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HomeMy WebLinkAbout2014-11-15 School Committee Minutes - Retreat /f� t 1./ Town of Reading r F`r b Meeting Minutes Board - Committee - Commission - Council: School Committee Date: 2014-11-15 Time: 8:00 AM Building: School - Memorial High Location: Superintendent Conference Room Address: 82 Oakland Road Purpose: Open Session Session: General Session Attendees: Members - Present: Linda Snow Dockser John Doherty, Superintendent Jeanne Borawski Martha Sybert, Director of Finance Chuck Robinson Craig Martin, Assistant Superintendent Gary Nihan Chris Caruso Members - Not Present: Ealine Webb Others Present: Minutes Respectfully Submitted By: John F. Doherty, Ed.D. Superintendent Topics of Discussion: I. Call to Order Chair Caruso called the School Committee to order at 8:07 a.m. II. Recommended Procedure A. Public Input (I) Chair Caruso called for public input. None B. New Business PLC Presentation Mr. Martin began the retreat presenting "Reimagining Teacher Collaboration" focusing on leveraging Professional Learning Communities (PLC) as positive course corrections for education. He pointed out that there has been tremendous change in education which adds stress and anxiety levels of all stakeholders. Mr. Martin continued explaining what the objectives of PLCs are which included improving student learning, creation of a systemic, collaborative culture, establish Page I 1 shared leadership and move beyond a focus on standardized, summative assessments. It is important to create a systematic, collaborative culture for the PLCs to be effective. If the work is only being done in pockets, the PLC model will fail. The model allows for shared leadership and shared decision making about curriculum priorities, assessment objectives, and helpful professional development. The ability to collaborate in these ways, teachers are empowered in determining essential outcomes and the best way to measure progress; moving beyond the focus on standardized tests. Mr. Martin explained that drivers for effective change need to be refocused to a more positive view. Capacity building, collaborative effort, pedagogy and systemness need to replace accountability, individual solutions, technology and fragmented strategies. These drivers will lead to building and system common goals which in turn will lead to student success. Mr. Martin went on to review district determined measures. District determined measures (DDM) are a district-wide set of student performance measures for each grade and subject that permits a comparison of student learning gains. They are part of the Educator Evaluation System and if done correctly students will benefit. These measures go beyond the use of standardized tests. They are multiple measures that show trends over time. Each educator will need data from at least two state or district-wide measures to be able to identify trends and patterns. SGP will be one measure in our district. DDMs cover all educators and all content areas requiring districts to identify or develop additional credible measures of growth, DDMs, for most grades and subjects. When educators develop their DDMs they must identify what skills, understanding, or dispositions are most important for our students to learn, how we can best assess if students are achieving these and what do the results tell us about curriculum and instruction. DDMs allow for collaboration and to engage teams and departments in collegial work. When DDMs are being administered, every educator at that grade/subject level are participating. Dr. Snow Dockser asked how districts grapple with the use of DDMs when the state looks at standardized tests. Dr. Doherty said beginning next year every educator will have an impact rating, measuring growth of their students. Mr.Nihan shared that it is important that teachers understand the value of assessment. Mr. Martin said if the process is sound students will achieve and the state concurs. Tests are not always the best measure, it is important to look at growth not just achievement. Ms. Sybert arrived at 8:45 a.m. Mr. Martin continued explaining how the use of faculty meeting time is being reimagined. It is a better use of time when teachers can collaborate to share and discuss content standards and curriculum, to review data and to work on curriculum alignment. Mr. Nihan also feels it is important to align K- 12 with the district mission and vision. Mr. Martin concurred and said it is important to become a school system and not a system of schools. Page 12 The conversation returned to PLCs. The four guiding questions that need to be asked include: What do we want each student to learn?; How will we know when each student has learned it?; How will we respond when a student experiences difficulty in learning?; and how will we deepen the learning for students who have mastered essential knowledge and skill? This is a multi-year effort which will allow us to look at results with student work in hand. We now have teacher leaders in place that have attended SRI training workshops. These teacher leaders will promote changes in culture and will now have answers to bring back to the buildings. There is a lot of work to be done but it is not as overwhelming as before. We have 36 PLCs in the district in all content areas by level. Mr. Nihan asked how the teacher leaders were chosen. These are stipend positions and interested parties applied for the positions. Mrs. Borawski asked if there was a list of the DDMs available. Mr. Martin shared that every district had to submit the DDMs that would cover every educator (at least 2)to the DESE. A definitive list will be available in the spring with what every teacher has completed at which time we will have data to evaluate. Chair Caruso called a brief recess at 9:28 a.m. The meeting was called back to order at 9:35 a.m. Superintendent's Goal Presentation Dr. Doherty began by saying that there needs to be consistency at all levels which can be achieved by putting structures,processes and measures in place. He looked at the existing data and rubric to determine areas that need to, be strengthened and areas of strength. He pointed out that it was important for the Committee to hear Mr. Martin's presentation because many of the action plan items are part of the PLC and DDM work in the district. He also said that all administrators in the district have the Learning & Teaching and Performance Management goals although they will vary building to building. Dr. Doherty reviewed each of his goals for this year. Goal 1 (Student Learning Goal-Teaching & Learning) will allow administrators and building principals to work with teachers to improve curriculum alignment, instructional strategies, student support and assessment methods in literacy, math and college & career readiness skills. The overall outcome will be that all students will demonstrate an increased growth in their understanding of math and literacy Massachusetts Curriculum Framework standards, as measured locally determined measures and state assessment scores. Dr. Doherty indicated that he has adjusted this goal over the past few weeks after receiving feedback from DSAC, parents and staff Mr. Caruso asked if individual schools or the district were focused on working toward the DDMs. Dr. Doherty said the DDMs are district based. There was conversation regarding action step#13. Committee members felt it would be important to add a goal to allow for a baseline measurement. Dr. Doherty said we are just beginning to collect data and hesitates to put a specific number because there is not sufficient data to support it at this point. Page 13 Goal 2 (Professional Practice Goal—Capacity Building) will allow the Superintendent to lead the District Leadership Team in increasing the learning capacity of all staff, the quality and diversity of professional development offerings and the effectiveness of the use of non-student time with staff and PLCs. In addition, we will increase the learning capacity our District Leadership Team by the effective feedback received by the DLT and the quality of the artifacts generated from each DLT meeting/retreat. He pointed out Action Step 7 and shared that we will be part of a pilot working with the DESE to create a District Action Plan and