HomeMy WebLinkAbout2015-06-23 Board of Selectmen Handout DRAFT MOTIONS
BOARD OF SELECTMEN MEETING
JUNE 23, 2015
Ensminger, Halsey, Sexton, Arena, Berman LeLacheur
5a) Move that the Board of Selectmen approve the sale of a $2,365,000 0.75
percent General Obligation Bond Anticipation Note (the "Note") of the
Town dated June 29, 2015, and payable June 29, 2016, to Century Bank
and Trust Company at par, plus a premium of$6,859.00.
Further Voted: that in connection with the marketing and sale of the
Notes, the preparation and distribution of a Notice of Sale and
Preliminary Official Statement dated June 5, 2015, and a final Official
Statement dated June 17,2015, each in such form as may be approved
by the Town Treasurer, be and hereby are ratified, confirmed,
approved and adopted.
Further Voted: that the Town Treasurer and the Board of Selectmen
be, and hereby are, authorized to execute and deliver a significant
events disclosure undertaking in compliance with SEC Rule 15c2-12 in
such form as may be approved by bond counsel to the Town, which
undertaking shall be incorporated by reference in the Notes for the
benefit of the holders of the Notes from time to time.
Further Voted: that we authorize and direct the Town Treasurer to
establish post issuance federal tax compliance procedures in such form
as the Town Treasurer and bond counsel deem sufficient, or if such
procedures are currently in place, to review and update said
procedures, in order to monitor and maintain the tax-exempt status of
the Notes.
Further Voted: that each member of the Board of Selectmen, the Town
Clerk and the Town Treasurer be and hereby are, authorized to take
any and all such actions, and execute and deliver such certificates,
receipts or other documents as may be determined by them, or any of
them, to be necessary or convenient to carry into effect the provisions of
the foregoing votes.
5b) Move that the Board of Selectmen approve the Inter-Municipal
Agreement between the City of Melrose and the Town of Reading for
shared public health services for the incumbent Melrose Senior Health
Inspector.
5c) Move to close the hearing to approve the FY16 Non-Union
Compensation and Classification Plans.
Move that the Board of Selectmen approve the FY16 Non-Union
Classification Plan and the FY16 Non-Union Compensation Plan that
includes the % increase from FY15.
5e) Move that the Board of Selectmen accept the recommendation of the
Volunteer Appointment Subcommittee as follows:
Position Appointment Term ending
Audit Committee Stephen Herrick 6-30-18
Board of Appeals Robert Redfern 6-30-18
David Traniello 6-30-18
Board of Cemetery Trustees William Brown 6-30-18
Mary Vincent 6-30-18
Board of Health Elizabeth Shurland 6-30-18
Nancy Docktor 6-30-16
Board of Registrars Gloria Hulse 6-30-18
Celebration Committee Kurt Habel 6-30-18
Climate Advisory Committee Joan Boegel 6-30-18
Ray Porter 6-30-18
Climate Adv. Com. (Associates) Michele Benson 6-30-16
Gina Snyder 6-30-16
Commissioners of Trust Funds Neil Cohen 6-30-18
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Conservation Commission Brian Sullivan 6-30-18
Michael Flynn 6-30-18 (effective 6/23)
Constable Thomas Freeman 6-30-18
Community Planning & Jeffrey Hansen 6-30-18
Development Commission
CPDC (Associate) George Katsoufis 6-30-16
Council on Aging Thomas Procopio 6-30-18
Manly Shapleigh 6-30-18
Margaret Havey 6-30-18
Joyln Ek 6-30-18
Council on Aging (Associate) Pooja Parsons 6-30-16
Cara Leonard 6-30-16
Cultural Council Maryann Kozlowski 6-30-18
Julie Barber 6-30-18
Jane Soloway 6-30-18
Nora Bucko 6-30-16
Economic Development Comm.
EDC (Associates) John Russell 6-30-16
Fall Street Faire Committee Brian Snell 6-30-18
Fall Street Faire Committee (Associate) Allison Ullman 6-30-16
Historic District Commission Priscilla Poehler 6-30-18
Virginia Adams 6-30-18
Historical Commission Sharlene Reynolds Santo 6-30-18
Jonathan Barnes 6-30-16
Historical Commission (Associate) Virginia Adams 6-30-16
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Housing Authority Richard Robbins 6-30-20
Human Relation Adv. Com
RCTV Board of Directors Kevin Walsh 6-30-18
Recreation Committee Daniel Foley 6-30-18
Nancy Linn Swain 6-30-18
Recreation Committee(Associate) Mary Ellen Stolecki 6-30-16
Town Forest Committee Richard Wetzler 6-30-18
Kurt Habel 6-30-18
Town Forest Committee (Associates) Nancy Docktor 6-30-16
Michael Bourque 6-30-16
Daniel Ford 6-30-16
Trails Committee Thomas Gardiner 6-30-18
Jean Jacobs 6-30-18
Trails Committee (Associate) John Parsons 6-30-16
5f) Move that the Board of Selectmen close the hearing on the transfer of
the liquor license from Athens Liquor Inc. to Raksha Inc.
Move that the Board of Selectmen approve the transfer of the liquor
license from Athens Liquor Inc. to Radsha Inc. d/b/a Square Liquors,
13 High Street subject to the following conditions:
All Bylaws, Rules and Regulations of the Town of Reading and of
the Commonwealth of Massachusetts shall be followed, and
subject to a satisfactory inspection of the establishment by the
Town Manager or his designee.
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5g) Straw poll—show of hands
Climate Advisory Committee 6/30/2015 6/30/2016 6/30/2017 6/30/2018
Economic Development Committee 6/30/2015 6/30/2016 6/30/2017 6/30/2018
Fall Street Faire Committee 6/30/2015 12/31/2015 12/31/2016 12/31/2017 12/31/2018
Human Relations Advisory Committee 6/30/2015 6/30/2016 6/30/2017 6/30/2018
Trails Committee 6/30/2015 6/30/2016 6/30/2017 6/30/2018
Move to extend the Climate Advisory Committee to
Move to extend the Economic Development Committee to
Move to extend the Fall Street Faire Committee to
Move to extend the Human Relations Advisory Committee to
Move to extend the Trails Committee to
6a) Move to approve the Board of Selectmen minutes of May 19, 2015 as
amended.
6b) Move to approve the Board of Selectmen minutes of June 2, 2015 as
amended.
6c) Move to approve the Board of Selectmen minutes of June 3, 2015 as
amended.
8a) Move to approve the Board of Selectmen Executive Session minutes of
June 2, 2015 as written.
JA JH DE KS BB
Move to adjourn the meeting at p.m.
it
INTER-MUNICIPAL AGREEMENT
BETWEEN THE CITY OF MELROSE AND THE TOWN OF READING
SHARED PUBLIC HEALTH SERVICES
THIS AGREEMENT dated as of this day of , 2015 ("Agreement") by and between the
Town of Reading, a Massachusetts municipal corporation having a usual place of business at Town Hall, 16
Lowell Street, Reading MA 01867, acting by and through its Board of Selectmen ("Reading"), and the City of
Melrose, a Massachusetts municipal corporation having a usual place of business at 562 Main Street, Melrose,
Massachusetts 02176, acting by and through its Mayor, the honorable Robert J. Dolan, with the approval of its
Board of Aldermen("Melrose").
WITNESSETH THAT:
WHEREAS, Reading and Melrose desire to share certain expenses and costs associated with the
incumbent Melrose Senior Health Inspector; and
WHEREAS, each of the parties has obtained authority to enter into this Agreement pursuant to G.L. c.
40, s 4A;
NOW, THEREFORE, in consideration of the premises set forth above and for other good and valuable
consideration, the receipt and sufficiency of which are hereby acknowledged, the parties hereto, intending to be
legally bound, hereby agree under seal as follows:
1. Shared Senior Health Inspector Services. During the Term of this Agreement, Reading and
Melrose shall share costs associated with limited services to be provided by the Melrose Senior Health
Inspector. Specifically,the parties shall share the services and related expenses of the Melrose Senior Health
. Inspector in connection with restaurant plan reviews.
Notwithstanding any other provision of this Agreement to the contrary, Reading and Melrose shall
maintain separate Boards of Health which shall be vested with the authority for setting health policy within their
respective communities.
2. Term. The term of this Agreement shall commence on July 1, 2015 and shall expire on June 30,
2016, unless earlier terminated as set forth herein. On or before January, 2016, the parties shall review their
contractual relationship, the terms of which are set forth herein, to ensure that this Agreement continues to
satisfy the needs and objectives of each community.
3. Identity of Senior Health Inspector. The parties shall share costs associated with limited services
to be provided by the incumbent Melrose Senior Health Inspector, Jennifer Keough, or a successor hired by the
City of Melrose through the standard personnel practice of Melrose.
