Coach School Data Coach Year Using district data, topics for professional development for SEL will District MTSS 2016-17 Complete be developed and integrated into the district wide calendar. School Year Over the next two years, staff will be provided with professional Beh. Health June, Complete development opportunities in classroom management and trauma Coach 2018 sensitive practices. Over the next two years, all assigned staff will be provided with de- Dir. of Stud. June 2018 Complete escalation training opportunities. Serv. Annually, 90% of the staff will be certified in Youth Mental Health Beh. Health 2016-17 Complete First Aid. Coach School Year A clear decision-making process for determining student access for District MTSS 2016-17 Complete Tier 2 and 3 interventions will be developed for the district along Team School with progress monitoring. Year Review and update our bullying prevention and intervention plan. Asst. Super. Draft Complete Beh. Health August Coach 2017
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100% of all elementary non-PTS teachers at each school will receive Elementary June 2017 In process at least one written observation using Open Circle during Principals walkthroughs/formal observations during their evaluation cycle. Train all PreK and kindergarten teachers in new SEL/APL Dir. Of June In Process frameworks. Preschool 2018 Behavioral Health Coach Establish building leadership teams at all levels. DLT October Complete 2016 Pilot the SBIRT screening process this year in Grade 9. Dir. of 2016-17 Complete Nurses School Year Implement the SBIRT screening process in Grades 9 and 11. Dir. of 2017-18 Complete Nurses School Year Research and make a recommendation to the School Committee Asst. Super. Fall, 2018 Complete regarding school start times. Dir. Of Guidance
School Start Time Committee Work with Community, Staff, and Students to proactively address Super. 2017-19 Ongoing hate related graffiti and other acts of hate in our schools and RED School community. Town Years Officials
Measuring Impact Early Evidence of Change: Changes in practice, attitude, or behavior you should begin to see if the initiative is having its desired impact Early Evidence of Change Benchmark Person Date Status Responsible Decrease in the number of behavioral health visits to the nurse in Dir. of Nurses June 2018 In Process all schools by 10% over the next 2 years. Decrease the number of students who have 10 or more absences in Principals June 2018 Ongoing a school year by 20%. Decrease the number of students who have 3 or more unexcused Principals June 2018 In Process tardies by 20%. Decrease in Office Discipline Referrals (ODR) across the district by Principals June In Process 20% in 6 out of 9 buildings. 2018 Grow the green in the SRSS and SIBS between fall and spring in 6 Principals June In Process out of 9 buildings. 2018 Tiered Fidelity Instrument (TFI) scores at each building are at least Building March Ongoing 70% for Tier 1 by March, 2017. Leadership 2017 Teams TFI scores are for 70% for Tier 2 by the end of the 2017-2018 school Building June In Process year in all schools. Leadership 2018 Teams District Capacity Assessment scores will be 80% or higher by the District June In Process end of the 2017-18 school year. Leadership 2018 Team 2017 YRBS (Youth Risk Behavior Survey) survey data will indicate a Super. October Complete decrease in areas targeting substance abuse, bullying, suicide. 2017 Review the written open circle observations to determine if the Elementary Fall, 2017 Complete lessons are being implemented with fidelity and appropriate DLT feedback/support is being provided. 15 | P a g e
Students screened via the SBIRT process will be referred to the Dir. of Nurses 2016-17 Complete appropriate interventions. School Year We will be measuring the fidelity and impact of health education Asst. Super. 2017-18 In process lessons in Grades K-12 to gauge progress. Principals School PE/Health Year Teachers There will be an increase in the number and percentage of schools District 2016-17 Ongoing that report an annual improvement in the attendance rate. Leadership School Team Year There will be an increase in the number and percentage of District 2016-17 Complete buildings that report an annual decrease in suspensions and Leadership School expulsions. Team Year There will be an increase in the number and percentage of schools District 2016-17 Complete annually that report a decrease in the use of restraints and Leadership School seclusion. Team Year
Resources Supporting Implementation The staff and financial resources allocated to support this initiative Resources School Transformation Grant Title IIA and other professional development funding Youth Mental Health First Aid Grant Operating budget funds for subs and curriculum work Donations and grants RCASA grant funding
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READING PUBLIC SCHOOLS
Superintendent’s Educator Plan 2018-19 School Year Reading Public Schools
John F. Doherty, Ed.D. 5/9/2019
Overview
I am pleased to present to the School Committee and the Reading Community the Superintendent goals for the 2018-19 school year and the progress on those goals. These goals are aligned to the 2016-19 District Improvement Plan goal and action plans which focus on improving student learning for all students.
The evaluation process as outlined in the Department of Elementary and Secondary Education Evaluation regulations, is as follows: Annual Five-Step Cycle of Continuous Improvement (Source DESE)
The Educator Plan for Superintendents is organized around the five-step cycle required for all educators, a centerpiece of the new regulations designed to have all educators play a more active, engaged role in their professional growth and development. Under the regulations, evaluation is an annual process beginning with self- assessment and concluding with summative evaluation and rating of the educator’s impact on student learning. It also is a continuous improvement process in which evidence from the summative evaluation and rating of impact on learning become important sources of information for the superintendent’s self-assessment and the district’s subsequent goal setting. For superintendent evaluation in the Model System, the annual cycle includes the following:
▪ Cycle Step 1: Superintendent’s Self-Assessment. The superintendent conducts a self-assessment using the performance Standards and rubric, data about student learning, past progress on district goals (when available), the prior year’s evaluation and rating, and other relevant evidence. Based on that assessment, the superintendent identifies at least two goals to propose to the school committee: one related to improving his or her own professional practice and one related to improving student learning.
▪ Cycle Step 2: Analysis, Goal Setting, and Plan Development. During a public meeting, the school committee and superintendent review the proposed goals, key strategies, and benchmarks of progress1. In consultation with the superintendent and with the objective of achieving mutual agreement, the committee revises, as needed, and adopts at least one professional practice and one student learning goal. In addition, the superintendent and school committee develop two to four district improvement goals with key strategies and benchmarks. Once adopted, the professional practice, student learning, and district improvement goals—with their key strategies and benchmarks of progress—become the Superintendent’s Annual Plan. The plan serves as a basis for assessing the superintendent’s performance.2
▪ Cycle Step 3: Superintendent Plan Implementation and Collection of Evidence. The superintendent implements the Superintendent’s Plan, with assistance from the committee, as appropriate; school committee members and the superintendent individually collect evidence of progress on goals and performance against the Standards.
▪ Cycle Step 4: Mid-Cycle Goals Review. At a mid-cycle public meeting (or series of meetings), the superintendent reports on progress being made on the goals in the Superintendent’s Annual Plan. The school
1 Pursuant to the revised Open Meeting Law (c. 28, s. 18 2009), this component of the Superintendent evaluation and others, where noted, must take place in a public meeting. 2 The Superintendent’s Annual Plan is not the same as the District Improvement Plan described in MGL CMR 69 1I. One or more of the district improvement goals that appear in the superintendent’s plan also may appear in the district plan, but the superintendent’s plan is not intended to include every goal the school committee has identified in its district plan. Instead, the superintendent’s plan identifies the three to six goals that will carry the most weight in assessing the superintendent’s performance in that year. That said, school committees and superintendents are encouraged to coordinate these two planning processes.
committee reviews the report, offers feedback, and discusses progress and possible mid-cycle adjustments with the superintendent.
▪ Cycle Step 5: End-of-Cycle and Summative Evaluation Reports. The superintendent prepares an End-of- Cycle Report on progress toward each goal and performance against the Standards. In a public meeting, the school committee completes a performance review and End-of-Cycle Summative Evaluation Report assessing attainment of the goals and the superintendent’s performance against the Standards (see Appendix E for step- by-step details of conducting the End-of-Cycle Summative Review). District Improvement Plan Goal for 2016-19 School Years To ensure the success of all students, over the next 3 years the Reading Public Schools will increase student engagement, improve achievement, decrease discipline referrals, and enhance parent and community two way communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices.
There are four focus areas that are connected to this goal:
1. Closing the Achievement Gap (Action Plan A)- To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage). 2. Literacy (Action Plan B)-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, clear expectations, and a pacing chart. 3. Mathematics Practices (Action Plan C)- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 student interventions, and clear expectations and pacing chart. 4. Social Emotional Learning (Action Plan D)-To focus our energy and effort in identifying and implementing evidenced based instructional practices and interventions which will improve social emotional learning for all students.
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Superintendent’s Goals
Goal #1-Student Learning Goal (Aligned with District Improvement Plan Goal and Action Plans A-E) During the 2018-19 school year, I will lead the staff of the Reading Public Schools to address the academic, social- emotional and behavioral health needs of each of our students through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices. This implementation will be done through four specific focus areas as evidenced in our District Improvement Plan: Closing the Achievement Gap, Improving Literacy Instruction, Improving Mathematics Practices, and Implementing Evidenced Based Practices in Social and Emotional Learning. The progress of this goal will be measured in the following areas:
Measures of Progress Towards our Goal During the Next Three Years
A. Closing the Achievement Gap (Action Plan A) a. A decrease in the achievement gap on state and local assessments between high needs subgroup (special education, English Language learners, and high poverty) and the general population of students. b. An increase in students having equitable access to higher level classes. c. An increase in students having a greater opportunity to access high quality Tier 1 instruction. B. Literacy (Action Plan B) a. An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local assessments. b. Through participation in workshops and classroom observations, the implementation of Writer’s Workshop in Grades K-5. C. Mathematics Practices (Action Plan C) a. An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local assessments. b. An increase in the number of students ready to take higher level math courses in high school. D. Social Emotional Learning (Action Plan D) a. A decrease in discipline referrals, including suspensions for all students, with special attention to different subgroups. b. A decrease in student anxiety by gender, race, and general population as evidenced by the Youth Risk Behavior Survey (YRBS) results and other student data. c. A decrease in the use of drugs, alcohol, and other substances by gender, race, and general population as evidenced by the Youth Risk Behavior Survey results and other student data. d. An increase in students indicating that they have an adult that they can connect with as evidenced by the YRBS and other student data. e. A decrease in the number of students who have 10 more absences. E. Communication (Action Plan E) a. Improved communication between parents, community, and schools as evidenced by surveys and other data.