monitoring/public reporting process. As part of Action Step 14 the district will take advantage of a grant received by the DESE to have a third party vendor administer surveys to students and staff twice a year to solicit feedback on the evaluation process. There is no cost to the district for this participation. Teachers and administrators will use this data/feedback for professional growth. Goal 3 (District Improvement Plan Goal: Implementation of MTSS) will allow the District Leadership team to successfully implement the Massachusetts Tiered System of Support at each school as measured by a decrease in the following data points: tardiness, office discipline referrals, number of students who have 10 or more absences in a school year, and the achievement gap between high needs subgroup and the aggregate subgroup on standardized assessments and DDMs. We will be using grant money to help implement initiatives identified in the grant. Goal 4 (District Improvement Plan—Addressing Space & Program Needs): During the next two years, the district will develop plans to address the resource needs facing our district, including the additional time for staff, additional programmatic space needs at the elementary schools, RISE preschool and Reading Memorial High School; the implementation of full day kindergarten for all students, and additional instructional and administrative support needed to continue to move the district forward. Goal 5 (District Improvement Plan-Communication Plan) addresses the development of a comprehensive communications plan for the district. The effectiveness of this plan will be measured by stakeholder surveys, the quality of the communication plan, and noticeable improvements in district and school communication. Superintendent Doherty would like to create a strategic plan for communication. Mr. Caruso would like a 7tn action step added that would add a part-time communication specialist position. FY2016 Budget Ms. Sybert provided information on the estimated FY16 budget gap between level service and the guidance provided by FINCOM. She provided information on the staff increases and that effect on the budget. Dr. Doherty asked for guidance from the School Committee on what budget they would like developed. Page I4 Mr. Caruso suggested a level service budget as well as a Fincom recommended budget. Dr. Doherty said a priority list will be created outlining the needs, reason why and cost. The administrative team will also look at ways to restructure the budget to do things better and save money. Mr. Caruso then offered creating a budget as Fincom directed with clearly articulated needs. Dr. Doherty said a 2.5%budget will include significant cuts. Mr. Robinson would like two budgets at this point. Ms. Sybert and Mrs. Borawski left the meeting at 11:10 a.m. III. Adjournment Mr. Robinson moved, seconded by Dr. Snow Dockser, to adjourn. The motion carried 4-0. The meeting adjourned at 11:12 a.m. NOTE: The minutes reflect the order as stated in the posted meeting agenda not the order they occurred during the meeting. A AI.162 ..,= F. Dohert Ed.D. Page 15 11/14/2014 Next steps in moving beyond an era of accountability and standardized testing. . . Reimagining Teacher Collaboration Leveraging PLCs and DDMs as positive course corrections for education % Craig trlarti�_assi_'a�t».er�r�er�z�t fe,Lxarig&Teac�'r„izad'rb P�bl:c Sd�ools f�'„/ 'f� Why PLCs? What are the objectives? ✓Improve student learning Foster ongoing student growth by examining outcomes and focusing on results Determine action steps,share practices,and explore strategies for improvement /Create a systemic,collaborative culture Harness the collective expertise of staff Set core expectations/measures collaboratively and share responsibility collectively for reaching goals /Establish shared leadership Share decision making about curriculum priorities,assessment objectives,and helpful professional development Develop and focus on shared values and vision /Move beyond a focus on standardized,summative assessments Empower teachers in determining essential outcomes and the best ways to measure progress 1 11/14/2014 "Standards & Accountability are exceedingly weak strategies for driving reform." • ". . . the evolution of standards and accountability as applied to the teaching profession with greater intensity over the years has fundamentally weakened the effectiveness of the profession." • " . . . Policymakers are trying to do at the back end with accountability what they should have done at the front end with capacity building." Michael Fullan,The Principal,2014 `h" Accountability State Test Scores,Educator Evaluation,Impact Ratings • `Accountability assumes [wrongly] that the most important thing to do is to make sure that a person down below acts in line with directions or criteria passed down by someone higher up." /Mk • . . .capacity building is to accountability what finance is to accounting. Finance is about how people organize and invest their elk assets; if you have only accounting, ' I you are merely keeping careful ,, . records while you go out of business! in-". In the same way,there is more to �.... _..;..' accountability than measuring results; you need also to develop people's capacity to achieve the results." • "Extreme pressure without capacity results in dysfunctional behavior." Michael Fullan,The Principal,2014 2 11/14/2014 Educators should be collaboratively driving reform in the best interest of students. Unilateral action by policy makers and legislators are counterproductive. "YOU CAN NOT-IMPROVE EDUCATION BY ALIENATING : :�. THE PROFESSION.THAT - CARRIES IT OUT.' `' 5 SiRKEN Rap' rr . From Ken Robinson Twitter Educator Evaluation Reform ❖ Many other states Nr t.‘t i have taken steps that �e'reac�yss are damaging ra- Aaise oe1 ••• TQ 0-'s batbe.'a atngsx�ob\ Creates more dorteae 'W:r,ceoxkehe �ot4 end a,sh ti le,,,T e isa U tie a problems and uro� ,�ad�e tit eta t—bei resistance to change n Ebtliew ijorkEiraes What drivers lead to Teacher Quality Widely •i• Diffused,Ratings Indicate The controversial ratings of roughly the results we want? New York Cityteachers released on Friday showed that teachers who were most and least successful in improving their students' test scores could be found all around—in the poorest corners of the Bronx,like Tremont and Soundview,and in middle-class neighborhoods of Queens,like Bayside 3 11/14/2014 Ct ./- What are the best "drivers"? • "By drivers, I mean the policies and associated strategies— usually set by federal entities, states, or districts—that are intended, well,to 'drive' a school or larger system to new levels of success." • "Wrong drivers do not always look obviously wrong, and they are not wrong topics to consider, but. . . [they] do not actually produce the desired results." • "The wrong drivers can be attractive up-front because they look like quick fixes, can be legislated, and can appeal superficially to the public. In the final analysis,the right drivers guide and integrate the four wrong ones so as to create the maximum benefit" Michael Fullan,The Principal,2014 Drivers for effective change . . . y„ Wrong a Right Accountability Capacity Building Individualistic Solutions Collaborative Effort Technology Pedagogy Fragmented Strategies Systemness • "[Wrong drivers]get people off on the wrong foot. Adjacent to each wrong driver listed is a better alternative." • The four'right drivers'must form the foundation and guiding principles of action and integrate the beneficial aspects of the wrong drivers..." Michael Fullan,The Principal,2014 4 11/14/2014 District-Determined Measures What are they? r A district-wide set of student performance measures for each grade and subject that permit a �x . comparison of student learning gains 3 41 2 "...These measures may include, but shall not be limited to: portfolios, approved commercial assessments and district-developed pre and post unit and course assessments, and capstone projects." • Regulations(CMR 35.02) The Role of DDMs ✓Selecting DDMs gives districts a long-sought opportunity to broaden the range of what knowledge and skills they assess and how they assess learning. Districts will be identifying or developing measures for assessing student learning for educators in all grades and subject areas,the results of which