4. Compensation. Melrose shall pay the salary and benefits of the Senior Health Inspector.
Reading shall contribute its share of the associated costs for these positions by paying to Melrose a variable
sum, as required by the terms and conditions of this Agreement, per fiscal quarter during the Term, each
payment to be due and payable within fifteen (15) days after the commencement of such fiscal quarter (i.e.,
after 7/1, 10/1, 1/1 and 4/1). Melrose shall adjust the compensation it pays said position as it may be required to
do in accordance with any collective bargaining agreements and standard personnel practices which impact
upon the Senior Health Inspector, and shall give prompt written notice to Reading of any such adjustment.
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Reading shall adjust its quarterly payments accordingly. In the event that any collective bargaining agreement
requires Melrose to make a lump sum payment to the Senior Health Inspector reflecting a retroactive salary
increase during the Term, Melrose shall promptly give written notice thereof to Reading and Reading shall,
within sixty (60) days thereafter, pay Melrose its share of such amount to the extent that the retroactive pay
period includes any part of the term hereof.
For Fiscal Year 2016, the compensation paid by Reading to Melrose for the Senior Health Inspector
shall be in accordance with Exhibit A attached hereto.
5. Other Collective Bargaining Agreement Benefits. Melrose shall provide the Senior Health
Inspector with all benefits to which the position is entitled in accordance with standard personnel practices.
Both parties agree to allow the Senior Health Inspector to enjoy such vacation, sick days, personal days and
• other leave as the incumbent may be entitled to receive under such agreement and in accordance with standard
personnel practices of Melrose. Neither party shall make any demand on the Senior Health Inspector or take
any action with respect to the Senior Health Inspector that is in violation of the incumbent's rights in
accordance with standard personnel practices of Melrose or under any applicable legislation.
6. Retirement and Workers Compensation Benefits. The Senior Health Inspector shall remain a
member of the Melrose Contributory Retirement System. Upon the incumbent's retirement, Reading will be
assessed a share of the cost of pension plans reflecting any concurrent time the Senior Health Inspector spent
working for Reading hereunder pursuant to applicable Massachusetts General Laws. At the end of each fiscal
year, Reading shall reimburse Melrose for its workers' compensation costs associated with the employment of
the Senior Health Inspector, such reimbursement to be equal to the product of Reading's contribution to the
Senior Health Inspector's salary during such year multiplied by the rate paid by Melrose for workers'
compensation insurance for the Senior Health Inspector for such year. Reading shall also reimburse Melrose
for its health insurance, life insurance, and Medicare, costs associated with the Senior Health Inspector, said
reimbursement to be equal to the proportion of Reading's contribution to the Senior Health Inspector's salary.
7. Mileage Reimbursement. The Senior Health Inspector will be reimbursed for any mileage used
during the performance of services hereunder directly by the community in which said services are performed.
All mileage reimbursement shall be paid under the policies and at the rate then governing in the community
receiving said services.
8. Indemnification. Melrose shall hold Reading harmless from any and all claims related to
employment or employee benefits, collectively bargained or otherwise, made by the Senior Health Inspector
prior to the commencement of the term of this Agreement. Reading shall indemnify and hold harmless
Melrose and each and all of its officials, officers, employees, agents, servants and representatives from and
against any claim arising from or in connection with the performance by the Senior Health Inspector of her
duties in or for Reading including, without limitation, any claim of liability, loss, damages, costs and expenses
for personal injury or damage to real or personal property by reason of any negligent act or omission or
intentional misconduct by the Senior Health Inspector while in or performing services for Reading. Similarly,
Melrose shall indemnify and hold harmless Reading and each and all of its officials, officers, employees,
agents, servants and representatives from and against any claim arising from or in connection with the
performance by the Senior Health Inspector of her duties in or. for Melrose, including without limitation, any
claim of liability, loss, damages, costs and expenses for personal injury or damage to real or personal property
by reason of any negligent act or omission or intentional misconduct by the Senior Health Inspector while in or
performing services for Melrose. Such indemnification shall include, without limitation, current payment of all
costs of defense (including reasonable attorneys fees, expert witness fees, court costs and related expenses) as
and when such costs become due and the amounts of any judgments, awards and/or settlements, provided that
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(a) Melrose and Reading shall each have the right to select counsel to defend against such claims, such counsel
to be reasonably acceptable to the other party and its insurer, if any, and to approve or reject any settlement with
respect to which indemnification is sought; (b) Each party shall cooperate with the other in all reasonable
respects in connection with such defense; and (c) neither party shall be responsible to pay any judgment, award
or settlement to the extent occasioned by the negligence or intentional misconduct of any employee, agent,
official or representative of the other party other than the Senior Health Inspector. By entering into this
Agreement, neither of the parties has waived any governmental immunity or limitation of damages which may
be extended to them by operation of law.
9. Termination. This Agreement may be terminated by either party for any reason or no reason on
one hundred and eighty (180) days written notice to the other. No such termination shall affect any obligation
of indemnification that may have arisen hereunder prior to such termination. The parties shall equitably adjust
any payments made or due relating to the unexpired portion of the Term following such termination.
i
10. Assignment. Neither party shall assign or transfe r any of its rights or interests in or to this
Agreement, or delegate any of its obligations hereunder, without the prior written consent of the other.
11. Severability. If any provision of this Agreement is held by a court of competent jurisdiction to
be invalid, illegal or unenforceable, or if any such term is so held when applied to any particular circumstance,
such invalidity, illegality or unenforceability shall not affect any other provision of this Agreement, or affect the
application of such provision to any other circumstances, and this Agreement shall be construed and enforced as
if such invalid, illegal or unenforceable provision were not contained herein.
12. Waiver. The obligations and conditions set forth in this Agreement may be waived only by a
writing signed by the party waiving such obligation or condition. Forbearance or indulgence by a party shall
not be construed as a waiver, nor limit the remedies that would otherwise be available to that party under this
Agreement or applicable law. No waiver of any breach or default shall constitute or be deemed evidence of a
waiver of any subsequent breach or default.
13. Amendment. This Agreement may be amended only by a writing signed by both parties duly
authorized thereunto.
14. Governing Law. This Agreement shall be governed by and construed in accordance with the
substantive laws of the Commonwealth of Massachusetts, without regard to the conflicts of laws provisions
thereof.
15. Headings. The paragraph headings herein are for convenience only, are no part of this
Agreement and shall not affect the interpretation of this Agreement.
16. Notices. Any notice permitted or required hereunder to be given or served on either party by the
other shall be in writing signed in the name of or on behalf of the party giving or serving the same. Notice shall
be deemed to have been received at the time of actual receipt of any hand delivery or three (3) business days
after the date of any properly addressed notice sent by mail as set forth below.
a. To Reading. Any notice to Reading hereunder shall be delivered by hand or sent by
registered or certified mail, return receipt requested, postage prepaid,to:
Robert W. LeLacheur, Jr. CFA
Town Manager
5 0 3
3
3
Town Hall
16 Lowell Street
Reading MA 01867
or to such other address(es) as Reading may designate in writing to Melrose.
b. To Melrose. Any notice to Melrose hereunder shall be delivered by hand or sent by
registered or certified mail, return receipt requested,postage prepaid, to:
The Honorable Mayor Robert J. Dolan
Melrose City Hall
562 Main Street
Melrose, Massachusetts 02176
or to such other address(es) as Melrose may designate in writing to Reading.
17. Complete Agreement. This Agreement constitutes the entire agreement be tween the p arties
concerning the subject matter hereof, superseding all prior agreements and understandings. There are no other
agreements or understandings between the parties concerning the subject matter hereof. Each party
g g p
ther party or anyone actin or purporting
that it has not relied on any representations by the o p y by acting pmp g
or for whose actions the other party is responsible, other than the express, written
to act for the other party o P Y P
representations set forth herein.
18. Financial Safeguards. Melrose shall maintain separate, accurate and comprehensive records of
all services performed for each of the parties hereto. Melrose shall maintain accurate and comprehensive
records of all costs incurred by or on account of the Health Department, and all reimbursements and
contributions received from Reading. Periodic financial statements must be issued to each party. On an annual
basis, the parties' Financial Officers shall jointly audit the accounts of the Health Department for accounting
consistency and reliability.
4 �� �
C§)
WITNESS OUR HANDS AND SEALS as of the first date written above.