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Goal 1-Student Learning Goal: Planned Activities Describe actions the educator will take to attain the student learning goal(s). Activities may apply to individual and/or team. Supports/Resources from Timeline or Status as of Action School/District1 Frequency 5/09/2019 1. Work with Central Office FY19-20 Operating Budgets 2018-19 Ongoing work Administrators, Principals, and School Transformation Grant School Year through District Directors to implement four focus Title I, IIA, IV, IDEA, SPED PD Grants Improvement areas as described in District Plan Improvement Plan 2. Gauge progress through Central Meeting times weekly with District Weekly Ongoing work Office Leadership Team meetings, Leadership Team, bi-weekly with District Leadership Team Central Office Leadership Team, and meetings, Individual Principal bi-weekly for individual school visits. Meetings, building visits, and other visitations. 3. Focus District Leadership Team Meeting times weekly with District Weekly Ongoing Work and Administrative Council Leadership Team meetings on improving instructional practices through supervision and evaluation, looking at and analyzing data, and using protocols to solve dilemmas regarding practices. 4. Conduct District Leadership Team Meeting Time Monthly Ongoing walkthroughs or individual walkthroughs with building principals once a month at a different school each month. 5. Work with Director of Student FY19/FY20 Operating Funds Ongoing Ongoing Services and Assistant Director of Grant Funds Student Services to support Bridge Program Action Plan and specialized reading service improvements. 6. Focus resources on the following FY19 Budget Ongoing Ongoing teaching and learning areas for Grant Funds the 2018-19 School Year: • Alignment of standards by grades, K-12. • Continued implementation of AMC math practices. • Continued implementation of Writer’s workshop at Elementary level. • Implementation of Reader’s workshop at Elementary Level.
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• Implementation of K-2 Science • Continued implementation of 6-8 Science. • Implementation of 10-12 Science • NEASC Accreditation Process at RMHS • Social studies alignment with approved Massachusetts Curriculum Frameworks 7. Work with Assistant Meeting Times Ongoing Complete Superintendent and the Late School Committee Meetings on Start Committee to develop a December 6 and 20, 2018 plan to adjust the start time at RMHS for the 2019-20 school year. 8. Participate on Massachusetts Participation Frequency Ongoing Association of School • MASS PD Committee-Monthly Complete Superintendents (MASS), State, • SEEM and NEC Collaboratives- local and Regional Groups that Monthly focus on the four focus areas. • Safe and Supportive Schools This includes the MASS Commission-Every 6 Weeks Professional Development • Merrimack Valley Roundtable- Committee, the Department of Monthly Elementary and Secondary • UMass Lowell Symposium on Education (DESE) Safe and Gun Violence (Panel Speaker)- Supportive Schools Commission, October 17 Reading Coalition Against • RCASA (Officer)-Monthly Substance Abuse (RCASA), the Merrimack Valley Superintendent’s Roundtables, and other workshops. 9. Work with Town Officials to FY19 Capital Funding for Security Audit 2018-2021 In Process develop an implementation plan and funding for implementation plan. for improved safety and security at our schools based on the based on the recommendations from the security audit.
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Goal #2-Professional Practice Goal (Aligned with Focus Area D-Social and Emotional Learning) To improve the physical and psychological security of our schools through changes in policies, procedures, infrastructure, and safety drills. This will be measured by survey data of staff, students, and parents of perception of safety, updated policies and procedures regarding safety, improved drill practices by each school, and updated infrastructure to our schools.
Goal 2-Professional Practice Goal: Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Supports/Resources from Timeline or Status as of Action School/District3 Frequency 05/09/2019 1. Work with Reading Police Time June, 2018 Complete Department and Reading Fire Public Safety Resources Department to conduct an active shooter drill without students that uses the latest NFPA standards. 2. Update Emergency Operations Time Summer, 2018 Complete Plans for District and Schools 3. School Committee approves Time Summer, 2018 Complete Emergency Plans Policy EBC 4. Develop a District Wide Safety Title IV Funds Quarterly Postponed until Committee which will include 2019-20 School teachers, building level and Year central office administrators, and public safety. The purpose of this Committee is to review and revise, if necessary the Emergency Operations Plans for schools and building. 5. Attend NFPA Active Shooter Time September 20, Complete Symposium along with Director of No cost for workshop 2018 Facilities and Chief Financial Officer. 6. Host and attend MPY Safety Time Summit at Reading Memorial No cost for workshop September 23, Complete High School 2018 7. Participate as a panel member in Time University of Massachusetts at No cost for symposium October 17, 2018 Complete Lowell Gun Violence Symposium 8. Work with Chief Financial Officer Time June 30, 2019 In Process and Director of Facilities to
3 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).
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conduct a Safety Audit of each school. 9. Work with Chief Financial Officer Time 2018-19 and 2019- In Process and Director of Facilities to Resources for implementation 20 School Years review Key Access Policy and Procedure for the School District. 10. Work with building principals Time September-May Complete and public safety officials to conduct the following drills in each school annually. • 4 Fire Drills • 2 Active Shooter/Intruder Drills • 1 Shelter in Place Drill • Sector Evacuation Drill (Once every three years for different schools) • Canine Search (RMHS Annually) 11. Work with Police, Town, Time Beginning, May, Ongoing Community and School Officials 2017 to continue to educate and address school and community acts of hate. 12. Pending Town Meeting FY19-FY22 Capital Plans 2018-23 School In Process approval, work with Town Years Officials to develop an implementation plan for improved safety and security at our schools based on the based on the recommendations from the security audit.
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Goal #3-Professional Practice Goal (Aligned with Focus Areas A-E) To work with the Town Manager, Chief Financial Officer, and Director of Facilities to develop a multi-year capital plan to upgrade and improve school facilities. This will be measured by a completed plan for the project which has the support of Town Meeting.
Goal 3-Professional Practice Goal: Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Supports/Resources from Timeline or Status as of Action School/District4 Frequency 05/09/2019 1. Meet with Permanent Building 1. Time 1. January, 2018- Complete Committee to identify their role August, 2018 in the elementary planning study process. 2. Work with Town Manager to 2. Capital Plan Funding 2. August, 2018 Complete identify funding to develop an elementary planning and enrollment study. 3. Work with Town and School 3. Time 3. November, In Process Officials to develop and get 2018- approval to adopt design February, 2019 selection procedures to secure design services for the different projects that require those services. 4. Receive School Committee and 4. Capital Plan Funding 4. August, 2018- Complete Town Meeting Approval for November, Capital Funding request for 2018 elementary planning and enrollment study. 5. Work with Town Manager, Chief Financial Officer, and 5. Capital Plan Funding 5. June, 2017 Complete Director of Facilities to complete Town and School Building Security Study. 6. Pending funding and Town 6. Possible State Funding 6. November, In Process Meeting approval, work with FY19 Capital Plan-Design 2018-April, Chief Financial Officer, Director FY20-FY22 Capital Plan- 2019 of Facilities, and Town Manager Implementation to develop a plan for design study and implementation of design study for school building security.
4 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).
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7. Work with Chief Financial 7. TBD Capital Plan 7. TBD Planned Officer, Director of Facilities, and Town Manager to develop a plan funded through the Town Capital Plan for high school athletic fields and high school field house. This includes High School Turf 1, High School Turf 2, High School Track, Project Adventure Ropes Course, and RMHS Field House Floor and Bleachers. 8. Pending funding, work with 8. Operational and Capital 8. November, Planned Town Manager, Director of Funding 2018-June, Facilities, and Chief Financial 2022 Officer to procure design services for different projects.
9. Once funding is received, 9. FY19 and FY20 Capital Plan 9. April, 2019- Planned implement School Building June, 2022 Security study.
10. Once funding is received, 10. FY19 and FY20 Capital Plan 10. November, Planned implement Elementary 2018-June, Enrollment and Space Planning 2021 Study.
11. Once funding is received, 11. FY21 Capital Plan 11. April, 2020- Planned implement Athletics and June, 2022 Recreation Capital Projects.
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Goal #4-Professional Practice Goal (Aligned with Focus Areas A-D) To redefine the roles and responsibilities of District and Building Administrators and to build the capacity of each administrator and each team so that they can effectively perform the duties of their jobs. This will be measured by the increased effectiveness of each school and sector, survey data from administrators, quality of the agendas from various meetings.