will lead to opportunities for robust conversations about student achievement, and ultimately improved educator practice and student learning. ✓The new evaluation system requires all educators to receive two separate ratings:a Summative Performance Rating and a Student Impact Rating.These two ratings reflect the nexus between professional practice and student achievement. DDMs play a critical role in the determination of an educator's Student Impact Rating of high,moderate,or low according to trends and patterns in student learning,growth,and achievement. • Trends refer to results over time of at least two years • Patterns refer to results on at least two different measures of student learning, growth and achievement From MA Department of Secondary&Elementary Education website http://www.doe.mass.edu/edeval/ddm/ 5 11/14/2014 Some DDM Components . . . Multiple Measures • Every educator will need data from at least two state or r district-wide measures in order for trends and patterns to be identified.Statewide growth measures(Student "' Growth Percentiles) must be used as one measure "where available" All Educators and All Content Areas if , • Since MCAS SGPs are available to fewer than 20 percent �__ �f of educators throughout the Commonwealth,districts 1;C,. will need to identify or develop additional credible ti ►'ii' measures of growth,DDMs,for most grades and 4 01 �•., subjects Growth vs.Achievement • A student can achieve at a low level but demonstrate high growth,or achieve at a high level but demonstrate low growth Guiding Questions for DDMs DDMs provide an opportunity to engage teams and departments in collaborative and collegial work to identify together . . . ❖ What skills, understandings, or dispositions are most important for , our students to learn? ` • How can we best assess if students `� are achieving these? ❖ What do the results tell us about our curriculum and instruction? 6 11/14/2014 Important Considerations for DDMs DDMs provide an opportunity to engage teams and departments in collaborative and collegial work to determine .. ✓ What skills, understandings,or dispositions are most important for our students to attain? ✓ What is the best way to assess if students are achieving these skills or understandings? ✓ Is the DDM embedded within the curriculum as a valuable assessment of valued growth(and not an "extra"assessment)? ✓ What should be our common administration protocols? ✓ What is the best scoring process? Do we need to calibrate our expectations? ✓ Do we have the means in place necessary to measure"growth"and not just achievement? ✓ On this measure, what constitutes low,moderate, and high growth? ✓ What do the results tell us about our curriculum, instruction,or practice? Collaborative Effort • Vertical alignment • Reviewing data from common,formative 1, assessments • Calibration of expectations i • Examining student work ` "� • Peer observations F a.! • Reflection on practice • Determining necessary professional development • One of us does not have all the answers or expertise, but collectively "` we do Truly becoming a"school system" ...instead of a system of schools 7 11/14/2014 Working Together is Working Smarter • "Educators in [the NCLE]survey reported that their most powerful professional learning experiences come from collaborating with their colleagues" • "We now have compelling evidence that when good teachers team up with their colleagues they are able to create a culture of success in schools, leading to teaching improvements and student learning gains." • ' . .. how much a student learns is a result of both the knowledge and training of the teacher but also how effectively that teacher works with and learns with other educators. .." • "Collaboration works because it allows educators to tap the expertise of their colleagues." It makes all of us better. • '.. . Michael Fullan identifies'collective capacity' built through planned collaboration as the'hidden resource'that US school systems have neglected to cultivate." ♦ % 4 b Report by the National Center for Literacy Education Published by the National Council of Teachers of English©2013 Finding 3 of NCLE Report But schools aren't structured to facilitate educators working together • "Most US schools are not structured to support the kinds of professional collaboration that educators report are so important in strengthening their practice. • "US classroom teachers practice their craft in isolation,compared both to how other professionals function and to the working conditions of teachers in other developed nations. Or, • "Compared to other nations that outperform the United States on international assessments, American teachers spend much more time teaching :. students and have significantly less time to plan and learn together." Report by the National Center for Literacy Education Published by the National Council of Teachers of English©2013 8 11/14/2014 • Rethinking Faculty Meeting Time "One day a teacher leader in our building [—", asked a simple question: I Why is it if I miss the hour-long meeting on 12 Monday I can make it up in three minutes rO on Tuesday morning?" "Implementation of Common Core State Standards,new teacher evaluation instruments,student learning objectives, " and personalized learning environments have created a climate of constant change. Professional School leaders have an obligation to help i teaming their teachers face those changes..." E ..one of the most important goals of every faculty meeting should be for all r teachers to walk out more excited about ? teaching and more effective tomorrow than they were today" By using time vacated by faculty meetings, there can be more . . . ❖ Time for staff members to share and discuss content ,' Prof ar1on l standards and curriculum E ❖ Time to meet as departments to collaborate on instruction, assessment, and data review ❖ Time to collaborate with staff satisfaction related colleagues on vertical to professional learning has alignment of curriculum increased to 99% •'• Time to review and discuss student work 9 11/14/2014 • Professional Learning Community • A professional learning community,or PLC, is a group of educators that meets regularly,shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. By focusing on student results and exploring strategies or effective practices collaboratively,a PLC can also provide the opportunity for continuous job- embedded learning and the basis for empowering educators in the process of professional development. • It is important to note as well that a PLC is the "how" and not the "what." In other words, it is not an initiative,a program, or a meeting—but rather an ongoing process, in which educators work collaboratively in recurring cycles of collective inquiry and action research with a focus on achieving better results for the students they serve. PLC's 4 Guiding Questions 1. What do we want each student to learn? 2. How will we know when each student has learned it? 3. How will we respond when a student experiences difficulty in learning? 4. How will we deepen the learning for students who have already mastered essential knowledge and skill? 10 11/14/2014 Remodeling our Schools "With new standards in place, attention is now turning to how states, districts, and schools are organized to implement them. Given the changes that all schools will need to make, hearing directly from teachers at the grassroots level about how they are learning and working together to make the standards a reality in their classrooms is more important than ever before." "NCLE conducted a nationally representative survey of educators of all roles �' t• grade levels,and subject areas to find out where we stand as a nation.. Report by the National Center for Literacy Education , Published by the National Council of Teachers of English D 2013 '? Capacity Building How to Collaborate Effectively r Ip " • Successes and failures d " in the accountability for safely and without jug learning. • Time for collaboration U � arning is a shared productively and with Vie. `' Iblrrty. SHARED AGREEMENTS • • Participants share the hip that occurs through and own the process. omes. "ation is captured and ith others. • Collaboration focuses icore y� r"` ation is grounded in issues of student lear s �,�i _rsE/ =;; :,e of student learning. • Student outcomes ar •sources of evidence are defined,and progress red. e. • Professional develop , ought work is examined and when needed d regularly with others. 