TOWN OF READING
By its Board of Selectmen
CITY OF MELROSE
By its Mayor
Sash C
5
Appendix A
Compensation Summary for FY16
(to be inserted by the Cit of Melrose)
6 Sb �
Date: 6/2/2014
MELROSE/WAKEFIELD/READING HEALTH DEPARTMENT BUDGETS
Analysis based on Varying Costs of Select Employees
HEALTH DEPARTMENT FY15 BUDGET
Salary/ Health Life Melrose Wakefield Reading
Stipend Insurance Insurance Pension Medicare Total Costs Percent Costs Percent Costs Percent
Health Director R Clay $115,070.44 S17,478.76 S163.80 $0.00 $1,668.52 S134,381.52 $57,784.05 43% $33,595.38 25% $43,002 09 32° —
Sr.Health Insp. Jen Keough $63,600.99 $5,044.52 $0.00 $0.00 $922.21 $69,567.72 $27,827.09 40% $27,827.09 40% $13,913.54 2 % '' y
Sanitary Insp. C Ciarcia $27,632.06 S0.00 $0.00 $0.00 $400.66 $28,032.72 $14,016.36 50% $14,016.36 50% $0.00 0°°
Sanitary Insp. A Gromko $27,632.06 $0.00 $0.00 $0.00 $400.66 $28,032.72 $14,016.36 50% $14,016.36 50% $0.00 0%
Health Insp. David G. $23,040.47 $0.00 $0.00 $0.00 $334.09 $23,374.56 S0.00 0% $0.00 0% $23,374.56 100%
SAP Coord Jen Kelly $5,000.00 $72.50 $5,072.50 $5,072.50
TOTALS: $261,976.02 S22,523.28 5163.80 $0.00 $3,798.65 $288,461.75 $113,643.87 94 527.69 $80,290.19
Percentage: 31-40_°/4. 2L8.I%
100.00%
$288,461.75
GRAND TOTAL: $28.8,4.61.75 Wakefield owes Melrose:
Ruth $33,595.38
Jen $27,827.09
Allen $14,016.36
NOTE: Kelly$5000 to be paid by Wakefield DFC grant Chris $14,016.36
J Kelly $5,072.50
$94,527.69
Salaries include longevity and SLBB if applicable
Qrtly Pmt: $23,631.92
Reading owes Melrose:
Ruth $43,002.09
Jen $13,913.54
David $23,374.56
$80,290.19
Qrtly Pmt: $20,072.55
FN:FY13MELROSE WAKEFIELDREADINGHEALTHDEPTSAGREEMENTREVISED
11111V `
11--, 6/18/2015MWR REVISED HEALTH AGREEMENT fy15 2.7.2014
LEGAL NOTICE
•
•
Js'9'INC00°a. I.•
TOWN OF READING
To the Inhabitants of the
Town of Reading:
Please-take notice that the
Board of Selectmen of the
Town of Reading:will hold a,
public hearing on June 23,
• 2015 at 7:30 p.m. in the
Selectmen's Meeting Roan;
16 Lowell.Street, Reading,
Massachusetts on'appcove3 of-.
the FY16. 'Nen: • •Union
Compensation and
Classification Plans; .
A copy of the proposed
document regarding this topic
is available in the Town
Manager's office, 16 Lowell
Street, Reading, MA, M-W-
Thurs froth 7:30 a.m. - 5:30
p.m., Tues from 7:30 a.m. -
7:00 p.m. and is attached to
the hearing notice on the
website at
•
www.readingma.gov
All interested parties are
invited to attend the hearing,
or may submit their com-
ments in writing or by email
prior to 6:00 p.m. on June 23,
•
2015 . to
townmanager@ ci.read i ng.ma
Ala
By order of
Robert W. LeLacheur•
Town Manager
6.16.15
Sc
l3
FY 2016 TOWN OF READING CLASSIFICATION PLAN effective July 1, 2015
Schedule A-1
Parking Enforcement
A Officer Van Driver
B Clerk Library Associate
Administrative Senior Library
C Secretary Associate
Administrative Animal Control Prograrn-Coordinator- RCASA Youth Senior Center
D Assistant Officer (NASA) Coordinator Coordinator
Office Manager/Public RCASA Outreach
E Assistant Collector Assistant Town Clerk Assistant Treasurer Business Analyst Case Manager Computer Technician Librarian Services Coordinator
Recreation Program Regional Housing Senior Administrative Zoning Enforcement
Coordinator Services Coordinator Assistant Seeiel Worker Inspector
Assistant Building Plumbing/Gas Veteran's Service
F Assistant Appraiser Inspector Health Inspector Inspector Officer Wiring Inspector
Library Children's Library Information Library Technical
Conservation Head Public Safety Services Division Library Circulation Services Division Services Division Senior Computer
G Administrator Dispatcher Head Division Head Head Head Nurse Advocate Public Health Nurse Technician
Water Supply
Coordinator
Elder/Human Services
H Administrator Executive Assistant GIS Administrator
*DPW DPW-Water-
Assistant Library cfe-Centetar3- Higl»vay/Eguiprnent Distribution *DPW Water/Scher
I Director Supervisor Supervisor Supervisor Supervisor RCASA Director Health Agent Town Clerk
Treasurer-
Business Community Community Services Human Resources Collector/Assistant
1 Apprasier Building Inspector Administrator Development Director Director Director Finance Director
•
Assistant DPW
K Director Assistant Fire Chief Deputy Police Chief Technology Director *Town-Engineer
Town
Administrative Accountant/Finance
L Services Director Library Director Director
Ito Assistant Town
M Manager DPW Director Fire Chief Police Chief
Z
•1-, a • TOWN OF READING COMPENSATION PLAN
Schedule B-1
9Calq&-ST (1.5%increase over FY15)
ANNUAL(based on a 37.5 hr workweek)
Grade Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12 l
A $ 31,259 $ 31,884 $ 32,521 $ 33,172 $ 33,835 $ 34,512 $ 35,202 $ 35,906 $ 36,624 $ 37,357 $ 38,104 $ 38,866
B $ 34,384 $ 35,072 $ 35,773 $ 36,489 $ 37,219 $ 37,963 $ 38,722 $ 39,497 $ 40,287 $ 41,092 $ 41,914 $ 42,753
C $ 37,823 $ 38,579 $ 39,351 $ 40,138 $ 40,941 $ 41,759 $ 42,595 $ 43,446 $ 44,315 $ 45,202 $ 46,106 $ 47,028
D $ 41,605 $ 42,437 $ 43,286 $ 44,152 $ 45,035 $ 45,935 $ 46,854 $ 47,791 $ 48,747 $ 49,722 $ 50,716 $ 51,731
E $ 45,766 $ 46,681 $ 47,614 $ 48,567 $ 49,538 $ 50,529 $ 51,539 $ 52,570 $ 53,622 $ 54,694 $ 55,788 $ 56,904
F $ 50,342 $ 51,349 $ 52,376 $ 53,423 $ 54,492 $ 55,582 $ 56,693 $ 57,827 $ 58,984 $ 60,164 $ 61,367 $ 62,594
G $ 55,376 $ 56,484 $ 57,614 $ 58,766 $ 59,941 $ 61,140 $ 62,363 $ 63,610 .$ 64,882 $ 66,180 $ 67,503 $ 68,854
H $ 60,914 $ 62,132 $ 63,375 $ 64,642 $ 65,935 $ 67,254 $ 68,599 $ 69,971 $ 71,370 $ 72,798 $ 74,254 $ 75,739
I $ 67,005 $ 68,345 $ 69,712 $ 71,107 $ 72,529 $ 73,979 $ 75,459 $ 76,968 $ 78,507 $ 80,078 $ 81,679 $ 83,313
J $ 73,706 $ 75,180 $ 76,684 $ 78,217 $ 79,782 $ 81,377 $ 83,005 $ 84,665 $ 86,358 $ 88,085 $ 89,847 $ 91,644
K $ 81,076 $ 82,698 $ 84,352 $ 86,039 $ 87,760 $ 89,515 $ 91,305 $ 93,131 $ 94,994 $ 96,894 $ 98,832 $ 100,808
L $ 89,184 $ 90,968 $ 92,787 $ 94,643 $ 96,536 $ 98,467 $ 100,436 $ 102,445 $ 104,493 $ 106,583 $ 108,715 $ 110,889
M $ 98,103 $ 100,065 $ 102,066 $ 104,107 $ 106,189 $ 108,313 $ 110,479 $ 112,689 $ 114,943 $ 117,242 $ 119,586 $ 121,978
HOURLY
Grade Step 1 Step 2 Step 3 Step 4 Step S Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12
A 16.03 16.35 16.68 17.01 17.35 17.70 18.05 18.41 18.78 19.16 19.54 19.93
B 17.63 17.99 18.35 18.71 19.09 19.47 19.86 20.25 20.66 21.07 21.49 21.92
C 19.40 19.78 20.18 20.58 21.00 21.42 21.84 22.28 22.73 23.18 23.64 24.12.