Goal 4-Professional Practice Goal: Planned Activities Describe actions the educator will take to attain the professional practice goal(s). Activities may apply to individual and/or team. Supports/Resources from Timeline or Status as of Action School/District5 Frequency 12/20/2018 1. Reorganize Central Office roles 1. Time 1. Summer, Complete and responsibilities to develop 2018 four sectors: Finance and Operations, Teaching and Learning, Student Services, and Superintendent/Human Resources 2. Create and implement a moving 2. Time and Moving Resources 2. Summer, Complete plan that will have all five 2018 Central Office Administrators in one location. 3. Chief Financial Officer’s role is 3. School Business Assistant 3. December, Complete restructured to include position restored in FY19 2019 additional supervisory budget. Funding for MCPPO responsibilities with Facilities workshops and salary Management and Network adjustments related to Technology. In addition, the restructured role. CFO will complete MCPPO certification and designation. 4. Assistant Superintendent’s role 4. Curriculum Coordinator 4. July, 2018 Complete will be shifted to include positions funded in FY19 additional supervisory Budget responsibilities for English Language Learner Staff, Elementary Art and Music, Instructional Technology, Curriculum Coordinators, and Data Coach 5. The Central Office Leadership 5. Time and Resources for 5. 2018-19 In Process Team will work cohesively on a Professional Development School Year variety of activities to develop a strong working culture at
5 Must identify means for educator to receive feedback for improvement per 603 CMR 35.06(3)(d).
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Central Office and among each other. This will include biweekly meetings as a group, quarterly office meetings, and offsite activities for professional development. 6. Central Office Leadership Team 6. Time and Resources for 6. 2018-19 Complete will work with each of their Professional Development School Year direct reports to ways to build their own capacity as it relates to their positions. 7. Finance Department will 7. Time and Resources for 7. 2018-19 Complete continue to build capacity on Professional Development School Year current topics through MASBO and other organizations as it relates to their position. 8. Assistant Superintendent will 8. Time 8. 2018-19 design a plan to effectively use School Year Complete curriculum coordinators to improve curriculum and instructional practices of K-6 staff. 9. District Leadership Team 9. Time and Resources for 9. 2018-19 meetings will be restructured to Professional Development School Year In Process include more problem solving discussions versus informational listings. 10. Building Principals will build 10. Time and Resources for 10. 2018-19 their capacity on a variety of Professional Development School Year Complete topics including Reader’s and Writer’s Workshop, Budget development and management, Advisory Activities, 504 and Special Education laws and regulations, Universal Design for Learning, Supervision and Evaluation, and Teaching Diverse Needs in the classroom.
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Communication
Embedded throughout all of the goals and the District Improvement Plan is the need to have effective two- way communication with all stakeholders, including the Community, Town Officials, Parents, Staff, and Students. Communication will continue to be embedded in all of the above goals and the District Improvement Plan. In addition, we will continue to do the following:
• Conduct weekly “Superintendent Office Hours” at various locations in schools and community. • Work with the Chair to create a School Committee meeting calendar that is streamlined and includes relevant topics related to teaching and learning activities. • Go on individual walkthroughs with building principals at each school and give constructive feedback to improve supervisory practices. • Meet with Direct Reports (Principals and Central Office Administrators) on a regular basis to improve communication and give constructive feedback. • Attend at least one School Council, one PTO, one building leadership team and one staff meeting at each school. • Hold focus groups with staff to assess needs of district. • Enhance all current district communication modes including the Pathways and Journey newsletters, the Pathways blog, Twitter and Facebook Accounts • As part of the annual budget process, continue to enhance budget communication by developing budget liaisons which includes parents and community members. • Conduct PRIDE Survey or comparable climate survey for staff, students (Grades 6-12), and the community on opposite years of YRBS. • Conduct YRBS Survey in Grades 6-12 biannually which will correlate with PRIDE student survey data • Continue to participate in community activities.
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Reading Public Schools
May 2019
82 Oakland Rd Reading, Massachusetts 01867
3 Year Improvement Plan Progress Monitoring SY 16-17, SY 17-18, SY 18-19
Learning, Supporting, Growing
Overview The Reading Public Schools is currently in the third year of a three-year District Improvement Plan. The plan consists of one goal with four action plans to address that goal.
The overall goal is as follows:
District Goal for 2016-19 School Years
To ensure the success of all students, over the next 3 years the Reading Public Schools will increase stu- dent engagement, improve achievement, decrease discipline referrals, and enhance parent and commu- nity two way communication. We will address the academic, social-emotional and behavioral health needs through a comprehensive multi-tiered system of support (MTSS) framework of data, systems, and practices. Our school and district data is informing us that the areas that we need to strengthen focus on closing the achievement gap between our High Needs Subgroup (Students with Disabilities, English Language Learn- ers, Economically Disadvantaged) and the general student population. In addition, we are seeing an in- creased need to strengthen our curriculum and instructional practices in science, literacy, and mathe- matics. Therefore, during the three year plan, we are emphasizing the following focus areas: There are four focus areas that are connected to this goal:
• Closing the Achievement Gap (Action Plan A)- To focus our energy and effort in identifying and imple- menting evidenced based instructional practices and interventions which will close the achievement gap with our students, in particular, our students in the high needs group (special education, English Language Learners, economic disadvantage). • Literacy (Action Plan B)-To improve literacy instruction in all subject areas across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 stu- dent interventions, clear expectations, and a pacing chart. • Mathematics Practices (Action Plan C)- To improve mathematics instruction across the district by providing teachers with time and training, timely supervision and coaching, evidenced based tier 2 stu- dent interventions, and clear expectations and pacing chart. • Social Emotional Learning (Action Plan D)-To focus our energy and effort in identifying and imple- menting evidenced based instructional practices and interventions which will improve social emotion- al learning for all students.
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Measures of Progress Towards our Goal During the Next Three Years During the three years that we have been implementing our action plans, we have been monitoring and measuring areas to help inform us of our practice and make changes, where necessary. We strive to pro- gress in the following areas: Closing the Achievement Gap (Action Plan A) • A decrease in the achievement gap on state and local assessments between high needs sub- group (special education, English Language learners, and high poverty) and the general popula- tion of students. • An increase in students having equitable access to higher level classes. • An increase in students having a greater opportunity to access high quality Tier 1 instruction. Literacy (Action Plan B) • An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local as- sessments. • Through participation in workshops and classroom observations, the implementation of Writer’s Workshop in Grades K-5. Mathematics Practices (Action Plan C) • An improvement in state and local assessments including MCAS and Next Generation MCAS state assessments, SAT scores, AP Scores and participation, college acceptances, and local as- sessments. • An increase in the number of students ready to take higher level math courses in high school. Social Emotional Learning (Action Plan D) • A decrease in discipline referrals, including suspensions for all students, with special attention to different subgroups. • A decrease in student anxiety by gender, race, and general population as evidenced by the Youth Risk Behavior Survey (YRBS) results and other student data. • A decrease in the use of drugs, alcohol, and other substances by gender, race, and general popu- lation as evidenced by the Youth Risk Behavior Survey results and other student data. • An increase in students indicating that they have an adult that they can connect with as evi- denced by the YRBS and other student data. • A decrease in the number of students who have 10 more absences.
The ensuing pages show data that relates to the four focus areas and is connected to the above action plans. Please note that any data that is MCAS related will only show the current next generation MCAS testing years (if applicable) and not the legacy MCAS or PARCC test because the Department of Elementary and Secondary Education has indicated that you cannot compare the assessments due to its differences. Also, the 2019 MCAS is currently being administered and that data will not be available until the Fall, 2019. Some data that is related to Action Plan D is over a four or five year period as required reporting for the Federal Government by the School Climate Transformation Grant, which Reading is a recipient and is cur- rently in its 5th and final year.