0 k 4ti Report by the National Center for Literacy Education Published by the National Council of Teachers of English O 2013 11 11/14/2014 PLCs and Facilitative Leadership "The School Reform Initiative supports educators as they learn from and with each other to build schools that are committed to educational ice` equity and excellence. Our core approaches. . .are based on important research that Looking, • connects schoolwide Together �� d Stuent professional communities to Work improvements in pedagogy to gains in student learning." Tina Blythe David Allen Barbara Schieffelin Powell Oct Goals Setteeti tifeceenolomene Plass Go15 MOrverevirtor thereterunat Swifts*Soak B Terabit Strut** red Slettessersitr Structures fact*reissues 3 *rreersurer wrens f.e UNIMMAId **Mete IA CMY Apfe! 41110.01.1eork.Valk.* CIONINnetiese 12 11/14/2014 Alignment of Goals •I P .'r.Aussteed rzereS.x. District Goals 1 a e x.�f:o.rx,ESLX ,«cart orw •I Po-2 t,eot roles. 1,re CO sxmo",ar4 .to sgatstlt •Dd<ko d..serei a kwa-rp r tot e.Y4:et x?f eoen r School Improvement Plan •N a h e rt F ' e Alert^ hs Wasa.harstmdSystem ofS t Goals •C.shat netA the rids of Ce srhaol Administrator Goals ,:y ,y<r ¥ ' 1:1^ct.tY.f.'wRtsC...,.tmtrrmoas•Teacher Goals •IrWeev`eV.asse,tetstiatSnCr.ofsit � t e Measures to Achieve Goals Four Questions DDMs, PLCs, and Standardized Testing. . . District-Determined Measures and systemic PLCs provide an opportunity for us as educators to facilitate a move beyond standardized tests as the sole measures—and to instead provide a variety of curriculum-embedded measures that are yt 3a `L determined by teachers as valuable, authentic, Z and formative common assessments—not only by which to measure success, but also to provide the means for meaningful collaboration, examining student work,and sharing practices. Perhaps, in the future,such a system can be so fi embedded in our work that the reliance on standardized testing can be reduced to maybe once in elementary, once in middle, and once in h! high school—redirecting then millions of dollars to IN other educational initiatives and recapturing many days of instructional time in a child's education. ., 13 11/14/2014 Opportunity for Transformational Change "Teacher leadership is the only thing that's going to save the education system. Period. While there are great folks who are putting their heart soul into education reform, they don't have all the got answers and they aren't going to be successful if teachers , aren't co-collaborators." Maddie Fennell(former Nebraska Teacher of the rear), as guest blogger for the Rick Hess Column in Ed Week,Feb.9,2014 C.3igr mti.A;:i.:at S:err'",c-,lL'Leaning&Teacnrg,Reading Publ'c Schools 14 READING PUBLIC SCHOOLS Annual Educator Plan Superintendent of Schools John Doherty 10/30/2014 As defined in the new educator evaluation regulations, 603 CMR 35.00, which were adopted in June, 2011, all educators are required to develop a minimum of two goals, one goal for the improvement of student learning and one goal for the improvement of professional practice. In addition,the Superintendent of Schools should develop two to four district improvement goals. The combination of the Superintendent's goals and the district improvement goals comprise the Superintendent's Annual Educator Plan. 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 Ariah Eval 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 Review an 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 progress'. 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 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). 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 11. 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. 1IPage I. Step 1-Self Assessment of Strengths and Areas to Strengthen A. Professional Strengths as described in Performance Rubric 1. Sets and models high expectations for the quality of content, student effort, and student work district- wide and empowers administrators, educators, and students to uphold these expectations consistently. (1-B-2) 2. Leading the Development of Educator Evaluator System, including District Determined Measures (1-C-1 and 1-D1) 3. Establishes systems, plans, procedures, and routines that empower administrators, students and staff to implement orderly and efficient student entry, dismissal, meals, class transitions, assemblies, and recess. (II-A-1) 4. Create and maintain a district environment in which custodial and other staff take personal responsibility for keeping schools clean, attractive, welcoming, and safe (II-A-2) 5. Guides administrators and teams to develop practices that consistently showcase high expectations for student behavior and invest staff and students in upholding these expectations. (II-A-3) 6. Recruitment and Hiring Strategies to identify effective administrators and educators (II-B-1) 7. Providing time for collaboration for administrative team (II-C-2) 8. Ethical Behavior (II-D-2) 9. Leads the administrator team to develop a district budget that aligns with the district's vision, mission, and goals with supporting rationale; uses budget limitations to create new opportunities for improvement, when possible; allocates and manages expenditures consistent with district/school-level goals; and seeks alternate funding sources as needed. (II-E-1) 10. Provides system and support for all school personnel to reach out to families proactively, as soon as concerns arise. Effectively reaches equitable solutions that satisfy families, faculty, and staff and are in the best interest of students. (III-D-1) 11. Commitment to high standards for teaching and learning (IV-A-1) 12. Leads administrators to develop core values and mission statements, share these statements with families and the school district community, and use them to guide decision making. (IV-A-2) 13. Plans and facilitates engaging administrator team meetings in which small groups of administrators learn together and create solutions to instructional leadership issues. (IV-A-3) 14. Provides opportunities for continuous learning for staff(IV-D-1) 15. Continuous learning of administrator (IV-D-2) B. District Areas of Strength as defined by data sources (i.e. MCAS,Tell MASS) 1. One school is at the highest level, Level 1, six schools are at Level 2, and one school is at Level 3 in the state accountability system ratings. 2. The student growth percentile for the district in ELA is 46 and in mathematics is 46. 3. The district is consistently higher than the state in the percent of students in the proficient or advanced categories on the MCAS for all grade levels and subjects. 4. The per pupil is$2500 below the state average which indicates that the budget is well managed and the resources are allocated effectively and efficiently. 5. According to the 2014 Tell Mass teacher survey data, strengths include having sufficient instructional and technology resources, clean and well maintained schools that support teaching and learning, community support, teacher leadership, professional expectations, teacher evaluation, faculty commitment, and curriculum. In addition,teachers feel that the school environment is safe. 6. According to the 2013 YRBS for Grades 9-12, underage drinking and marijuana use has decreased since 2011. 21 Page C. Professional Areas to Strengthen as described in Performance Rubric 1. Leading the effective implementation of the common core state standards and assessment _ development (I-A-1, I-A-2) 2. Working with principals to improve their knowledge instructional practices and addressing the diverse learning needs of students (I-B-land I-B-3) 3. Use of data to improve student and/or educator learning (I-E-3) 4. Strengthening family engagement and involvement (III-A-1) 5. Strengthening student support for struggling students, particularly students in the high needs subgroup (ELL, students with disabilities, high poverty, or disadvantaged) (Ill-B-1) 6. Setting clear expectations for and provides support to administrators to communicate regularly with families using two-way communication channels, including careful and prompt response to communications from families. Supporting administrators to maximize the number of face-to-face family/teacher interactions. (III-C-1) D. Areas to Strengthen According to the Data 1. Six of the eight schools have an accountability level of Level 2 and one school has an accountability rating of Level 3 which means that not all subgroups are meeting their target. 