D 21.34 21.76 22.20 22.64 23.09 23.56 24.03 24.51 25.00 25.50 26.01 26.53
E 23.47 23.94 24.42 24.91 25.40 25.91 26.43 26.96 27.50 28.05 28.61 29.18
F 25.82 26.33 26.86 27.40 27.94 28.50 29.07 29.66 30.25 30.85 31.47 32.10
G 28.40 28.97 29.55 30.14 30.74 31.35 31.98 32.62 33.27 33.94 34.62 35.31
H 31.24 31.86 32.50 33.15 33.81 34.49 35.18 35.88 36.60 37.33 38.08 38.84
I 34.36 35.05 35.75 36.46 37.19 37.94 38.70 39.47 40.26 • 41.07 41.89 42.72
J 37.80 38.55 39.32 40.11 40.91 41.73 42.57 43.42 44.29 45.17 46.08 47.00
K 41.58 42.41 43.26 44.12 45.01 45.91 46.82 47.76 48.71 49.69 50.68 51.70
L 45.74 46.65 47.58 48.53 49.51 50.50 51.51 52.54 53.59 54.66 55.75 56.87
M 50.31 51.32 52.34 53.39 54.46 55.55 56.66 57.79 58.95 60.12 61.33 62.55
FY16-based on hours= 1,968.0
Grade Step 1 • Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12
A$ 31,547 $ 32,178 $ 32,822 $ 33,478 $ 34,148 $ 34,830 $ 35,527 $ 36,238 $ 36,962 $ 37,702 $ 38,456 $ 39,225
B $ 34,702 $ 35,396 $ 36,104 $ 36,826 $ 37,562 $ 38,314 $ 39,080 $ 39,861 $ 40,659 $ 41,472 $ 42,301 $ 43,147
C $ 38,172 $ 38,935 $ 39,714 $ 40,508 $ 41,319 $ 42,145 $ 42,988 $ 43,848 $ 44,724 $ 45,619 $ 46,531 $ 47,462
D $ 41,989 $ 42,829 $ 43,685 $ 44,559 $ 45,450 $ 46,359 $ 47,287 $ 48,232 $ 49,197 $ 50,181 $ 51,184 $ 52,208
E $ 46,188 $ 47,112 $ 48,054 $ 49,015 $ 49,995 $ 50,995 $ 52,015 $ 53,056 $ 54,117 $ 55,199 $ 56,303 $ 57,429
F $ 50,807 $ 51,823 $ 52,859 $ 53,917 $ 54,995 $ 56,095 $ 57,217 $ 58,361 $ 59,528 $ 60,719 $ 61,933 $ 63,172
G $ 55,888 $ 57,005 $ 58,145 $ 59,308 $ 60,494 $ 61,704 $ 62,938 $ 64,197 $ 65;481 $ 66,791 $ 68,127 5 69,489
H $ 61,476 $ 62,706 $ 63,960 $ 65,239 $ 66,544 $ 67,875 $ 69,232 $ 70,617 $ 72,029 $ 73,470 $ 74,939 $ 76,438
I $ 67,624 $ 68,976 $ 70,356 $ 71,763 $ 73,198 $ 74,662 $ 76,155 $ 77,679 $ 79,232 $ 80,817 $ 82,433 $ 84,082
J $ 74,386 $ 75,874 $ 77,391 $ 78,939 $ 80,518 $ 82,128 $ 83,771 $ 85,446 $ 87,155 $ 88,898 $ 90,676 $ 92,490
K $ 81,825 $ 83,461 $ 85,131 $ 86,833 $ 88,570 $ 90,341 $ 92,148 $ 93,991 $ 95,871 $ 97,788 $ 99,744 $ 101,739
L $ 90,007 $ 91,808 $ 93,644 $ 95,517 $ 97,427 $ 99,375 $ 101,363 $ 103,390 $ 105,458• $ 107,567 $ 109,719 $ 111,913
M $ 99,008 $ 100,988 $ 103,008 $ 105,068 $ 107,170 $ 109,313 $ 111,499 5 113,729 $ 116,004 $ 118,324 $ 120,690 $ 123,104
% .
5.--c. 3
`DRAFT` FY2016 TOWN OF READING COMPENSATION PLAN
/� Schedule B-1
COQ /�._1 / ( (1.0%increase over FY15)
ANNUAL(based on a 37.5 hr workweek)
COON``I `-'
Grade Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 5 Step 10 Step 11 Step 12
A 5 31.103 5 31,725 $ 32.359 $ 33,006 $ 33,666 $ 34,340 $ 35,026 $ 35,727 5 36,442 $ 37,170 $ 37,914 $ 38,672
B $ 34,213 $ 34,897 5 35,595 5 36,307 $ 37,033 5 37,774 $ 38,529 $ 39,300 5 40,086 $ 40,887 $ 41,705 $ 42,539
C $ 37,634 $ 38,387 $ 39,154 $ 39,938 $ 40,736 $ 41,551 $ 42,382 S 43,230 S 44.094 S 44,976 $ 45,876 $ 46,793
D 5 41,397 5 42,225 $ 43,070 5 43,931 $ 44,810 5 45,706 $ 46,620 $ 47,553 $ 48,504 5 49,474 $ 50,463 5 51,472
E 5 45,537 $ 46,448 5 47,377 S 48,324 $ 49,291 5 50,277 5 51,282 $ 52,308 $ 53,354 5 54,421 $ 55,510 5 56,620
F $ 50,091 5 51,093 5 52,115 $ 53,157 $ 54,220 $ 55,304 $ 56,410 $ 57,539 $ 58,689 $ 59,863 $ 61,061 $ 62,282
G 5 55,100 $ 56,202 5 57,326 $ 58,473 $ 59,642 $ 60,835 $ 62,052 $ 63,293 $ 64,558 $ 65,850 $ 67,167 $ 68,510
H 5 60,610 $ 61,822 $ 63,059 $ 64,320 5 65,606 $ 66,918 5 68,257 5 69,622 5 71,014 5 72,435 5 73,883 5 75,361
I $ 66,671 5 68,004 $ 69,364 $ 70,752 5 72,167 5 73,610 $ 75,082 S 76,584 5 78,116 5 79,678 $ 81,272 5 82,897
J 5 73,338 5 74,805 $ 76,301 $ 77,827 5 79,383 5 80,971 $ 82,591 5 84,242 5 85,927 5 87,646 $ 89,399 $ 91,187
K 5 80,672 $ 82,285 $ 83,931 $ 85,610 S 87,322 $ 89,068 5 90,850 S 92,667 5 94,520 5 96,410 5 98,339 $ 100,305
L 5 88,739 5 90,514 5 92,324 $ 94,171 5 96,054 5 97,975 5 99,935 5 101,933 5 103,972 5 106,051 5 108,172 S 110,336
M S 97,613 5 99,565 5 101,557 $ 103,588 5 105,659 $ 107,773 $ 109,928 $ 112,127 $ 114,369 5 116,657 $ 118,990 5 121,369
HOURLY
Grade Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12
A 15.95 16.27 16.59 16.93 17.26 17.61 17.96 18.32 18.69 19.06 19.44 19.83
B 17.55 17.90 18.25 18.62 18.99 19.37 19.76 20.15 20.56 20.97 21.39 21.82
C 19.30 19.69 20.08 20.48 20.89 21.31 21.73 22.17 22.61 23.06 23.53 24.00
O 21.23 21.65 22.09 22.53 22.98 23.44 23.91 24.39 24.87 25.37 25.88 26.40
E 23.35 23.82 24.30 24.78 25.28 25.78 26.30 26.82 27.36 27.91 28.47 29.04
F 25.69 26.20 26.73 27.26 27.81 28.36 28.93 29.51 30.10 30.70 31.31 31.94
G 28.26 28.82 29.40 29.99 30.59 31.20 31.82 32.46 33.11 33.77 34.44 35.13
H 31.08 31.70 32.34 32.98 33.64 34.32 35.00 35.70 36.42 37.15 37.89 38.65
I 34.19 34.87 35.57 36.28 37.01. 37.75 38.50 39.27 40.06 40.86 41.68 42.51
J 37.61 38.36 39.13 39.91 40.71 41.52 42.35 43.20 44.07 44.95 45.85 46.76
K 41.37 42.20 43.04 43.90 44.78 45.68 46.59 47.52 48.47 49.44 50.43 51.44
L 45.51 46.42 47.35 48.29 49.26 50.24 51.25 52.27 53.32 54.39 55.47 56.58
M 50.06 51.06 52.08 53.12 54.18 55.27 56.37 57.50 58.65 59.82 61.02 62.24
FY16-based on hours S 1,968 0
Grade Step 1 Step 2 Step 3 Step 4 Step S Step 6 Step 7 Step 8 Step 9 Step 10 Step 11 Step 12
A $ 31,390 $ 32,017 $ 32,658 $ 33,311 5 33,977 5 34,657 $ 35,350 $ 36,057 $ 36,778 $ 37,513 $ 38,264 $ 39,029
B $ 34,529 5 35,219 $ 35,924 $ 36,642 $ 37,375 $ 38,122 5 38,885 $ 39,662 5 40,456 5 41,265 $ 42,090 5 42,932
C 5 37.981 S 38,741 5 39,516 5 40,306 $ 41,112 $ 41,935 5 42,773 $ 43,629 5 44,501 $ 45,391 S 46,299 $ 47,225
D $ 41,780 5 42,615 $ 43,467 5 44,337 5 45,224 5 46,128 $ 47,051 $ 47,992 5 48,951 $ 49,930 $ 50,929 $ 51,948
E $ 45,958 $ 46,877 5 47,814 5 48,770 $ 49,746 5 50,741 5 51,756 5 52,791 $ 53,847 $ 54,923 $ 56,022 $ 57.142
F 5 50,553 5 51,564 5 52,596 5 53,648 5 54,720 5 $5,815 5 56,931 5 58,070 5 59,231 $ 60,416 $ 61,624 5 62,857
G S 55,609 5 56,721 5 57,855 5 59,012 $ 60,193 5 61,396 5 62,624 $ 63,877 5 65,154 S 66,457 5 67,787 $ 69,142
H 5 61,169 5 62,393 $ 63,641 $ 64,914 5 66,212 5 67,536 5 68,887 $ 70,264 5 71,670 $ 73,103 $ 74,565 $ 76,057
I 5 67,286 $ 68,632 $ 70,005 5 71,405 $ 72,833 $ 74,290 5 75,775 $ 77,291 5 78,837 $ 80,413 $ 82,022 S 83,662
J $ 74,015 $ 75,495 $ 77,005 5 78,545 5 80,116 $ 81,719 5 83,353 $ 85,020 S 86,720 5 88,455 S 90,224 $ 92,028
K $ 81,417 $ 83,045 $ 84,706 $ 86,400 5 88,128 5 89,890 5 91,688 5 93,522 5 95,392 5 97,300 5 99,246 $ 101,231
L $ 89,558 $ 91,349 5 93,176 5 67,536 S 96,941 $ 98,879 5 100,857 5 102,874 $ 104,932 $ 107,030 5 109,171 $ 111,354
----- M 5 98,514 $ 100,484 5 102,494 $ 104,544 $ 106,635 $ 108,767 $ 110,943 5 113,162 $ 115,425 $ 117,733 $ 120,088 $ 122,490
• 5/6„ V
r:44 42\ c'. Town of Reading
1 ! Meeting Minutes
1119'1NC00°I.