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Action Plan A: Closing the Achievement Gap Over Time, 2015-2019
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Action Plan A: Closing the Achievement Gap Over Time, 2015-2019 District Accountability
Baseline Year 1 Year 2 Year 3 SY 15-16 SY 16-17 SY 17-18 SY 18-19 Level 3 Level 3 - 66 Needs Technical Needs Technical Needs Technical Partially Meeting Assistance Assistance Assistance Targets District State used: State used: State used: State used: Legacy Accounta- Legacy Accounta- No Accountability NEW Accountability bility System bility System System System
School Accountability
Baseline Year 1 Year 2 Year 3 SY 15-16 SY 16-17 SY 17-18 SY 18-19 RISE No Level No Level No Level No Level Barrows Level 2 Level 2 No Level Partially Meeting
Birch Level 2 Level 2 No Level Partially Meeting
Eaton Level 3 Level 3 No Level Meeting Targets
Killam Level 2 Level 2 No Level Meeting Targets
Wood End Level 2 Level 2 No Level Partially Meeting
Coolidge Level 2 Level 2 No Level Meeting Targets
Parker Level 2 Level 2 No Level Partially Meeting
RMHS Level 2 Level 1 Level 2 Partially Meeting
Source: School and District Profiles > Accountability
http://profiles.doe.mass.edu/reportcard/districtreportcardoverview2015.aspx? linkid=106&orgcode=02460000&fycode=2017&orgtypecode=5&
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MCAS Achievement Gap by Grade
English Language Arts
Baseline SY 15-16 PARCC Year 1 SY 16-17 PARCC
Year 2 SY 17-18 Next-Generation MCAS Year 3 SY 18-19 Next-Generation MCAS
Gap Decreased by more than 5 points
Gap Increased by more
Gap Increased or Decreased by 5 or fewer points
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
Gap for a year = % Non High Needs Students Proficient/Higher — % High Needs Students Proficient/Higher
Gap change Between years = 2017 Gap — 2018 Gap 6
Mathematics Baseline SY 15-16 PARCC
Year 1 SY 16-17 PARCC Year 2 SY 17-18 Next-Generation MCAS
Year 3 SY 18-19 Next-Generation MCAS
Gap Decreased by more than 5 points
Gap Increased by more
Gap Increased or Decreased by 5 or fewer points
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
Gap for a year = % Non High Needs Students Proficient/Higher — % High Needs Students Proficient/Higher
Gap change Between years = 2017 Gap — 2018 Gap
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Science, Technology, and Engineering & Biology
Baseline SY 15-16 Legacy MCAS
Year 1 SY 16-17 Legacy MCAS
Year 2 SY 17-18 Legacy MCAS Year 3 SY 18-19 Legacy MCAS
Average gap Decreased Average gap Increased Gap Increased or by more than 5 points by more than 5 points Decreased by 5 or fewer points
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
Gap for a year = % Non High Needs Students Proficient/Higher — % High Needs Students Proficient/Higher
Gap change Between years = 2017 Gap — 2018 Gap
Average Gap Movement = 15-16 Gap Change + 16-17 Gap Change + 17-18 Gap Change / 3
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MCAS Achievement—Science
% Proficient or % Proficient or % Proficient or % Proficient or % Proficient or Gr 5 - STE Higher Higher Higher Higher Higher Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS 2014 2015 2016 2017 2018 All Students 59 66 56 58 70 High Needs 29 37 32 34 34 Non High Needs 68 74 64 67 80 SWD 23 28 24 28 26 NON SWD 67 72 62 65 79 ELL - - - - - Non ELL 59 67 56 58 70
Economically Disadvan- 36 45 41 32 34
Non Economically Disad- 61 68 57 61 73
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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% Proficient or % Proficient or % Proficient or % Proficient or % Proficient or Gr 8 - STE Higher Higher Higher Higher Higher Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS 2014 2015 2016 2017 2018 All Students 57 48 54 58 52 High Needs 18 17 20 21 21 Non High Needs 70 60 68 71 62 SWD 18 15 13 18 16 NON SWD 68 58 66 69 59 ELL - - - - - Non ELL 57 49 54 58 53
Economically Disadvan- 15 22 41 16 18
Non Economically Disad- 59 51 55 61 57
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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% Proficient % Proficient % Proficient % Proficient or % Proficient or Gr 9 - Bio or Higher or Higher or Higher Higher Higher Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS Legacy MCAS 2014 2015 2016 2017 2018 All Students 83 91 86 80 84
High Needs 51 68 62 56 59 Non High Needs 94 99 94 90 91 SWD 44 69 57 49 49 NON SWD 93 97 93 90 91 ELL - - - - - Non ELL 84 91 86 80 84
Economically Disad- 61 75 64 63 56
Non Economically 85 92 87 82 87
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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MCAS Achievement Gap by Cohort
English Language Arts
Gap Decreased by more than 5 points
Gap Increased by more than 5 points
Gap Increased or Decreased by 5 or fewer points
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
Gap for a year = % Non High Needs Students Proficient/Higher — % High Needs Students Proficient/Higher
Gap change Between years = 2017 Gap — 2018 Gap 12
Math
Gap Decreased by more than 5 points
Gap Increased by more than 5 points
Gap Increased or Decreased by 5 or fewer points
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
Gap for a year = % Non High Needs Students Proficient/Higher — % High Needs Students Proficient/Higher
Gap change Between years = 2017 Gap — 2018 Gap
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Enrollment in Classes by Subject & Level
Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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42%
50%
8%
Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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AP Scores Over Time
Reading Memorial HS—AP Five-Year School Score Summary
Source: College Board Reading Account > AP > AP Five-Year School Score Summary
© 2019 The College Board. College Board, AP, Advanced Placement, Advanced Placement Program, and the acorn logo are reg- istered trademarks of the College Board
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SAT Mean Scores
# of students in # of test Critical class takers Reading Math Writing 2015 282 549 564 547 2016 292 542 556 524 2017 348 327 583 582 --- 2018 269 254 590 595 --- State 556 558 Average
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Action Plan B: Literacy Over Time, 2015-2019
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MCAS Achievement
% Proficient or % Proficient or
Higher 2017 Higher 2018
All Students 58 66 High Needs 29 41 Non High Needs 71 74 SWD 18 29 NON SWD 69 73 ELL - - Non ELL 59 67 Economically Disad- vantaged 39 57 Non Economically Dis- advantaged 61 67
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Next- Next- Generation Generation MCAS MCAS % Proficient or % Proficient or
Higher 2017 Higher 2018
All Students 61 59 High Needs 24 27 Non High Needs 72 74 SWD 19 18 NON SWD 70 71 ELL - - Non ELL 62 60 Economically Disadvantaged 24 38
Non Economically Disadvantaged 64 62
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Next-Generation Next-Generation MCAS MCAS 2017 2018 All Students 55 72 High Needs 31 31 Non High Needs 64 84 SWD 22 24 NON SWD 63 82 ELL - - Non ELL 55 72 Economically Disadvantaged 34 31 Non Economically Disadvantaged 57 76
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 6 - ELA % Proficient or Higher % Proficient or Higher (Next-Generation (Next-Generation MCAS) MCAS) 2017 2018 All Students 65 69 High Needs 28 35 Non High Needs 77 83 SWD 22 22 NON SWD 75 80 ELL - - Non ELL 65 69 Economically Disadvantaged 41 50 Non Economically Disadvantaged 67 72
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 7 - ELA % Proficient or Higher % Proficient or Higher (Next-Generation (Next-Generation MCAS) MCAS) 2017 2018 All Students 74 70 High Needs 38 33 Non High Needs 85 82 SWD 30 24 NON SWD 83 80 ELL - - Non ELL 74 70 Economically Disadvantaged 41 41 Non Economically Disadvantaged 78 73
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 8 - ELA % Proficient or Higher % Proficient or Higher Next-Generation Next-Generation MCAS MCAS 2017 2018 All Students 62 73 High Needs 26 47 Non High Needs 75 81 SWD 21 34 NON SWD 74 80 ELL - - Non ELL 63 73 Economically Disadvantaged 32 59 Non Economically Disadvantaged 65 75
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Local Assessment: Fountas & Pinnell Reading Level Benchmark Assessment
Please note that the Spring Fountas and Pinnell Benchmark is currently being administered and data is being reviewed. Results are not available at this time.
Source: Excel-based Collection Sheets by Classroom; Fall was submitted by November; Winter was submitted by March
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Action Plan C: Mathematics Over Time, 2015-2019
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MCAS Achievement—Math
% Proficient or Higher % Proficient or Higher
2017 2018
All Students 62 61 High Needs 42 19 Non High Needs 71 75 SWD 35 14 NON SWD 70 70 ELL - - Non ELL 63 62 Economically Disadvantaged 45 23 Non Economically Disadvantaged 64 65
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Next-Generation MCAS Next-Generation MCAS % Proficient or Higher 2017 % Proficient or Higher 2018 All Students 64 61 High Needs 31 30 Non High Needs 74 75 SWD 22 22 NON SWD 73 72 ELL - - Non ELL 65 61 Economically Disadvantaged 38 41 Non Economically Disadvantaged 66 63
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 5 - Math % Proficient or Higher % Proficient or Higher Next-Generation MCAS Next-Generation MCAS 2017 2018 All Students 51 58 High Needs 22 25 Non High Needs 61 68 SWD 16 19 NON SWD 59 66 ELL 0 0 Non ELL 51 58 Economically Disadvantaged 18 31 Non Economically Disadvantaged 55 61
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 8 - Math % Proficient or Higher % Proficient or Higher Next-Generation MCAS Next-Generation MCAS 2017 2018 All Students 60 72 High Needs 17 40 Non High Needs 74 82 SWD 14 26 NON SWD 72 81 ELL - - Non ELL 60 73 Economically Disadvantaged 12 50 Non Economically Disadvantaged 63 75
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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% Proficient or % Proficient or % Proficient or % Proficient or % Proficient or Gr 10 - Math Higher Higher Higher Higher Higher (Legacy MCAS) (Legacy MCAS) (Legacy MCAS) (Legacy MCAS) (Legacy MCAS) 2014 2015 2016 2017 2018 All Students 89 91 93 92 88 High Needs 63 64 77 72 60 Non High Needs 99 99 99 99 98 SWD 57 59 75 66 50 NON SWD 98 98 98 98 98 ELL - - - - - Non ELL 89 91 93 92 88 Economically Disad- vantaged 68 79 73 74 74 Non Economically Dis- advantaged 90 92 94 93 89
Please note that 2019 MCAS is currently being administered and results will be available in Fall, 2019
Source: DESE Edwin Analytics > Report PE304 MCAS District Results by Subgroup
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Gr 8 Math Enrollments
Note: Mathematics Curriculum Frameworkswas revised by the Department of Elementary and Secondary Education be- ginning with the class of 2017 which resulted in shift in standards being taught in each grade. The Algebra 1 course for Grade 8 students in the class of 2016 was a different course with different standards than the Algebra 1 course for the class of 2017. The Algebra course for the class of 2017 was a much more rigorous course. That course is currently taught in Grade 8 and 9. Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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GrCalculus 8 Math Enrollments Enrollments (2012 -2019)
Total 11/12th
grade Based on Oct enrollment AP Calculus AP Calculus Total # Total % of Year AB BC AP Calculus students in Enrollment AP Calculus
2012-2013 648 26 14 40 6% 2013-2014 631 32 0 32 5% 2014-2015 624 21 10 31 5% 2015-2016 671 48 21 69 10% 2016-2017 627 25 38 63 10% 2017-2018 604 24 34 58 10%
2018-2019 627 22 39 61 10%
2018-19 Course Enrollments for AP Math Courses and Calculus
Course Number of Enrolled Students AP Calculus AB 22 AP Calculus BC 39 Calculus 50 AP Statistics 58
Source: Administrator’s Plus Student Information System > Scheduling Plus > Course Enrollment (By Grade)
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Action Plan D: Social Emotional Learning Over Time, 2015-2019
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Attendance
Attendance for SY15-16 through 17-18 are for entire year. SY18-19 Attendance as of 4/29/2019 Source: DESE Edwin Analytics > Student Enrollment & Indicators > Attendance & Summary > As of 4/29/2019
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Chronically Absent is Defined as 10 or more absences in a school year. Attendance for SY15-16 through 17-18 are for entire year. SY18-19 Attendance as of 4/29/2019
Source: DESE Edwin Analytics > Student Enrollment & Indicators > Attendance & Summary > As of March 2019
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Behavior & Discipline
Suspensions & Expulsions
School Suspensions Expulsions 2014- 2015- 2016- 2017- 2018- 2014- 2015- 2016- 2017- 2018-
2015 2016 2017 2018 2019 2015 2016 2017 2018 2019 RISE 0 0 0 0 0 0 0 0 0 0 Barrows 0 1 0 1 0 0 0 0 0 0 Birch Meadow 0 1 3 0 0 0 0 0 0 0 Eaton 1 8 4 3 1 0 0 0 0 0 Killam 6 18 1 3 0 0 0 0 0 0 Wood End 0 1 0 0 0 0 0 0 0 0 Coolidge 10 12 8 10 6 0 0 0 0 0 Parker 7 12 16 23 13 0 0 0 0 0 RMHS 83 18 77 97 61 0 0 0 0 0
This data counts the number of incidents resulting in suspensions/expulsions, not the number of students who received these. These statistics are gathered and tracked by our web-based discipline application, SWIS (School-wide Information System). Incidents are recorded at the time of discipline, or else in a monthly batch entry.