2. The high needs, low income, students with disabilities, and African American/Black subgroups are not meeting their target goal. 3. Grade 4, 5, 7, 8, and 10 Mathematics and Grades 4, 5, 7, and 10 literacy MCAS scores have an SGP below the 50th percentile. Grade 10 mathematics has an SGP below the 40th percentile, which indicates low growth. 4. The 2013 Youth Risk Behavior Survey Data indicates that 7% of RMHS students have used opiate drugs, which is higher than the state or national average. In addition, 13% of RMHS student attempted suicide, again which is higher than the state and national average. 5. The Tell MASS data shows that the district needs to strengthen providing time for teachers to collaborate and plan, differentiate professional development to match the needs of each educator, seeking feedback on professional development opportunities, empowering teachers more in the decision-making process, enforcement of rules for student conduct, and effective process for decision making. 6. Currently 71%of our kindergarten students are in a tuition-based full day kindergarten program, an increase of 22% over the last three years. If this upward trend continues, we will not have the space necessary to offer full day kindergarten to all families who want the program. 7. Reading ranks 304 out of 326 in per pupil expenditures and $2600 below the state average which indicates that while Reading does an excellent job with managing budget resources, critical areas are not getting addressed to continue to move the school district forward. 31 Page Reading Public Schools Strategy for Improvement of Student Outcomes (2014-15) 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? Our Strategic Objectives and Initiatives for the 2014-15 School Year T Performance Management IMMO: Resource Allocation O t+ ,t 'fz on the Build a system that measures Corte' r,9 S� ruitr Improve the alignment in5tt? �? t #i ttderrilc, performance and differentiates act (*Win l ttl `-0/4 of human and financial scl am(Latr of each support based on need and resources to achieve OW, i growth. oppo d itiesofr leffii : strategic objectives C#Ptirijy MOO 40 OW _k t v t:A4",-, h � - - - 1,,, i f 3. Improve the Reading Educator 4.. *WV*ttie 5. Develop and Evaluation Process and other staff p attA*041$010, implement a long * *Nth evaluation systems commtottatlisitaitsfrittiOstrtuts 1 range plan for ii ourrioultnn to support gaff . expanding early 11014 1400411044,16it410100 a. Develop and implement the use childhood education of student surveys MAI hUl t ionatl a. Redesign the trse.43/ b. Develop and implement the use 4:-. 0,10010tCbion of staff surveys time rh r of -r i l.res learning,oarnht ices _ Orilitlibiiiti,WriNIOCC b. Develop a corn acid `i: . plan for the dlstria 1 4t>ir:'tsewnstrrt scares 4 INtilkintildintrOkitinattMieted System t `flt -y v-wI€s and - l Y.. frimit4tioirriintervehtions based O7)de ' 4 4IPage II. Step 2: Analysis, Goal Setting, and Superintendent Plan Development All of the goals presented in this educator plan have a focus on strengthening student learning and achievement through a variety of means. The figure below describes the main areas that the district will focus on to achieve this focus. Visual Interpretation of Goals Reading Public Schools Instilling a Joy of Learning and Inspiring the Innovative Leaders of Tomorrow Implementation of Massachusetts Curriculum Frameworks and college and career ready skills Improve the use Implementation of of professional Educator Evaluation time, System which includes communication, the development of Increased student District Determined, and resources to local measures and support staff learning through improved academic, student/staff feedback behavioral,and social/emotional best practices and additional resources Develop and implement a long Implementation of range plan for Multi-Tiered expanding early System of Support childhood education Educator Plan Goals This educator plan consists of four goals: a student learning goal, a professional practice goal and two district improvement plan goals. The student learning goal and the professional practice goal are also district improvement plan goals. Each goal is aligned to at least one of the four district strategic objectives listed below: 1. Learning and Teaching-Deepen and refine our focus on the instructional core to meet the academic, social, and emotional needs of each child. 2. Performance Management-Build a system that measures school performance and differentiates support based on need and growth. 3. Investment and Development-Compete for, support, recruit, and retain, top talent while creating leadership opportunities and building capacity within our staff. 4. Resource Allocation-Improve the alignment of human and financial resources to achieve strategic objectives. Goal 1 (Student Learning Goal-Learning and Teaching) District Strategic Objectives Addressed: Learning and Teaching, Performance Management, Investment and Development Over the next two years,the Reading Public Schools will support Central Office administrators and building principals so that they are able to work with teachers to improve curriculum alignment, instructional strategies, student support and assessment methods in Literacy, Mathematics, and College and Career Readiness Skills. The overall outcome will be that all students will demonstrate an increased growth in their understanding of math and literacy Massachusetts Curriculum Framework standards, as measured by locally determined measures and state assessment scores. Key Action Steps Timeline/Benchmarks 1. Develop and implement Professional Learning 1. PLC will meet at least two times per month, Community Structures at each level (see Goal beginning in October,2014. The effectiveness of 2). this process and structure will be measured by staff survey feedback,established use of common assessments across grade levels, more curriculum coordination across a grade level and subject area, and increased use of data and student work to improve student learning. 2. Work with the Northeast District and School 2. DESAC work began in October,2014. Assessment Center(DSAC),to develop a strategy and plan to move our district out of Level 3 accountability status. 3. Administer Conditions of School Effectiveness 3. November, 2014 Survey to parents and staff 4. Appoint a School Wide Task Force for Joshua 4. November/December,2014 Eaton consisting of parents,teachers,and administrators that will oversee the Joshua Eaton School Improvement process. This task force will be led by the Assistant Superintendent for Learning and Teaching. 5. Each school council will use the data from the 5. December,2014/January,2015 CSE to develop shorter, more focused surveys around key areas to strengthen. In addition, principals may hold forums to present and discuss the data further. As a result of the information gathered from surveys and forums,each building principal will work with their school councils to revise their current school improvement plans to reflect the survey results and other data. 6. Continue to make transition to Massachusetts 6. In December,2014 and January,2015,we will bring Mathematics and Literacy Curriculum in Math in Focus math coaches to work with Frameworks by implementing the Math in elementary teachers on the continued Focus program in K-6, redesigning the middle implementation of the program. In addition, K-2, school and high school math curriculum, and 3-5,and 6-8 math and literacy PLCs will be meeting continuing to implement Lucy Caulkins to implement pacing guides Writing Strategies in K-8. 