Board - Committee - Commission - Council:
Volunteer Appointment Subcommittee
Date: 2015-06-15 Time: 6:05 PM
Building: Reading Town Hall Location: Berger Room
Address: 16 Lowell Street
Purpose: General Business
Attendees: Members - Present:
Kevin Sexton, John Halsey
Members - Not Present:
Others Present:
Town Manager Bob LeLacheur, Beth Sherlund, Nancy Dockter, Michael Flynn,
Nora Bucko, Jane Soloway, Julie Barber, Pooja Parsons, Michael Bourque,
Dan Ford, Lisa Egan, and Richard Robbins
Minutes Respectfully Submitted By: Secretary
Topics of Discussion:
Reorganization
On a motion by Halsey seconded by Sexton, Sexton was nominated to be
the VASC Chair and then approved by a 2-0 vote.
The following are re-arranged so applicants for a common board are listed together,
in the order they were interviewed.
Board of Health - Beth Sherlund
Ms. Sherlun is a veterinarian, with a business on north Main Street. She is familiar
with the master planning effort underway by the Board of Health and Health
division and thought it would be a good time to volunteer. Mr. Sexton asked if she
was aware of the time commitments, and she was. She said she has flexibility in
her schedule as meetings are needed. Mr. Halsey asked how long she owned the
animal clinic, and she said for almost two years. He noted that he was the liaison
between the Board of Selectmen and Board of Health, and that communication was
going well. Mr. Sexton asked if she had any preference between a 1-year or 3-year
term, and she did not. He asked if she had any questions for the VASC, and she
asked about the animal control function. Mr. LeLacheur noted that the town was in
discussions with other communities to share the work regionally, and increase what
the town is doing. She was strongly in favor of more coverage and offered her
services as would be helpful.
110 Page I 1
Volunteer Appointment Subcommittee Minutes - June 15, 2015 - page 2
Board of Health - Nancy Dockter
Ms. Docktor expressed interest in being an Associate member. She was familiar
with the health master planning as she has attended a few recent board meetings,
as Mr. Halsey noted. Mr. LeLacheur asked if she would agree to accept a one-year
term and then if another applicant was interested, she could 'step down', and she
agreed. Later she decided the one year term would be fine as is. She asked about
the desired change in regional affiliations, as she also would like to rejoin well-
regarded Andover, a district Reading was in before the Melrose/Wakefield
regionalization. Mr. LeLacheur replied that he had heard a lot of interest in making
that change and saw no impediments if the Board of Health were interested. Mr.
Sexton asked if she had other questions, and she asked who the other candidate
was for the Board of Health. When she learned it was Ms. Sherlund she was quite
excited at the prospect of working together.
Conservation Committee - Michael Flynn
Mr. Flynn moved to town one year ago. Mr. Sexton asked if he was familiar with the
time commitment and Mr. Flynn said that he was, as he has met with the
Conservation Chair to discuss and was interested in applying. He is also aware of
the general projects in front of the CONSCOM. Mr. Halsey said it was important on
any committee that all members feel they have the right to express their own
opinion, and asked Mr. Flynn if this would be an issue, and he said it would not. Mr.
Sexton emphasized that volunteers should be responsible to the entire town's
standpoint, and not a personal agenda. Mr. Halsey added that volunteer boards
have power and should work with the residents to set a common course forward.
Mr. Flynn agreed and said the first role of any volunteer board is to collect all the
information before coming to any conclusions. Mr. Sexton asked if he had any
questions, and he asked more about the appointment process, which was
answered. Mr. LeLacheur asked if he had any conflicts, and Mr. Flynn replied that
he rarely works in the Northshore.
Cultural Council - Nora Bucko
Ms. Bucko described her 20+ years at BioGen, and that her background was
nursing and drug safety. She added that she enjoys dance and music, as well as
the library and related activities. Mr. LeLacheur briefly described the informal
cultural group that has been meeting for the past year. John Halsey added that
cultural activities are often less organized and that has no impact on their success.
Mr. LeLacheur added that the Cultural Council is a formal body since state grant
funding is involved. Mr. Sexton asked about the time commitment, which was fine.
Mr. Halsey asked if there were any questions they could answer, and Ms. Bucko
replied that she has attended a previous meeting and had no questions.
Cultural Council - Jane Soloway & Julie Barber
Ms. Soloway explained that she was newly retired as a bookkeeper, and a friend of
hers is Chair of the Cultural Council, so she is familiar with their work. She is
especially interested in the financial aspect (grants) and would be able to assist
with the annual process.
di)
Page 12
Volunteer Appointment Subcommittee Minutes - June 15, 2015 - page 3
Ms. Barber is new to Reading from Charlestown. She works in grant allocations at a
large global bank, and is also interested in the cultural aspect of the council.
Mr. Sexton asked both candidates if they were familiar with the meeting schedule
and could volunteer the time needed, and they both agreed that they were
available and interested. Usually the council has very few meetings in the summer
months. Mr. Halsey asked if they had any questions, and they did not.
Council on Ailing - Pooja Parsons
Ms. Parsons explained that she had recently attended a COA meeting and spoke to
Human/Elder Services Administrator Jane Burns about volunteer opportunities. She
is a substitute teacher in the Reading Public schools, and has lived in Reading for
nearly five years after previously living in Wakefield. Mr. LeLacheur will check with
Town Counsel on potential conflicts or the appearance of a conflict. Mr. Sexton
asked her why the COA appealed to her, and she said she likes to help people, she
is flexible and enjoys learning. She would prefer a one-year term. Mr. Halsey asked
if she had any questions and she replied that she did not, but she noted that she
would enjoy the balance of working with younger parents and students as well as
seniors.
Town Forest Committee - Michael Bourque
Mr. Bourque moved to Reading in 1988 and has been involved with the Boy Scouts
since 1995, and thinks the Town Forest is a great resource. He said his interest
stems from the damage currently being done to the forest, in the form of trash and
dog waste that is not properly attended. Mr. Halsey asked if he saw opportunity for
public/private interactions, and Mr. Bourque said he did. He was appreciative over
the recent past that both dog walkers and scouts had worked together to find
common ground as well - there was simply no reason to be at odds with each
other. Mr. Sexton asked if he was familiar with the meeting schedule, and he
replied that it would be no problem. He was fine with being considered as an
Associate member.
Town Forest Committee - Dan Ford
Mr. Ford described that his nephew was a forester, which had stimulated his
interest in the committee. He went on to detail that interest, and that he had been
in both cub scouts and boy scouts when he was younger, which he discussed with
Mr. Halsey. He was fine with being considered as an Associate member. Mr. Sexton
asked if he was familiar with the meeting schedule, and he replied that he was.
Town Forest Committee - Nancy Docktor
Ms. Docktor said she was also interested in being considered for an Associate
position on the Town Forest Committee. She wondered if there was a more efficient
way to run the sign-up process for use of the Town Forest, and would like to
consider taking that over from the DPW. Mr. Sexton asked if she was familiar with
the meeting schedule, and she replied that she was. Mr. Halsey asked if she had
any questions and she did not.