Note: The 2018-19 school year data is as of April 30, 2019. All other years are for the entire school year. Data for Suspensions and Expulsions are being shown over a five year period because of the reporting requirements in the School Climate Transformation Grant.
Source: PBIS Apps > SWIS Suite as of April 30, 2019
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Office Referrals
School # Students w/ Office Referrals 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 RISE 0 0 0 0 0 Barrows 1 34 32 19 4 Birch Meadow 0 20 33 34 8 Eaton 0 12 28 29 13 Killam 11 45 33 25 12
Wood End 5 32 6 6 2 Coolidge 36 39 21 8 6 Parker 39 16 23 30 20
RMHS 132 85 139 252 177
This data is counting the number of students receiving discipline referrals, not the number of discipline incidents. This information is gathered and tracked by our web-based discipline appli- cation, SWIS (School-wide Information System). Note: The 2018-19 school year data is as of April 30, 2019. All other years are for the entire school year. Data for Office Discipline Referrals are being shown over a five year period be- cause of the reporting requirements in the School Climate Transformation Grant.
Source: PBIS Apps > SWIS Suite as of April 30, 2019
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Tiered Fidelity Inventory (TFI) Recent (2015) research by the Technical Assistance Center on Positive Behavioral Interventions & Sup- ports (PBIS) found that a fidelity score of 70% or higher is an adequate indicator of implementation of Tier features. Our district uses the Tiered Fidelity Inventory Tool through the web-based PBIS-SWIS apps to track and monitor each school’s implementation of the Tier features. This tool is used as a walkthrough and questionnaire which are administered 3x/year. The scores shown are from the 3rd administration of the walkthrough and questionnaire.
This year 2 schools (RISE and RMHS) no longer took the TFI as it does not fit their needs & work, though RISE did previously and had reached fidelity. RISE uses the Benchmarks of Quality (BoQ). RMHS . Both of these schools still do take part in the District Capacity Assessment (DCA) which is a fidelity measure- ment for MTSS at the district level. By June 2019 schools will have their end of year TFI Scores.
School TFI Total Score 2014-2015 2015-2016 2016-2017 2017-2018 RISE 60% 88% 88% - Barrows 33% 29% 31% 50% Birch Mead- 48% 68% 66% ow 68% Eaton 40% 26% 41% 73% Killam 22% 32% 30% 66%
Wood End 49% 50% 76% 93% Coolidge 34% 29% 68% 54% Parker 67% 14% 39% 53% RMHS 11% 17% 40% -
Source: PBIS Apps > PBIS Assessment > Tiered Fidelity Inventory > Reporting
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PRIDE Survey Results
Parent Survey Categories (out of a 4.0 Scale)
Area Overall K-5 6-8 9-12
School Engagement
School Engagement 3.1 3.3 3.2 2.9
Academic Achievement
Academic Environment 3.2 3.2 3.3 3.1
Learning Challenges 3.7 3.8 3.7 3.5
General Student Life
Student Life 3.2 3.3 3.2 2.9
Student Safety
Student Discipline 3.6 3.6 3.7 3.6
School Safety 3.6 3.6 3.6 3.5
Summary of 2018 PRIDE Student Survey Results-Learning Environment (Response out of 4.0)
Category Score (Grades 6-8) Score (Grades 10-12)
Overall School Climate 3.1 3.0
Teacher and Student Respect 3.2 3.1
Student Discipline 3.4 3.5
School Safety 3.2 3.3
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John F. Doherty, Ed. D. Christine M. Kelley Superintendent of Schools Assistant Superintendent
82 Oakland Road Sharon Stewart Reading, MA 01867 Interim Director of Student Services Phone: 781-944-5800 Fax: 781-942-9149 Gail Dowd, CPA Chief Financial officer
Reading Public Schools
Instilling a joy of learning and inspiring the innovative leaders of tomorrow
TO: Reading School Committee
FROM: John F. Doherty, Ed.D. Superintendent of Schools
DATE: May 3, 2019
TOPIC: Email Correspondence and Other Information
Please find attached for your information, copies of email correspondence and information received by School Committee members and Central Office Administrators from community members as well as other pertinent information. I have included our responses, if applicable, as well.
If you have any questions, please contact me.
The Reading Public Schools does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, age or disability. Engelson, Linda
From: Doherty, John Sent: Thursday, April 18, 2019 3:35 PM To: Victoria McGrane; Webb, Elaine Cc: Engelson, Linda; Kelley, Christine Subject: RE: Middle school math Attachments: Math Letter.pdf
Good Afternoon, Victoria,
Thank you for the email and for reaching out to us. In addition to the information that Mrs. Webb sent below, I am including a letter that Assistant Superintendent for Learning and Teaching Chris Kelley wrote containing answers to several questions that were asked by a High School parent about the math program. I believe that this document will help answer some of the questions that you may have.
If you have any further questions, Assistant Superintendent Kelley will be in next week. Feel free to contact her or I.
Thanks!
John F. Doherty, Ed.D. Superintendent Reading Public Schools 781‐944‐5800 [email protected]
From: Victoria McGrane
Fantastic, I really appreciate you quick and thoughtful response.
I can try to give you a call later, Elaine, but I am at work and not free to do so right now.
Best Victoria
On Wed, Apr 17, 2019 at 3:41 PM Webb, Elaine
I wanted to send you this link to the packet from our last school committee meeting. Our Elementary principals gave an excellent presentation on curriculum including math. There is also a presentation from our Middle School principals and info about a day of learning for parents we call Parent University. I am confident that once you are connected to our school district information and websites your concerns will be allayed.
https://www.reading.k12.ma.us/files/7015/5483/5455/SC_MEETING_4.11.19.pdf
1
You will receive a follow‐up e‐mail next week from Dr. Doherty or his staff.
Elaine Webb Reading School Committee Chairperson Get Outlook for iOS
From: Webb, Elaine
Victoria, Perhaps you could give me a call on my cell phone 781‐307‐1226. It is school vacation week and some of Dr Doherty’s staff is away.
Elaine Webb
Get Outlook for iOS
From: Victoria McGrane
Hello,
I’ve seen a lot of discussion on town Facebook groups about the state of math curriculum in Reading schools. My children are not yet old enough for this to be an immediate issue, but I am troubled by what I’ve read ‐ mostly because it seems some parents feel they’re not being given appropriate information about what the actual curriculum in the schools IS or will be in the near future regarding middle school math. I don’t know the history or even all the jargon, but as a taxpayer and soon‐to‐be Reading Schools parent I believe at the very least parents, and the public at large, deserve sunlight and openness with regards to the schools.
I know I would like to know a) what content is taught at what age in math and b) why Reading is no longer providing the same opportunities to learn algebra at younger ages as surrounding school districts. If this information is publicly available already, I’d be grateful if you could tell me where I can find it so I may educate myself on the issue.
Sincerely, Victoria McGrane
2 Engelson, Linda
From: Webb, Elaine Sent: Wednesday, April 17, 2019 1:30 PM To: [email protected] Cc: Doherty, John; Stewart, Sharon; Engelson, Linda Subject: Re: LLD response
Follow Up Flag: Follow up Flag Status: Flagged
Good Morning, Mrs. Bennett,
Thank you for the email to the School Committee. I am cc’ing Dr. Doherty and Mrs. Stewart on this email because they were the ones that developed the response to the questions that you submitted. The questions that you bring up are areas that would be addressed by the Superintendent and the Director of Student Services and not the School Committee. They continue to be more than happy to meet with you and discuss your concerns. I encourage you to set up an in person meeting and believe that you will find the dialogue productive.
Sincerely, Elaine Webb Reading School Committee Chairperson Get Outlook for iOS
From: [email protected]
Committee Members,
Attached you will find my rebuttal to the LLD letter from Dr. Doherty and his team. Please keep in mind that I've addressed the school committee only on this last letter as I feel the parents need some assistance from the committee at this point. I've also attached the LLD program outline and entrance and exit criteria from Andover Public Schools so you can have a better understanding of the response.