7. Through the Multi-tiered systems of supports 7. This is ongoing and each school will be addressing and PLC discussions, academic interventions it differently. All elementary schools will use their Wage are identified for students who are struggling. regular education tutor support. Students at Killam and Joshua Eaton will be receiving Title 1 tutorial support. Middle school students will be receiving support during designated times during the school day. RMHS Math department has developed a math center for students to receive extra support during the school day. 8. Complete a thorough analysis of special 8. Using the entry plan process,the Special Education education services and programs throughout Parents Advisory Council and consultant services, the district. From the data,a plan will be the Director of Student Services will be conducting designed to improve programs and services. an analysis of special education programs and services throughout the district. The consultant services will begin their review in November,2014. 9. Review FY15 Budget and identify areas for 9. In November,2014, review FY15 Regular Day and restructuring to address curriculum Special Education budgets to identify restructuring implementation gaps. efforts to identify additional instructional coaching and intervention supports. A recommendation will be made to the School Committee in December. 10. Form an IT District Governance Team of 10. In December,2014,an IT Governance team will be teachers and administrators to set direction formed to plan and discuss the following areas: for future technology integration decisions. • PARCC Implementation • SMART Board replacement • BYOD Expansion • PD and Coursework on technology integration 11. Implement Year 1 of District Determined 11. During the 2014-15 School Year,we will be using Measures (DDM) the district determined measures as common assessments to gauge student progress and provide support to those students who are not making progress. This examination of the student work will occur during the PLC process. 12. Implement Year 2 of District Determined 12. 2015-16 School Year Measures(DDM) 13. Provide ongoing monitoring of key measures 13. During the 2014-15 and 2015-16 school years, it to revise action steps, if necessary. will be critical to continue to gather feedback from parents, staff, and administrators about progress. In addition, key measures,such as the ones listed below,will be monitored and changes to the plans will be made when necessary. 1. District MCAS/PARCC SGP Data for Math and Literacy 2. Tardiness 3. Office Discipline Referrals 4. Number of Students with 10 or more absences in a school year 5. Achievement gap between high needs subgroup and the aggregate subgroup on standardized assessments and DDM 6. Achievement gap between male and 71 Page female students 7. Number of students in high needs subgroup and METCO students who are in honors level, advanced, or AP level classes 8. Gender breakdown of students in honors level, advanced, or AP level classes 9. Accuracy of Student Support Team referrals 10. Tiered Fidelity Instrument to gauge progress in MTSS implementation 14. Provide ongoing proactive communication to 14. • Provide regular updates through social School Committee, parents and community media, Edline, Blackboard Connect, about different initiatives. (See Goal 5) community meetings,and School Committee meetings. Goal 2 (Professional Practice Goal-Capacity Building) District Strategic Objectives Addressed: Learning and Teaching, Investment and Development During the 2014-16 school years, the Superintendent will lead the District Leadership Team in increasing the learning capacity of all staff,the quality and diversity of professional development offerings and the effectiveness of the use of non-student time with staff and Professional Learning Communities as measured by staff survey feedback, an increase in the opportunities for teachers to act as leaders, and the quality of artifacts and minutes of PLC meetings. In addition, we will increase the learning capacity of our District Leadership Team by the effective feedback received by the DLT and the quality of the artifacts generated from each DLT meeting/retreat. Key Action Steps Timeline/Benchmarks 1. Gather baseline feedback data from the TELL 1. Spring,2014 Mass survey which assesses the quality of professional development in the district. 2. Identify and train teacher leaders on the skills 2. First training sessions during Summer, 2014 with of facilitative leadership. additional training sessions throughout the school year 3. Train Administrative Council on facilitative 3. October,2014. As a result of this training,the leadership using the School Reform Initiative District Leadership Team will follow a Professional Network Learning Community process for their meetings and actions. 4. Identify Joint Labor Management Committee 4. Committee chosen in October, 2014 for Professional Development,which will plan, implement,and assess professional development opportunities. 5. Develop and implement Professional Learning 5. PLC will meet at least two times per month, Community Structures at each level which will beginning in October, 2014. By the end of the focus on the following four questions: school year,the PLC structure will transform the culture of teaching and learning by empowering 1. What is it we want our students to teachers throughout the district. This will be 81Page learn? What knowledge, skills, and measured by survey feedback, established use of dispositions do we expect them to District Determined Measures, more curriculum acquire as a result of this course,this coordination across a grade level and subject area, grade level, and this unit of instruction? and increased use of data and student work to 2. How will we know if each student is improve student learning. 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 systemic? 4. How will we enrich and extend the learning for students who are already proficient? 6. Administer feedback tools periodically to 6. Feedback tools will be developed by the assess the effectiveness of professional Professional Development Committee and will be development experiences and Professional administered after every major professional Learning Communities. development activity and on a regular basis to assess the PLC work. Effectiveness will be monitored by the improvement in survey feedback results. 7. Create a District Action Plan and 7. Through the support of the Department of monitoring/public reporting process. Elementary and Secondary Education Planning for Success Pilot process,the District Leadership Team will create a district action plan and monitoring/public reporting process. The plan will be completed by January, 2015 and monitored and communicated for the remainder of the school year. The outcomes will be as follows: 1. Build a district action plan for the year with a monitoring/public reporting process. 2. Building a monitoring plan to support district monitoring and public reporting of progress. 3. Support the learning of the District Leadership Team and strengthen the team's skills and processes in plan implementation and monitoring. 8. Assess effectiveness and make adjustments, 8. Ongoing when necessary. 9. Implement Structure for District Determined 9. As part of their PLC discussions,teachers will Measures that are aligned with Educator identify, pilot and adjust the District Determined Evaluation System and Common Core State Measures during the 2014-15 school year. Standards 10. Work with administrators and Central Office 10. Administrators will be monitoring the following Administrators to identify, pilot and/or District Determined Measures during the 2014-15 develop District Determined Measures. school year. 91 Page . • District MCAS/PARCC SGP Data for Math and Literacy • Tardiness • Office Discipline Referrals • Number of Students with 10 or more absences in a school year • Achievement gap between high needs subgroup and the aggregate subgroup on standardized assessments and DDM • Achievement gap between male and female students • Number of students in high needs subgroup and METCO students who are in honors level, advanced, or AP level classes • Gender breakdown of students in honors level, advanced, or AP level classes • Accuracy of SST referrals • Tiered Fidelity Instrument to gauge progress in MTSS implementation 12. Pilot and/or Implement District Determined 12. 2014-15 School Year Measures 13. Implement District Determined Measures 13. 