0
Page I3
Volunteer Appointment Subcommittee Minutes - June 15, 2015 - page 4
Fall Street Faire - Lisa Egan
Ms. Egan described her current role with the Reading North Reading Chamber of
Commerce, and she felt as a Reading resident she was interested in exploring the
future format of this committee. She said that a close affiliation with this committee
fits the vision of the RNR Chamber. Mr. Halsey asked what she would do if there
were a conflict between the FSF and RNR Chamber, and she replied that her duty
was to her employer and that she may need to step out and recuse herself
sometimes. She was especially interested in stepping into this role as a liaison to
the businesses involved in the FSF. Mr. Sexton asked if she was familiar with the
time commitment and she said that she was.
Housing Authority - Richard Robbins
Mr. Robbins noted that while he had not yet attended a meeting, he did review past
meeting Minutes and had also looked their budget over. He agreed with Mr.
LeLacheur that some space in Tannerville was not handicapped accessible and that
did cause residents some issues. Mr. Sexton asked if he was familiar with the time
commitment and he said that he was.
On a motion by Halsey seconded by Sexton, the VASC adjourned at 9:20pm
by a 2-0 vote.
Respectfully submitted,
Secretary
Page 1 4
LEGAL NOTICE.
r 4c
I r.� .
\a,, • ,.tom 4a,:.
\'\'!N OR.j�
TOWN OF READING •
To the Inhabitants o?the'
Town of Reading:
Please take notice that the
Board of Selectmen pt ,
Town of Reading will k+cil, - {
public hearing on June ;
2015 at 8:30 p.m. in
Selectmen's Meeting Ro ,
16 Lowell Street, Reedit) ; .
Massachusetts on the tr Q
• fer of an all alcohol pack
store liquor license frft
Athens Liquors Inc. d/
Square Liquors to Rakes
Inc. at 13 High Street. '!;,
A copy of the propos41
document regarding this to
is available in the To,
Manager's office, 16 Lovl
Street, Reading, MA, MAW
Thurs from 7:30 a.m. - 5
p.m., Tues from .7:30 a.ri:t
7:00 p.m. and is attached:fci
the hearing notice on th8
website i'
www.readingma.gov 1
All interested parties 4.1.-,:i
invited to attend the hear T
I or may submit their cd -
ments in writing or'bye t
prior to 6:00 p.m. on June
2015 itv_e
townmanager@ci.readinq.[p8
.cis
By orde fl gf
Robert W. LeLactifiiff
Town Ma
nal4
6.1.15 !,,
1 r-r+
e-
� 5r .fl
''`'' � N. READING POLICE DEPARTMENT
15 Union Street • Reading, Massachusetts 01867
r.. --- -----
Emergency Only 911 • All Other Calls: (781) 944-1212 • Fax: (781) 944-2893
•
Web: www.ci.reading.ma.us/police/
EXECUTIVE SUMMARY
Transfer of Retail Alcoholic Beverages License and Change in Manger-
Raksha Inc. d/b/a Square Liquors
/ June 02, 2015
Chief James Cormier Reading Police Department 15 Union Street 6(
Reading,
g A 01867
Chief Cormier,
As directed by your Office and in accordance with Reading Police Department Policy and
Procedures, I have placed together an executive summary of the application for a Transfer of
Retail Alcoholic Beverage License and Change of Manager Application for the Liquor License
#101600011.
The location of this license is 13 High Street(dba "Square Liquors"). The current licensee is
Athens Liquors Inc., and the proposed transferee is Raksha Inc. This application will be going
before the Board of Selectmen at their meeting on June 23, 2015.
President, Secretary,Treasurer, Stockholders and Manager:
1) President, Secretary, Treasurer, Stockholders: Raksha Patel
2) Manger: Raksha Patel
Ownership Interests:
1) Raksha Patel-100% stock ownership
Criminal History:
• Board of Probation checks and In-house history checks were run on the person listed above
under Stockholder, President, Secretary, Treasurer and Manager.
• Raksha Patel has not been convicted of violating any Massachusetts state laws.
• We have no in-house involvement with the above named person.
Liquor License History:
• The above named person,who has a direct or indirect beneficial interest in this license,has
never held a direct or indirect, beneficial or financial interest in a license to sell alcoholic
beverages.
Respectfully Submitted,
Lt. Det. Richard Abate
Criminal Division Commander
• 3i3
FY 2010 TOWN MANAGER EVALUATION
10/14/2014 FY 2014 TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
GIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Dan Ensminger EVALUATOR:John Arena
MAJOR AREA GOAL/OBJECTIVE RATING RATING i COMMENTS RATING COMMENTS
I ;Reorganization of Town government was well
11.Design optimal Town department/division structure,regardless of current set-up or specific personnel, ;thought out.Bob has developed a robust
Strong changes made in classification and
including the role of the Assistant Town Manager.Describe detailed transition plan from current status to such ;command structure that provides for emergency
roles;willingness to make adjustments in
Administration an optimal model,including specific personnel.Plan divided into two portions:1)reorganization of Town 4 3 ;coverage and succession planning in all Town 4 anticpation of need for delegation and
government approved by November 2013 Town Meeting;and 2)non-union pay&classification study results ;Departments.Deferral of non-union pay&
expected in time for November 2014 implementation. classification study results to 2015 caused this succession.
---------- -- -----------
rating to be a 3 not a 4.
Rated N/A as the board has not been
2.Establish optimal professional development(PD)and training levels across all departments.Devise multi- Incomplete in 2014.We have not yet established presented with evidence of PD levels
Administration year process to transition from current status to desired outcome.Focus on tracking compliance with PD job 1 1 ;optimal professional development(PD)and 1 goals/achieved YTD;There has been
requirements as well as optional PD for advancement. !training levels across all departments. planning for training spend in budgets
particularly where benefits are efficiency
focused(tier of evidence)
3.Create lists of routine tasks all Town departments/divisions do each year.Design specific quantitative
Administration measures to evaluate these tasks on either a quarterly or monthly basis.Devise implementation plan for these 3 3 3
measurements. I
Bob and the Board need to work together to keep
Administration 4.Conduct a Retreat with the Selectmen (BOS) and Town Department Heads. 3 3 Reading 2020 on track to achieve its aggressive 3 Suggest we plan multiple events within
2015 goals. the year going forward
5.Discuss with BOS the need for broad BCC meetings to convey information and expectations.For _ — --
information,include Open Meeting Law and Ethics trainings,and a discussion of electronic meeting support. Bob and our Town Accountant deserve credit for
Administration 3 4 their dogged pursuit and follow-up in the case of 3
For expectations,discuss two-way BOS-BCC communication options.As needed,give further direction to
specific BCCs on their mission or operating procedure. the RMLD surplus truck disposal issue.
I
l bandf the
6.Conduct at least two Executive Sessions for the BOS for the purpose updates on the status of negotiations o I Bob's abandonment o e traditional positional
Administration ;successor Collective Bargaining Agreements with all Unions for dates effective July 1,2014. 4 4 bargaining stance in favor of straight talk,has 3
learned him the respect of most unions.
Significant work was expended by volunteers and
Regulation&Policy 7.Conduct a comprehensive review and revision of the Zoning Bylaws.Establish early and ongoing two-way 3.5 3 staff in this effort to rewrite Reading's zoning 4 Excellent progress toward goal of Town
Development communication with key participants including the BOS,CPDC,ZBA and EDC. ------ bylaws.Certain aspects of the zoning revision Meeting presentation
• plan have slipped into 2015.
Regulation&Policy
8.Complete the review and re-write of the Traffic Rules and Regulations. 3 3 3
Development
Delays in clearing the title of this property were
unfortunate.Timing of sale has slipped due to Topic reads zoning changes'but I
Regulation&Policy 9.Determine if Zoning changes are needed for the optimal use of the Oakland Road property. I interpret more broadly to include
1 1 ;discussions with the School Committee about 1
Development implementation of Prior changes i.e.
alternative uses of the land.No progess made on
elimination of paper streets
potential rezoning of the parcel.
)10.Continue to measure customer satisfaction.Design method to reach out and survey customers on services See-Click-Fix seems to be an early success.The
that are used broadly,such as rubbish pickup and snow clearing&removal.Based on all forms of feedback, current rubbish contractor seems to be This goal might be rewritten to
Services :identify and recommend changes to regulations that do not currently seem to meet customer service goals,or 3 3 comprehend both survey AND customer
fY B e6 Y g performing well.There are few complaints and 3
Ithatfriendly-er ways to implement a service,
will make them easier for customers to understand and use.Based on feedback,continue training creative rubbish pickup service options are being
employees and volunteers on the customer service policy as needed. explored. (e.g.see-click-fix)
.i..._•--•----°-----_••--------------- ----_•_•_•_•--------..--•---- --- ----•_••_•--- —•-t— — --------------- ' --------------------._.