Please let me know if the email addresses for Tom and John are incorrect, the website is not updated yet so I just followed suit.
Thank you
Lauren Bennett
1 1
Members of the School Committee,
I would just like to address a few points in effort to move forward. The letter from Dr. Doherty and his team may be confusing to the average reader that does not have experience with dyslexia. I would ask the committee to review what it was I was requesting in the first place; a simple list of teachers and training, not all PD just the training that matches the bar chart given by the sped director. A list of box programs available and entrance and exit criteria. Dr. Doherty’s unwillingness to share even the simplest request hopefully give you a small indicator of what the majority of the parents of the LLD have been dealing with.
For those of you that are not familiar with the bar chart I am referring to I’ve included it below. How can the database be “virtually impossible to keep” when Mrs. Wilson used the data to create the bar chart?
As you can see here, we are only asking for the cert/training in the programs/ methodologies presented to us in the chart.
I feel the chart is deceiving because one teacher can be trained in several methodologies/programs but cannot be in 2 places at once. For example in high school do we have 1 teacher trained in both Wilson and OG or do we have 2 teachers one Wilson cert and one OG cert? This makes a big difference when you have 10 students in need of 1:1 instruction. I would also like to know if this chart includes the contract teachers from the collaborative or it is only direct employees of RPS? 2
“We could not find any statement on the Lindamood-Bell website that teachers are not prepared to begin instructing students using their program/techniques after participating in a workshop.”
Logically speaking, would it even be reasonable to expect that a teacher is fully equipped to deliver 36 weeks of Lips instruction after a 2 day workshop? That was what was expected from my son’s teacher in the 5th grade, no meaningful progress was made. When I called and spoke directly to a professional at Lindamood Belle last year I was told the public schools are not able to correctly deliver weeks of Lips instruction after a simple workshop. This is why they offer in school mentoring programs. RPS should seriously consider having a Lips learning center on campus and have RPS staff members work alongside the Lindamoodbell teacher. You can easily find these links and offerings on their site.
Offers a robo mentor https://lindamoodbell.com/for-schools/instruction-robot- connects-kodiak-island-borough-schools As well as a Lips Learning Center on your school campus https://lindamoodbell.com/learning-center-on-campus
“Amongst the public, it is not unusual for there to be a belief that there is ‘only one curriculum/ instructional method’ that is the right fit for a child with a reading disability. This is false.”
I’m glad this point was brought up, in my experience in RPS the professionals kept my son in the Wilson reading program for almost 5 yrs, given without fidelity and refused to give him any other methodololgy or program. While it was an interesting read, the district does not practice what you have written in this letter and in fact the opposite is true - parents beg for different programs to be used but what is good for the program dictates what most students will get.
Which brings me to my next point, having a list of box programs and methodologies would only help to allieviate worry for the parents. Transparency will only help this program. I’ve been lied to and had programs withheld from my son because they didn’t fit into the program agenda. During the elementary years if there was transparency and honesty my son would be on grade level at this point. Recommendations were influenced by the program itself (time and grouping) and unfortunatly have very little to do with the student. If the district is unwilling to provide a list of programs available then I would question the accuracy of the recommendation. 3
Entrance/Exit Criteria
Last week a parent posted a question asking about the Crossroads program because her child entering 6th grade is now being recommended for it after being in the LLD PROGRAM during all of his elementary years.
Description of Crossroads taken from RPS site Crossroads– students identified with cognitive deficits. Located at Wood End, Coolidge, & RMHS. This program services students with multiple needs and requires a low adult to student ratio within the classroom setting. Students within this program are provided with opportunities for inclusion based on their individual needs.
To sum up, this child was grouped with children in the LLD. He is not an anomaly, this is common practice in the LLD and it results in nobody making meaningful progress. One child is pulled back to learn “with the group” and one child may be pushed forward to learn “with the group” and nobody wins. To say that an entrance criterion is discriminatory is ludicrous. Is my high school student that performs average and cannot get into AP classes being discriminated against?
The example given in Dr. Doherty’s letter was ADHD and dyslexia, in the majority of the cases you will have ADHD that is INATTENTIVE and can easily go into an LLD. You cannot have behavior issues be the first and foremost disability in an LLD. This will not result in a DISTRACTION FREE environment which is on the top of all IEPs for a student with dyslexia. The student with this profile needs more time, energy to focus so they can successfully decode. You cannot have another student jumping up and down running out into the hall and holding a stapler to the other student’s heads (this is what was going on in my son’s LLD class).
The boilerplate entrance criteria that I suggested was taken directly from ANDOVER PUBLIC SCHOOLS not a cherry picking private school, as suggested. Loose entrance criterion is one reason why the LLD is a failure. I have attached the complete LLD program map from Andover public schools. The document includes entrance and exit criteria, program description, technology offered and teaching methods.
Dr. Doherty can defend the program and stonewall every simple request but in the end he will continue to have a program that is a failure and will continue to have dyslexic students placed OOD at the expense of the town. Currently there are no LLD students slated to enter the program in 6th grade. I have been told that this is also the case for some of the lower grades in the LLD in JE. Given the facts that upwards of 20% of people are dyslexic, what does this tell you?
Fix the program, help kids with their battle against illiteracy and save money in the long run. Language Based Learning Disability Program
MISSION STATEMENT
The Andover Public Schools are committed to providing an inclusive, targeted, and supportive environment for students who require specific and intensive remediation due to significant language based reading disabilities.
PROGRAM OVERVIEW
Andover Public Schools offers developmentally appropriate Language-Based programming from grades 2-12. The Language- Based Program is an instructional model designed solely for students with dyslexia and/or language-based learning disabilities. These students have average to above average reasoning skills and require a multi-sensory approach to support their reading, writing, listening, speaking and organizational skills. In all content areas, through a language-based team teaching approach, students are provided with consistent instructional methodology which is highly structured and focuses on oral and visual modalities to support language processing and production. Study and executive functioning skills are emphasized throughout all classes. This model allows for reinforcement of strategies across all content areas: English, math, science and social studies. In addition to these language-enriched classes, students receive specialized reading instruction and assistive technology consultation geared toward their individual needs. The overall goal of the language-based program is to continue to develop literacy skills and strategies while providing supported access to grade level curriculum.
LANGUAGE BASED CONSULTATION AND ADMISSIONS
The consultation and admissions team will include one psychologist, the Director or Assistant Director of Student Services, middle or elementary Special Education Coordinator(s), one Speech-Language Pathologist or Special Educator, and one independent expert consultant. The purpose of the team is to: o Review referrals from IEP teams o Review individual student programs across elementary schools to ensure students are receiving targeted instruction and make a referral to the program if needed o Review progress data o Establish transition supports for students exiting the program
STUDENT PROFILE
Cognitive o Average to superior cognitive abilities o Difficulty with organizing language—specifically with verbal tasks o May include memory deficits o Working memory o Efficiency of storage and retrieval o May include low processing speed o May include auditory discrimination/speech perception deficits (eg. Particularly fricative devoicing and place of articulation) o May include history of phonological processing disorder
Language o Receptive language higher than expressive language o Listening comprehension is average or above average
Academic o Developmental lag in phonemic awareness o Difficulty decoding words o Difficulty mastering and/or efficiently retrieving sight words o Poor reading fluency o Automaticity, accuracy, prosody o Comprehension consistent with reading level o Comprehension challenges due to inaccurate and/or inefficient decoding/dysfluency o Persistent spelling deficits o Challenges with applied syntax and written composition (ie., structure and organization, not content) o May present with sequencing challenges o May have difficulty memorizing and efficiently using math facts and applying sequences in multi-step math problems o Older students may experience vocabulary deficits
Entrance Criteria
A Diagnostic Profile will be completed for each student evaluated for Dyslexia and/or Language-Based Learning Disabilities to ensure consistency across evaluations and coordinated evaluation protocols between special educators, SLPs, and School Psychologists. o History of average to superior cognitive abilities o Primary Specific Learning Disability in the area of reading and writing o SLD in reading consistent with, but not limited to, double deficit dyslexia (weaknesses in phonological awareness and rapid naming) o Average receptive language skills o Student does not present with significant behavior or emotional concerns o Referral Information: o Annual review data o DIBELS and/or MAP data o Current IEP services o Completed referral form with evaluations attached (Psychological, Academic, Speech/language)
Exit Criteria The purpose of the Language Base Program is to provide intensive remediation so students can both access and participate in the general curriculum. The admissions team will meet to review student progress. Students demonstrate readiness by: o Accessing grade level text through a combination of reading, digital technologies, and compensatory strategies o Proficient decoding skills o Producing written language within the average range with or without digital technologies o Applying strategies, showing increased independence and self-confidence as a learner o Understanding his/her strengths and needs as a learner and self-advocating effectively with adults and peers
Readiness is determined by a student’s IEP team. When students are ready, the team will work to develop a transition plan.
PROGRAM DESCRIPTION
The Language Based Program offers developmentally appropriate curriculum and instruction designed to support student strengths, address challenges, and foster independence through the development of personal learning strategies. We remediate and support reading, writing, speaking and listening and we address all components of language development from structure to meaning.
The Language Based Program offers a combination of regular education classes supported by Language-based Program staff and trained regular education teachers, and separare special classes taught by program specialists.