2015-16 School Year 14. Continue to improve the use of the educator 14. • Continue working with administrators and evaluation system as a tool to improve teachers to refine the five step evaluation teacher practice. Work with TAP Committee cycle, improve feedback process and and Building Principals to develop and walkthroughs. administer student and teacher surveys • Grant secured with DESE to administer online feedback tool to teachers and administrators. • Surveys will be administered to students and staff twice during the school year (Nov/Dec and May/June) 15. Provide ongoing proactive communication to 17. • Provide regular updates through social School Committee, parents,teachers and media, Edline, Blackboard Connect, community about different initiatives. community meetings,and School Committee meetings. Goal 3 (District Improvement Plan Goal: Implementation of MTSS) District Strategic Objectives Addressed: Learning and Teaching, Performance Management During the 2014-16 school years,the District Leadership Team will successfully implement the Massachusetts Tiered System of Support Structure at each school as measured by a decrease in the following data points: tardiness,office discipline referrals, number of students who have 10 or more absences in a school year,and 10lPage the achievement gap between the high needs subgroup and the aggregate subgroup on standardized assessments and District Determined Measures. In addition, if successfully implemented,there will be an increase in our accuracy in identifying students with special needs,as measured by the referral data from SST and the utilization of regular education initiatives to support students prior to a need for special education testing(MISS interventions, SST, intervention support,etc.). Moreover,we will see an improvement in the behavioral health of all students as measured by the Youth Risk Behavior Survey, Early Warning Indicator System,and other locally determined measures. Finally,we will measure the effectiveness of our implementation by using the Tiered Fidelity Instrument(TFI). Key Action Steps Timeline/Benchmarks 1. Secure grant funding for Implementation of 1. Two million dollars in Federal Grants were secured key MISS initiatives. in September, 2014 by Town and Schools to fund Reading Coalition Against Substance Abuse, Mental Health First Aid Training,and implementation of MISS. 2. Implement initiatives identified in the grant. 2. The timeline for the grant cycles are as follows: 1. RCASA-October,2014-September, 2019 2. Mental Health First Aid-October,2014- September,2016 3. MTSS-October,2014-September,2019 The grants include the following that will be accomplished: • Hiring of a Data Analyst to provide the information for academic and behavioral MISS • Implementation of the Tiered Fidelity Instrument(TFI)which will monitor the progress of the MTSS implementation. • Examining our current Student Information System to see if it has the capacity to move forward with the grant implementation. • Implementation of Positive Behavior Intervention Systems in each school. • Train 584 school educators,school support staff,first responders,youth workers,and faith leaders through a train the trainers model in Youth Mental Health First Aid (YMHFA)and Mental Health First Aid (MHFA) which will greatly improve early identification of mental health needs and increase referrals to local community agencies in untreated mental health and substance abuse issues. • Implement a highly sustainable, multi- tiered system of supports to improve school climate and behavioral outcomes for all students. 3. Building MTSS Teams work with Central Office 3. 2014-15 School Year Administrators and consultants to implement Year 2 components of MISS, including behavioral matrix,core values,office 11IPage discipline referral plans, and supports to help students who are struggling. 4. District MTSS Team formed to oversee 4. Team to be formed in November,2014 implementation of MTSS grant and building based MTSS initiatives. 5. Implement Health Curriculum in grades 3-8. 5. During the 2014-15 school year,curriculum units will be implemented in grades 3-5. In addition, Grade 7 curriculum topics will be redistributed in grades 6-8. 6. Develop a long range plan for full 6. Pending funding,the following will be in place by implementation of health education. the 2016-17 school year. • A full time health educator to teach health in grades 3-5 • Two full time health educators at the middle schools to implement%year programs and electives for Grade 6-8 students • Continued implementation of health education and after school program for students in grades 9-12 7. Continue to improve each school's safety and 5. During the 2014-15 school year,work with the security procedures. Reading Police and Fire Department to implement 2 ALICE Drills,4 Fire Drills,and 1 Shelter in Place Drill at each school. In addition, use the District Safety Committee to conduct a needs analysis of the safety and security procedures in the district and continue to improve those procedures through an interdepartmental collaboration with police, fire, and facilities. 8. Assistant Superintendent for Learning and 8. 2014-15 school year Teaching will reconvene the District Wellness Committee to review current policies and building principals will develop building based wellness committees to implement building specific initiatives related to safety. 9. The Superintendent and the RCASA Executive 9. The YRBS will be administered to all students in Director will work with Middle and High Grades 6-12 by February,2015. All first semester School Wellness Departments to administer wellness students will be administered the survey the Youth Risk Behavior Survey. by January,2015. All other students in Grades 6-12 will be administered the survey by February, 2015. The results of the survey will be available by June, 2015 and will be analyzed during the summer of 2015. The results will be presented at the RCASA annual meeting in September, 2015. Additional analysis will continue during the 2015-16 school year once state and national data become available. 10. Staff will administer the SRSS screener as a 10. Screening tool will be used by all staff in the Fall tool to identify students who may be at risk. and Spring of the 2014-15 school year. 11. School Committee will review the Chemical 11. In May,2015,the School Committee will review Health Policy, if needed. data from the previous year and hear recommendations from school administration to 12IPage make changes to the Chemical Health Policy, if necessary. 14. Identify additional revenue sources to assist 14. During each school year,work with the grant in the funding of the implementation process. writer, Director of Student Services, Behavioral Health Coordinator,Assistant Superintendent for Learning and Teaching,and Assistant Superintendent for Finance and Administration to seek and apply for additional funding sources. 15. Provide ongoing proactive communication to 15. Provide regular updates through social media, School Committee, parents and community Edline, Blackboard Connect,community meetings, about different initiatives. and School Committee meetings. Goal 4 (District Improvement Plan Goal-Addressing Space and Program Needs) District Strategic Objectives Addressed Learning and Teaching and Resource Allocation During the next two years,the district will develop plans to address the resource needs facing our district, including additional time for staff,additional programmatic space needs at the elementary schools, RISE preschool,and Reading Memorial High School;the implementation of full day kindergarten for all students,and additional instructional and administrative support needed to continue to move the district forward. This will be measured by developing timelines for the implementation of Full Day Kindergarten,the identification of additional permanent educational space,the renovation of Killam Elementary School,additional professional time added to the existing school year,and a restructuring plan for instruction and administrative support. Key Action Steps Timeline/Benchmarks 1. Form an Early Childhood Space Needs 1. The Working Group was appointed by the School Working Group which will review alternatives Committee in October, 2014 and is subject to the regarding space needs to address preschool, open meeting law. Twenty-one members form the full day kindergarten for all students, special group, consisting of elected and appointed officials, education program and learning center space, parents, educators,and community members. and dedicated art and music classrooms. An analysis of high school space needs should be included. 