11.In the Library,support the Goals as established by the Library Board of Trustees,with a focus on all items Bob has worked effectively with the Library Board Demonstrated leadership with project
Services related to the Library Building project. 3 4 of Trustees to clarify his roles and responsibilities 3 Presevation of a excellent program
1 regarding the Library Building project. manager;
1111 ,
6/23/20155:04
eqe l e/8
10/14/2014FY 2014 TOWN MANAGER EVALUATION-Robert LeLacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL I
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Marsie West EVALUATOR: John Halsey
MAJOR AREA I GOAL /OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
1.Design optimal Town department/division structure,regardless of current set-up or specific personnel,
!including the role of the Assistant Town Manager.Describe detailed transition plan from current status to such Good progress has been made to restructure I felt this organizational prowess was a
Administration an optimal model,including specific personnel.Plan divided into two portions:1)reorganization of Town 4 4 town administration in support to future needs 4
real strength.I realize this work
;continues and there is more to
government approved by November 2013 Town Meeting;and 2)non-union pay&classification study results and to educate Town Meeting on the changes.
expected in time for November 2014 implementation. accomplish,but excellent to date
2.Establish optimal professional development(PD)and training levels across all departments.Devise multi-
Administration lyear process to transition from current status to desired outcome.Focus on tracking compliance with PD lob 1 3 1
requirements as well as optional PD for advancement.
-- _
13.Create lists of routine tasks all Town departments/divisions do each year.Design specific quantitative List of routine tasks developed-design of
Administration measures to evaluate these tasks on either a quarterly or monthly basis.Devise implementation plan for these 3 3 3
measurements. measures is pending.
I— -- ------
Retreat was time well-spent on the long term
Administration f 4.Conduct a Retreat with the Selectmen (BOS) and Town Department Heads. 3 4 strategic focus for the town. Good 3 Good start,should happen every six
;interchange of ideas and plannning for future .months
working sessions to continue momentum. i
i
Increased cross-board meetings have allowed
S.Discuss with BOS the need for broad BCC meetings to convey information and expectations.For all to hear the same information concurrently.
information,include Open Meeting Law and Ethics trainings,and a discussion of electronic meeting support. Focus needs to be placed on reviewing or
Administration I For expectations,discuss two-way BOS-BCC communication options.As needed,give further direction to 3 3 establishing BCC missions and clearly 3 we need to do more with this
specific BCCs on their mission or operating procedure. !identifying how these BCCs support overall
!town goals. __
4th nin�strahon 4 4 4 Throuogh and complete_.very helpful
6.Conduct at least two Executive Sessions for the BOS for the purpose updates on the status of negotiations of Excellent progress on contract negotiations
successor Collective Bargaining Agreements with all Unions for dates effective July 1,2014. with unions.
1
Extensive time was spent revising the Zoning
Regulation&Policy 7.Conduct a comprehensive review and revision of the Zoning Bylaws.Establish early and ongoing two-way 3.5 4 ;work in progress,we need to take this
Development Communication with key participants including the BOS,CPDC,ZBA and EDC Bylaws with many public meetings and hours 3 across the finish line
of work.
Regulation&Policy.
Development �&Complete the review and re-write of the Traffic Rules and Regulations. 3 3 1 not seen during my tenure
Regulation&Policy19.Determine if Zoning changes are needed for the optimal use of the Oakland Road property. 1 1 On hold-need to ensure property title issues 1 ,need to clarity regarding title to
Development i iare fully resolved as soon as possible. complete
10.Continue to measure customer satisfaction.Design method to reach out and survey customers on services Great to have the See-Click-Fix application
that are used broadly,such as rubbish pickup and snow clearing&removal.Based on all forms of feedback,
available in town. Customer service
Services identify and recommend changes to regulations that do not currently seem to meet customer service goals,or 3 3 3
that will make them easier for customers to understand and use.Based on feedback,continue training measurement needs to continue to improve
employees and volunteers on the customer service policy as needed. with new ways to measure satisfaction.
•
11.In the Library,support the Goals as established by the Library Board of Trustees,with a focus on all items
Services 3 3 3
related to the Library Building project.
sratzofss 04 era rq.x a a
10/14/2014 FY 2014 TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
RIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Dan Ensminger EVALUATOR:John Arena
MAJOR AREA I GOAL/OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
Mostly going well here.DPW internal governance
12.Strengthen the communications process with external customers.First inventory all forms of current issues are being addressed.Town website needs Did not meet mostly as time ran out given
Services external communication;then obtain feedback from the Community as to desired information&method of 2.5 3 2 other priorities-Remains as a goal for
to be improved to foster better communication
delivery.Improve the Town web site,providing expanded electronic customer interaction with the Town. with the public. coming year
Operations 13.Fully implement permits and licensing system,including customer self-service. 3 3 Follow-up will be needed by Reading 2020. 3 On track.
Operations 14.Expand the Records Management efforts including providing records to the public via the web site. 3
Current progress is good,but let's not do
regionalization for regionalization's sake.Reading
Operations 15.Expand regional services as appropriate(Assessors,Housing Services Coordinator, Recreation). 3 should benefit in some way from each
-t regonalzedfunction.
16.Finalize Veteran's District through regional arrangement or other method satisfactory to the state that
Operations !maintains current high levels of services to our Veterans. 3
F17.Focus Public Health,School,Substance Abuse,and other resou rtes on a Healthy Community model with The Board and School Committee have jointly
an initial focus on obesity prevention.Find ways to encourage walking,cycling,and other activities.These !collaborated with RCASA on substance abuse
efforts may involve many departments,with efforts led by the Health Division.Promote healthy eating.Include prevention initiatives.The Board has adopted the Suggest this goal be biased toward safety
Health and Safety reminders of area Farmers Markets in addition to Reading.Work with food establishments on menu options 3 3 3 Health being more in the domain of the
:Complete Streets policy at Bob's
. that are healthy. 'recommendation,which will encourage walking, indivival
cycling,and other healthy activities.
Bob had discussed economic development with
18.Conduct specific feedback exercises with our business community.Include an'entrance interview'for local merchants and the Chamber of Commerce "DNMG"mostly over'entrance/exit BIZ
those businesses new to town that have gone through a permitting process;a form of'exit interview'for
Community businesses leaving town;and solicit feedback from those that have been established for years if they wish to to see what is working and what is not.EDSAT reviews'not yet operationalized. I•
Development share their valuable insights.Use BCC resources such as the EDC and FSF to hold a broad'business preparation 3 3 was a great step in understanding what we are 2 recognise there's more work to do in the
'meeting this summer for those in and around the Fall Street Faire area,especially the new businesses in doing right and wrong,and which efforts matter area of business development council
town.Engage the RNR Chamber of Commerce on areas of mutual concern. the most in attracting economic development to (805)
Reading.
'-4 — '
19.Continue progress towards meeting and maintaining the level of 10%of housing units(as re-defined by the Thanks to Bob and Community Development
Community staff,Reading has been able to work proactively
2010 federal census)as affordable.Complete Housing Production Plan provides roadmap to meet affordable 3.5 4 3
Development with the state to shape where 40B developments
housing goals.Track&implement as outlines.Pursue one-year reprieve if possible.
are sited.
Need to look at modern ways to implement paid
Community 20.Implement high-priority parking and alternative transportation recommendations for Parking,Traffic,and 3 parking in the Main-Haven St.area(e.g,using 3
Development Transportation improvements. kiosks to distribute arkin aid re
p p parking passes).Can
provide first hour free,etc.
Bob broke the logjam with the Mr.Tux property.
Community 21.Develop inventory of properties falling under the new Property Maintenance Bylaw,and begin actions to 3 3 'Can we find ways to extend this Property 3
Development bring them into compliance. Maintenance Bylaw to cover blighted residential
properties?
Community Not sure I understand this-isn't there a
Development 22.Implement new gateway signage-South Main Street(paid for by Reading Woods mitigation). 3 3 Project completed. 1 sign there presently?-rated N/A until
-- —'5 resolved
Community 23.Develop an action plan for re-use and/or redevelopment of the Need to lump start this activity by regionalizing
ty p p properties behind the RMLO in the area 3 3 the DPW function(See 425c).EDSAT findings 3 Good progress towards the larger thought
Development bounded by Ash Street,the RR tracks,and Pond Meadow Drive. should guide us here. and mosaic of moving pieces
W23/20i55 04 P
___ _ 10/1.4/2014 FY 2014 TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Marsie West EVALUATOR: John Halsey
MAJOR AREA I GOAL/OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
On hold but this has been identifed as an
Important area of focus. It will be critical to
12.Strengthen the communications process with external customers.First inventory all forms of current come up with strong communications with
Services external communication;then obtain feedback from the Community as to desired information&method of 2.5 2 residents on town progress and a marketing 3 more work to do here by all of us
delivery.Improve the Town web site,providing expanded electronic customer interaction with the Town. !plan for the town as identified in the EDSAT.
iThe website must be improved as the primary
--i— --- source
of information for residents.
!Public portion on hold-this functionality will
be important in measuring current permitting
Operations 13.Fully implement permits and licensing system,including customer self-service. 3 2 process. Would like to see reporting from 3
system on the internal permitting at future
BOS meeting. •
It will be important to market this functionality --I ——
to the public;if it is available but they don't
Operations 14.Expand the Records Management efforts including providing records to the public via the web site 3 know it,it is a lost opportunity to provide 3 simpler is better....work in progress
.service and potentially reduce reliance on
town staff.