Regular Education/Content Classroom o Special education staff support o Speech-Language Pathologist consultation o Vocabulary Instruction o Consistent strategy routines such as graphic organizers and note-taking systems o Visual supports such as reference notebooks and visual strategy reminders o Technology “toolbox” of core accessibility tools
Language-Based Classroom o Low student to teacher ratio o Certified Special Education Teacher(s) o Related Services consultation and direct services o Reading Tutorial program o Academic Skills program o Ongoing program consultation by experts in the field of Language-Based Learning Disabilities o Multi-modal instruction in the areas of decoding, vocabulary development, reading comprehension, writing, note taking, organizational skills, and spelling. o Assistive Technology consult
INSTRUCTIONAL CORE VALUES
The following instructional values underlie our teacher-student- parent partnership:
1. We believe a child’s growth mindset is important for their academic success. We strive to create an environment where students feel empowered to take risks and become confident learners and self-advocates. 2. We believe a diagnostic, prescriptive and multisensory approach will allow us to capitalize on each child’s strengths and address each child’s academic needs. 3. We believe students should never have to choose between remediation and access to the rich, diverse, interesting, and challenging curriculum enjoyed by their peers. We are committed to providing appropriate accessible instructional materials and digital tools to accommodate students’ ongoing challenges in efficient information processing.
TEACHING METHODS
The Language Based Program provides specialized decoding and comprehension programs incorporating language-based instruction. Core methodologies can be described as: o Multisensory—instruction uses the visual, auditory, and kinesthetic pathways in the brain simultaneously o Explicit—Direct and unambiguous—teachers directly explain and demonstrate each concept, rather than relying on incidental exposure o Sequential and cumulative—Skills are sequenced in small hierarchical steps—the organization of instruction follows the order of the language, progressing methodically from easier to harder skills so that each step builds on and strengthens subsequent steps o Diagnostic and mastery-based--Teachers base instruction on continual assessment of each student’s retention and application of skills and continue teaching each skill until students have developed automaticity o Scaffolded—Supports are structured for success and eventual independence o Strategy-based—Predictable learning sequences across content o Structured—Tutorials follow a predictable pattern and include drill, expressive and receptive practice with multiple modalities, introduction of new concepts using multisensory representations, and practice and application of new skills receptively and expressively. Classroom instruction includes supports for the organization of time, materials, and language.
ORGANIZATIONAL SKILL INSTRUCTION Cognitive strategies are tools and methods to facilitate the organization and application of new information, to integrate new information with what we already know, and recall the information or new concepts when needed. A strategy can be used across content areas in similar situations. By automatizing the strategy, students become more independent and efficient in their own learning. These strategies may include using a visual model or sentence frame to plan before writing, structured ways to organize and record what you have already learned on the topic of study, consistent frameworks for how to take notes, or creating sequence chains for main events in a story. Research has shown that teaching learning strategies, including which strategies to use in different situations, is highly effective with students who have language based learning disabilities. The most effective strategies are used consistently over time, are coherent and simple enough to be internalized, and multi-purpose so they can be applied across content. Core strategies and organizational systems include: o Students use a universal planner to record homework, reminders and notes (Middle and High) o Students use a structured binder system to organize content material (Middle and High) o Students use a reference notebook system for immediate access to learned skills and strategies o Students use consistent graphic organizers mapped to text structure o Students use a structured, 2-column note-taking system (Middle and High)
STRUCTURE-LANGUAGE BASED CLASSROOM
ELEMENTARY
The Elementary program includes small group reading tutorials and a small group skills-based ELA class incorporating structured writing instruction. Students will be included and supported in content area classes (Math, Science, and Social Studies). The Language-Based program staff is comprised of two dedicated special education teachers, a dedicated speech-language pathologist, paraprofessionals, and language-strategy trained content teachers.
MIDDLE
The Middle School program includes small group reading tutorials and a small group skills based ELA class that includes leveled, uncontrolled text literature study and structured writing instruction. Students will also participate in an Academic Connections class for study skills and executive function strategies. Students will be included and supported in content area classes (Math, Science, and Social Studies) and encouraged to use strategies and supports learned in Academic Connections.
The Language-Based program staff is comprised of a dedicated special education teacher, paraprofessional, language-strategy trained content teachers, reading teacher, and consultation from a Speech/Language Pathologist.
Tutorials
o Most reading tutorials run for a class period, though the IEP Team may determine otherwise. Students are broken up into groups of no more than 3 and move through stations targeting decoding/encoding, reading fluency and reading comprehension. Reading tutorial sessions follow a prescriptive lesson format utilizing methodologies from Orton-Gillingham, Wilson or Lips and vary depending on individual student need.
o Sample Lesson Plans:
o Orton-Gillingham Template - Appendix A
o Wilson Template- Appendix B
o LiPS Template- Appendix C
o Curriculum Tutorials and Language Based Classroom
o Systematic Vocabulary Instruction HIGH
The high school offers a model of three co-taught, language-based content classes (Math, Science, Social Studies) and small-group English and Academic Support classes for students continuing to require more intensive language-based instruction. The small group English class includes leveled, uncontrolled text literature study and structured writing instruction. The dedicated Academic Support class reinforces skills learned in the other program classes and emphasizes executive functioning and work management skills. Students may also receive other specialized services they require, such as specialized reading, reading comprehension support, and/or speech/language therapy.
Depending on need, students may also participate in a hybrid language-based model whereby certain classes are delivered within the traditional general education curriculum and others are delivered via the language-based program. This model will be available for grade nine in the fall of 2018. The overall goal of language-based services is to continue to develop literacy skills and strategies, while providing supported access to grade level curriculum.
The Language-Based program staff includes dedicated general and special education teachers, reading specialists, an instructional assistant, and consultation from a speech/language pathologist.
EXAMPLE INTERVENTIONS
Core instructional programs are described below. Teachers may choose to add other interventions as appropriate, and not all interventions/methods are appropriate for every child or every developmental level. Interventions are targeted at reading, writing, speaking, and listening. Orton-Gillingham: Orton Gillingham is a methodology, not a program. The Orton-Gillingham method has long been accepted as a sound research-based methodology for children with dyslexia.
LiPS: The Lindamood Phoneme Sequencing program is used with students who have difficulty with the discrimination of speech sounds. Auditory discriminations deficits can interfere with the application of speech sounds to letters and letter combinations. There are several similarly articulated consonants in the English language that can be difficult to discriminate. There are also several vowel sounds. When discrimination deficits are not addressed before children learn to decode, problems and confusion can persist, even when high quality research-based programs are used.
Wilson: Wilson is an Orton-Gillingham program with a specific scope and sequence and built-in curriculum-based measurements that teachers can use to track progress. Wilson is designed to be used individually or in small groups.
Lexia Core 5: Lexia is an adaptive computer-aided instruction program designed to provide mastery-based practice in phonemic awareness, decoding, fluency, and comprehension. Lexia is used as supplemental practice and not replacement for direct Tier III instruction.
Story Grammar Marker: The overall structure and organization of a story, called a story grammar, plays an important role in the development of oral language and literacy skills. According to the American Speech- Language and Hearing Association, language- based comprehension intervention involving oral narrative may improves reading comprehension and written expression. Story Grammar Marker is endorsed by our consultants from the Tufts Center for Reading and Language Research.
Framing Your Thoughts: Syntactic processing refers to the rules for constructing sentences, including grammar, grammatical functions and usage. An understanding of language function, or syntax, is critical for an understanding of sentence construction and complexity. Grammar is essential for fluency and fluent comprehension of text. Children with language-based learning disabilities can have difficulty with writing because they experience delays in spelling and sometimes language function/syntax, particularly in applied situations such as writing. These challenges can impact written production, organization, and meaning. Framing Your Thoughts is a direct, multisensory approach to basic writing conventions. Teachers use the method to teach word use in sentences and paragraphs. Teachers use symbols, movement, and manipulatives to represent the various functions words in a sentence. Children learn to design basic sentences and expand them into interesting, complex sentences and paragraphs using the visual models.
Project Read Report Form (coming soon): The overall structure of a piece of informational text, called a text structure, plays an important role in the development of language and literacy skills as well as the acquisition, organization, and application of new content information. There are five basic text structures under which most expository text can be organized: compare and contrast, cause and effect, order or time-sequence, problem- solution, and description. Report Form is an explicit, multisensory method for understanding how to extract the main idea of a piece of expository text, how to organize key facts, and how to use the information in the context of its overall text structure
Landmark Writing: At AHS, students with language-based learning disabilities work with the Landmark Writing program, originally authored by Andover High School special education department coordinator, Jean Tarricone. The Landmark model employs sentence frames in a highly structured and increasingly complex format.
Read Naturally: The Read Naturally program combines three research-based methodologies for the development of reading fluency, vocabulary and comprehension: teacher modeling, repeated reading, and progress monitoring. In Read Naturally Strategy programs, the student monitors reading progress through graphs showing the student's fluency and comprehension performance on each story.
Frye Instant Words: Sight words are words that cannot be decoded such as ‘said’ and/or words that must be recognized instantly. The Fry word list is a list of the most commonly used words in rough rank order. Amazingly, 50% of all English text is comprised of the first 100 most frequently occurring words and their variants (Fry, 1980). The rapid recognition of sight words is essential for fluent reading.
TECHNOLOGY
All students in the program utilize their personal device to access TextHelp and Learning Ally. An Assistive Technology Specialist provides consultation to the program and ongoing training for staff. Key technology tools support student learning as well as input/output demands. The chart below includes a “core toolbox” of accessibility and output tools, but other software may also be used according to student need and teacher lesson design.