2. Based on the findings of the Working Group, 2. The Working group will develop a feasible long identify an option or a series of options that is term option or series of options for Town Meeting educationally sound and economically in April,2015. As part of their role,the Working feasible for the Town of Reading. Group will be gathering feedback and communicating frequently with the community during the steps of the process. These options could include: • Relocation of Central Office and expansion of RISE at RMHS • Modular classrooms at elementary schools • Permanent additions at elementary schools • Early Childhood Center 3. Identify short term space issues for the next 3. Based on December, 2014 Kindergarten enrollment 1-3 years and propose solutions. numbers, identify short term solutions to solve space needs at schools that need to be addressed. A proposed solution or set of solutions will be presented to the School Committee in late December/early January. 13IPage 4. Review options for upgrading systems,space, 4. Working with the Director of Facilities and possibly, , and structures at Killam. the Permanent Town Building Committee,the School Committee and the Superintendent will be reviewing the upgrade of fire safety, handicap accessibility, main office space,and window replacement at Killam. Initial planning should begin in February,2015 with recommendations being made for November,2015 for inclusion into the Capital Plan. 5. Create a task force of teachers, 5. The task force should be appointed by March,2015 administrators,community members,and and begin meeting in the spring,2015 with the parents to identify the different time and purpose of looking at the time and learning needs learning needs necessary to move forward as of our district. This group will receive feedback a school district. through surveys and focus groups as to these needs from preK-12. Some of the issues that this group will address could include: • Elimination of early dismissal at elementary schools • Extended school day • Increased STEAM opportunities, K-12 • Full Day Kindergarten • Expanded Preschool • Certificate programs at the high school • Re-examination of Elementary, Middle,and High School schedules The group should report back to the Committee in the Fall,2015 with a series of recommendations. 6. Work with School and Town officials to 6. Based on the Early Childhood Space Needs Working identify the best options for Killam, Group recommendations,a plan will be developed Elementary Space,and Full Day Kindergarten for the implementation of Full Day Kindergarten that is educationally sound and is financial and the best option for providing additional feasible for the community educational space for the preschool and elementary level. This should be part of an overall financial strategy with the Town for other projects in 2016. 7. Based on available space needs, implement 7. Full Day Kindergarten should be budgeted and Full Day Kindergarten for all students. implemented one year prior to a space solution is developed. Goal 5 (District Improvement Plan Goal-Communication Plan) District Strategic Objective Addressed: Performance Management During the 2014-15 and 2015-16 School Years,the Reading Public Schools will develop and implement a comprehensive communication plan for the school district. The effectiveness of this plan will be measured by stakeholder surveys,the quality of the communication plan,and noticeable improvements in district and school communication. Key Action Steps Timeline/Benchmarks 14IPage 1. Identify a committee of staff and community 1. By March, 2015,the Communications Committee members that will give input into the will be chosen. development of a Reading Public Schools Communication Plan 3. Conduct a communications audit which will 3. Audit will begin by March,2015. assess the current level of effectiveness of communication in the district. 4. Using the recommendations from the audit 4. The Communications Committee will complete a and other survey data, develop a draft draft plan by August,2015. communication plan. 5. Develop a final plan for implementation. 5. The Communications Committee will develop a final plan for implementation beginning in September,2015. 6. Implement the plan and monitor for 6. During the 2015-16 school year,the effectiveness. communications plan will be implemented and stakeholders will be surveyed on the effectiveness of communication in the district. Administrator District Determined Measures The following is a list of district determined measures that administrators will be using to gauge progress and improvement in the above goals. We will continue to review this list to revise, when necessary. 1. District MCAS/PARCC SGP Data for Math and Literacy 2. Tardiness 3. Office Discipline Referrals 4. Number of Students with 10 or more absences in a school year 5. Achievement gap between high needs subgroup and the aggregate subgroup on standardized assessments and DDM 6. Achievement gap between male and female students 7. Number of students in high needs subgroup and METCO students who are in honors level, advanced, or AP level classes 8. Gender breakdown of students in honors level, advanced, or AP level classes 9. Accuracy of Student Support Team referrals for Special Education 10. Tiered Fidelity Instrument to gauge progress in MTSS implementation 15IPage John F. Doherty,Ed. D. Craig Martin � „Superintendent of Schools � ; Assistant Superintendent for Learning and Teaching 82 Oakland Road Reading,MA 01867 ^"°` Phone:781-944-5800 Martha J. Sybert Fax:781-942-9149 Director of Finance and Operations Reading Public Schools Instilling a joy of learning and inspiring the innovative leaders of tomorrow MEMORANDUM TO: Reading School Committee FROM: Martha J. Sybert DATE: November 14,2014 RE: FY2016 Budget Update At the Reading School Committee meeting on November 15th,we will provide the Committee with an update on the estimated FY16 Budget gap between level service and the guidance provided by FINCOM. This analysis is for estimation purposes only and is not comprehensive. The methodology is explained below. The"back of the envelope"estimates for the FY16 Budget. To estimate compensation—we took the existing, active employees and adjusted their FY15 salaries for step and COLA increase per our collective bargaining agreements. To keep all things equal we budgeted the same revolving fund offsets for FY16 that were used in the FY15 Budget. This is essentially a level service budget however we would have the ability to re-allocate resources or restructure existing resources but any changes would be cost neutral. As you can see the FY16 estimated compensation is going to increase by 4.9% or$1.5M. FY15 FY16 SUBTOTAL COMP FOR EXISTING STAFF $33,750,555 $35,306,677 EXISTING STAFF WITH STEP AND COLA INCREASES FY15 BUDGETED REVOLVING OFFSETS (2,063,270) (2,063,270) ASSUME SAME OFFSETS FOR FY16 TOTAL FY15 COMP (EXISTING COMP) $31,687,285 $33,243,407 ESTIMATED COMP FOR FY16 $1,556,121 ESTIMATED INCREASE FOR EXISTING STAFF 4.9% % INCREASE The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability. FINCOM has provided guidance of an overall 2.5% increase to our budget or a target budget of$41,350,043 for FY16. The table below presents current FY15 Budget,the proposed FY16 FINCOM budget(overall total $41,350,043)and the estimated"back of the envelope"FY16 estimated level service budget. As you can see there is an estimated$834,539 gap between our estimate and the guidance provided by FINCOM. FY16 BUDGET FY16 VARIANCE % FY15 BUDGET W/2.5%INCREASE ESTIMATED TO FINCOM INCREASE COMPENSATION $31,850,950 $32,659,345 $33,243,407 ($584,062) 4.37% ALL OTHER 8,467,023 8,690,698 8,941,176 (250,478) 5.60% TOTAL BUDGET $40,317,973 $41,350,043 $42,184,583 ($834,539) 4.63% Please let me know if you have any questions concerning the estimates or methodology. The Reading Public Schools does not discriminate on the basis of race,color,sex,gender identity,religion,national origin,sexual orientation,age or disability.