PURPOSE Grade Level DESCRIPTION
Instruction 2-8 Fluency and connected t
Instruction 2-5 Decoding and connected
Input and Output 3-12 A multi-functional tool f highlighting, vocabulary structured note-taking
Input 2-8 Audio books
Input 2-12 Audio books
Output 5-12 A tool for managing wri and for taking notes
PROGRESS DOCUMENTATION
Annual Review Assessment
Annual review assessment includes a phonics/word structure inventory (eg., WIST), a reading level assessment (eg., QRI-VI), a fluency assessment (eg., DIBELS, Read Naturally), and accuracy and comprehension measures assessed using selected subtests from the Woodcock-Reading Mastery-III and GORT-V (rate and accuracy subtests).
Engelson, Linda
From: Doherty, John Sent: Thursday, April 25, 2019 2:04 PM To: Engelson, Linda Subject: FW: Extended day opportunities
Follow Up Flag: Follow up Flag Status: Flagged
Hi Linda,
Please put in the next packet.
Thanks.
John F. Doherty, Ed.D. Superintendent Reading Public Schools 781‐944‐5800 [email protected]
From: Kelley, Christine Sent: Tuesday, April 23, 2019 7:40 PM To: Webb, Elaine
Thank you for sharing your concerns about Extended Day. This year we had a tremendous surge in applicants resulting in many, many who priority registered to currently be on our waitlist. As you know, we have a re- registration process which means that all families re-register every year for the spots that they ideally need. Due to our record (over 700) applications received this spring, we were able to place roughly 75% of our registrants. In addition, many waitlisted families were given some days (albeit many don’t get all the days that they have registered for). Ideally, we would love to be able to grow our program to the needs of the community. Our biggest hurdle is staffing ratios and the amount of qualified staff available. The local economy is booming and although great, it is hard for us to hire with such a low unemployment rate. We are working as hard as possible to hire good people and open as many spots as possible.
We will be following up with everyone on the waitlist in the coming weeks to provide updates on the waitlist and any new pertinent information. Thank you for your patience!
From: Webb, Elaine Sent: Tuesday, April 23, 2019 6:04 PM To: Christina Eckenroth
1
Mrs. Eckenroth,
Thank you for your feedback on the extended day program. I am forwarding your input and concerns to Superintendent Doherty and Assistant Superintendent Kelley.
Sincerely,
Elaine L. Webb
Reading School Committee, Chairperson
From: Christina Eckenroth
Dear Committee Members,
I hope that the current demands for extended day options in Reading have come to your attention. Demand is significantly outpacing supply. The registration process is difficult and lacks transparency.
Parents are forced to hand in paperwork with the promise of “first come, first serve,” existing families are not guaranteed spots causing anxiety each year and disruption for children, and the results have not been shared timely for two years limiting parents who will need to find alternatives.
The message this conveys is that working families are not welcome in Reading. Stoneham for example hires teachers to accommodate their registration and parents are never left fighting for spots.
Our family is waitlisted for Tuesday—Thursday despite being in the program for five days for both before and after care for two years. Our jobs have not changed. Now after two years we are left stranded and struggling to find care in other programs. This is especially concerning for Wednesday when early release is mid‐day.
My son will also be impacted. He will have to change from the program he loves and not have access to Apple enrichment programs he has enjoyed because he will not be in afternoon care for three days.
I am asking you to examine the Extended Day program, and use your influence to expand opportunities to ensure that more families can be accommodated without disruption to their children, and that the enrollment process is streamlined, and transparent.
Sincerely,
2 Christina Eckenroth 249 Woburn St.
Sent from my iPhone
3 Engelson, Linda
From: Webb, Elaine Sent: Tuesday, April 23, 2019 6:06 PM To: Sarah Archambault Cc: Doherty, John; Kelley, Christine; Engelson, Linda Subject: Re: Extended Day Program
Mrs. Archambault,
Thank you for your feedback on the extended day program. I am forwarding your input and concerns to Superintendent Doherty and Assistant Superintendent Kelley.
Sincerely,
Elaine L. Webb Reading School Committee, Chairperson
From: Sarah Archambault
Good morning,
I am writing on behalf of myself and many other Reading parents who just received word yesterday from the Extended Day Program that our children were placed on wait lists despite being given priority registration and promptly turning in our paperwork. Given the high demand for this program what can be done to assist working parents now left scrambling to find care with limited alternatives?
Thank you for your attention to this important matter.
Sarah Archambault
1 Engelson, Linda
From: Webb, Elaine Sent: Monday, April 22, 2019 7:14 PM To: Karrie Freedman Cc: Doherty, John; Engelson, Linda Subject: Re: RPS Happenings 4.18.19
Follow Up Flag: Follow up Flag Status: Flagged
Karrie,
Thank you for your feedback on this operational issue. I have forwarded it to Superintendent Doherty.
Elaine Webb Reading School Committee Chairperson
Get Outlook for iOS
From: Karrie Freedman
Hello,
I always look forward to reading the Reading District emails as a new resident to Reading/MA.
Just some feedback from the user experience (UX) perspective…not sure if this is the right group to send this to.
The many underlined sentences and hyperlinks and lack of taxonomy makes it very difficult to read. It could be structured so there are sections that are new vs. on‐going information. Vanity hyperlinks work well for emails that have a lot of text.
Thanks,
Karrie
‐‐‐‐‐‐‐‐‐‐ Forwarded message ‐‐‐‐‐‐‐‐‐ From: READING SCHOOL DISTRICT
A message from READING SCHOOL DISTRICT
DISTRICT EVENTS
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School Committee Calendar Topics Please note that this may change depending on availability of presenters and topic material in consultation with the Chair An Asterik* indicates office half hour for this session at 6:30 p.m. All meetings will be in the RMHS Schettini Library unless noted. Date Topic Group Facilitator August 8th 1st Reading of Policy JICH School Committee John Doherty 1st Reading of Policy EBC August 30th New Teacher Introductions New Teachers John Doherty 2nd Reading of Policy JICH School Committee John Doherty 2nd Reading of Policy EBC School Committee John Doherty Summer Update Administration John Doherty FY18 and 19 Capital Plan Update Town Facilities Gail Dowd/Joe Huggins September 20 Special Education Update (Bridge Program Review) Administration Carolyn Wilson PRIDE Survey Presentation Administration John Doherty September 27 RCASA Annual Meeting RCASA TBD October 10 Financial Forum Finance Committee Eric Burkhart October 18 1st Reading of Food Service Policy School Nutrition Department Gail Dowd Administration Kristin Morello MCAS Presentation Administration Christine Kelley Kindergarten Discussion John Doherty November 1 Design Services Adoption Procedure Procurement Gail Dowd 2nd Reading of Food Service Policy School Nutrition Department Kristin Morello Administration School Calendar RMHS John Doherty RMHS Guidance Presentation and Update Administration Kathleen Boynton District and Superintendent’s Goals John Doherty December 6 Late Start Committee Report Learning and Teaching Christine Kelley December 20 Quarterly Personnel Report Human Resources Jen Bove Quarterly Financial Report Finance Gail Dowd Late Start Committee Report Learning and Teaching Christine Kelley FY20 Prebudget Presentation Finance Gail Dowd/John Doherty January 3, 7, FY20 Budget Discussion Administration Gail Dowd/John Doherty 17, 24 FY20 Capital Plan Gail Dowd/Joe Huggins Director of Student Services Search Timeline Doherty February 7 Samantha’s Harvest Donation Community School Committee Curriculum Update Administration Chris Kelley 1st Reading of Policies CBI and BEDG Administration John Doherty Town Meeting Article Approval on Technology Finance Gail Dowd Kindergarten Update Administration Doherty Collaborative Agreement Administration Doherty February 13 Joint Meeting to Fill School Committee Vacancy Select Board/School Committee February 27 Finance Committee FY20 Budget Presentation Gail Dowd/John Doherty (Town Hall) March 28* Quarterly Personnel Report Human Resources Jen Bove Quarterly Financial Report Finance Gail Dowd Announcement of Director of Student Services Administration John Doherty Capital Update Finance Dowd/Doherty/Huggins April 11* Office Hours (5:30 p.m.) Executive Session (6:00 p.m.) Elementary Schools Presentation Elementary Principals Joanne King Middle Schools Presentation Middle School Principals Sarah Marchant REF Grants REF/Teachers REF April 22, 25, Town Meeting FY20 Budget Presentation John Doherty/Gail Dowd 29, May 2 Capital
May 9* NEASC/Late Start Update High School Administration Kathleen Boynton Superintendent’s Evaluation Process School Committee Elaine Webb Last Day of School Administration John Doherty School Choice/Enrollment Update Administration John Doherty May 30 Teacher Recognition Human Resources Jen Bove 6:00 p.m. Quarterly Personnel Report Human Resources Jen Bove Quarterly Financial Report Finance Department Gail Dowd Declare Surplus Equipment Finance Gail Dowd June 2 Graduation (RMHS Field House) June 20* FY 19 and 20 Budget Administration Gail Dowd (6:00 p.m.) June 27 Capital Update Administration Dowd/Doherty/Huggins (6:00 p.m.) Superintendent Evaluation School Committee Chair or Designee July 11 Reorganization School Committee John Doherty 1st Reading Policy JC Administration John Doherty 1st Reading of Policies CBI and BEDG Administration John Doherty School Committee Protocol School Committee Elaine Webb MASC Training School Committee MASC August 29 New Teacher Introductions Administration John Doherty/Building Principals 2nd Reading Policy JC Administration John Doherty 2nd Reading of Policies CBI and BEDG Administration John Doherty