;Regional services should continue to be
Operations 15.Expand regional services as appropriate(Assessors,Housing Services Coordinator, Recreation). 3 investigated when they make sense for the 4
town'
16.Finalize Veteran's District through regional arrangement or other method satisfactory to the state that
Operations 3 3
maintains current high levels of services to our Veterans.
17.Focus Public Health,School,Substance Abuse,and other resou rtes on a Healthy Community model with
an initial focus on obesity prevention.Find ways to encourage walking,cycling,and other activities.These
efforts may involve many departments,with efforts led by the Health Division.Promote healthy eating.Include
Health and Safety reminders of area Farmers Markets in addition to Reading.Work with food establishments on menu options 3 3 3
that are healthy.
18.Conduct specific feedback exercises with our business community.Include an'entrance interview'for
those businesses new to town that have gone through a permitting process;a form of'exit interview'for Issues noted with nighttime government excellent first steps,but expanded
Community businesses leaving town;and solicit feedback from those that have been established for years if they wish to clarity to mission and better
Development share their valuable insights.Use BCC resources such as the EDC and FSF to hold a broad preparation 3 should be considered with the redefinition of 3
p g p paration BCC missions. development of EDC and Chamber
'meeting this summer for those in and around the Fall Street Faire area,especially the new businesses in involvement would be helpful
town.Engage the RNR Chamber of Commerce on areas of mutual concern.
19.Continue progress towards meeting and maintaining the level of 10%of housing units(as re-defined by the
Community 2010 federal census)as affordable.Complete Housing Production Plan provides roadmap to meet affordable 3.5 4 Continue proactive work to help Reading 3
Development define its own solutions.
housing goals.Track&implement as outlines.Pursue one-year reprieve if possible.
Community 20.Implement high-priority parking and alternative transportation recommendations for Parking,Traffic,and 3 3 3
Development Transportation improvements.
Community 21.Develop inventory of properties falling under the new Property Maintenance Bylaw,and begin actions to 3 3 3
Development bring them into compliance.
Community 22.Implement new gateway signage-South Main Street(paid for by Reading Woods mitigation). 3 3 2 Follow up here would be very
Development Informational
Continue to focus on plan for this area as one _
}
Community 23.Develop an action plan for re-use and/or redevelopment of the properties behind the RMLD in the area 3 3 of the few remaining locations for commercial 3 Continued R&D will lead to a desired
Development bounded by Ash Street,the RR tracks,and Pond Meadow Drive. outcome
development in town.
6/23/20:5504 PM % ,a,4^.i
FY 2014 TOWN MANAGER EVALUATION
10/14/2014 FY 2014TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Dan Ensminger EVALUATOR:John Arena
MAJOR AREA I GOAL /OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
Expectations have been well managed on the
Infrastructure and 24.Continue to work towards funding for the West Street project.If funded,conduct a public information West Street project,despite shifting timelines Probably cannot say enough about over-
3 3 from the MWRA.Great progress with our 3
Capital Projects campaign akin to that of the Downtown Improvements project. communication enough here-
townwide street reconstruction program,now in
its second year— —
Infrastructure and
Capital Protects 25(a)Implement library building project. 3.5 4 See#11. 3
Bob raised important questions about new
sidewalk plowing requirements and costs,if on-
Infrastructure and 25(b).Determine impact of Library and other building projects on support levels from Town Facilities 3 3 site parking for the library is restricted.It may 3
Capital Projects department.
make sense to shift the Town Facilities Dept.back
• to the Town side.
May need a phased plan here:Immediate needs
Infrastructure and 25(c).Public Works building(s):Reconsider Cemetery garage plan, DPW site work including Improved vehicle 3 3 that MUST be met on current site vs.future 3
Capital Projects maintenance layout,operational improvements,and aesthetics enhancements.
— — regionalized DPW location.
Infrastructure and 26.Begin implementation of the first phase of the Water Distribution Master Plan. 3 3 3
Capital Projects
Infrastructure and 27.Develop and evaluate schematic designs for the Birch Meadow pavilion,including a mix of storage,food Suggest this be thought of in the larger
Capital Projects service,restrooms,and picnicking.Include a management plan for each of the elements.Develop a cost 1 1 Deferred to the future. 3 context of recreational demand/support
estimate.
for the Town
28.Seek FINCOM approval of a staff developed OPEB funding mechanism including ongoing funding of this
Finance (liability at a level that the community can afford.Transition OPEB investment funds to PRIT or other qualified 3 3 Bob has successfully managed Reading's OPEB 28.
institution. costs in the past.We will expect this to continue.
29.Review current bill printing and mailing policy.Determine if any savings on postage.Investigate electronic
Finance options and present options to the BOS whereby customers would be required to pay'convenience fees'to 1 1 Incomplete in 2014. 3
vendors.
'Let's Let's look into raising the depot parking fees for _
Flnanet 30.Review Town-wide fee structure,across several departments.This would range from permits and licenses 3 3 -resident commuters,which seem to be well 3
to late fee policy,where the latter is not already set by law. below commuter parking fees charged in other
�-- _ Ltowns/cities. -------------_---
Finance 31.Develop a Fund Balance policy in accordance with GASB.54. 1 1 'Incomplete in 2014. 3
Bob has met or exceeded expectations as our
new Town Manager during FY2014.He brought to
his job a blended background in private-sector
financial experience,prior volunteer service on
Reading's FinCom,and experience as Assistant
Town Manager,all of which have served him well.
He has demonstrated superb communication
skills with his Board and fellow town employees,
as demonstrated in the past year's union
negotiations and his dealings with the Library
Board of Trustees regarding the new building
project.Bob has challenged his staff to think big
and envision their departments as they should be
SUMMARY 3 3 in the future.He has taken the first important 3
steps in putting Reading on the map for
:substantial economic investment and re-
l!development.I look forward to working with Bob
and the Board to continue the progress toward
these goals that we have laid out in Reading 2020.
Vt.
6/23/2015504 OM Pap S of t
1v 2014 TOWN MANAGER EVALUATION
10/14/2014 FY 2014 TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Marsie West EVALUATOR: John HWley
MAJOR AREA I GOAL /OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
Infrastructure and 24 Continue to work towards funding for the West Street project.If funded,conduct a public information 3 3 3
Capital Projects campaign akin to that of the Downtown Improvements project.
Infrastructure and Strong town oversight will be needed to
CapttafPro)ectT 2$1a11motement Library building project. 3-5 _ 3 ensure the project remains on track and In 4 'excellent leadership during chaos
. budget I -- .
It is concerning that the Capital Plan has not
Infrastructure and 25(b).Determine impact of Library and other building projects on support levels from Town Facilities covered town facilities in recent Town
3 3 Meetings. It is important that town facilities 3
Capital Projects department.
are fully maintained to avoid larger than
expected future costs.
Infrastructure and 25(c).Public Works building(s):Reconsider Cemetery garage plan, DPW site work including improved vehicle 3 3 3
Capital Projects maintenance layout,operational improvements,and aesthetics enhancements.
--— -- 1
Infrastructure and 26.Begin implementation of the first
Capital Projects g p phase of the Water Distribution Master Plan. 3 3 3
27.Develop and evaluate schematic designs for the Birch Meadow pavilion,including a mix of storage,food
Infrastructure and Positive change to have Rec Comm lead the must urge Rec Comm to execute this
Projects Capital Pro J ';service,restrooms,and picnicking.Include a management plan for each of the elements.Develop a cost 1 1 2
estimate. ,planning for this area. plan
28.Seek FINCOM approval of a staff developed OPEB funding mechanism including ongoing funding of this Continue to fund OPEB but balance this need
Finance liability at a level that the community can afford.Transition OPEB investment funds to PRIT or other qualified 3 3 against the ongoing operating needs of the 3
institution. Community. t
29.Review current bill printing and mailing policy.Determine if any savings on postage.Investigate electronic
Finance options and present options to the SOS whereby customers would be required to pay'convenience fees'to 1 2 Continue to review options for reducing paper 3
vendors. bills and payments.
dory.
Finance 30.Review Town-wide fee structure,across several departments.This would range from permits and licenses 3 1 3
to late fee policy,where the latter is not already set by law.
Finance 31.Develop a Fund Balance policy in accordance with GASB.54. 1 1 3
Overall,I think Bob has exceeded expectations I feel somewhat incomplete regarding
for his first full year on the job. While the this evaluation as attached since I have
majority of the individual goal ratings are a 3, only worked with the Town Manager
the sum of his performance has been since my election in April of 2014.
exceptional,particularly given the large Therefore my evaluation likely does
number of goals on his plate. He quickly acted not do justice to his overall
to assess the town organization and performance due to my personal lack
implement changes to position us well for the of data prior to that date.
future. The transition has turned up more I believe Bob is absolutely a perfect fit
items that needed to be addressed quickly for the town of Reading and does an
than was initially anticipated. Bob has done an outstanding job on our behalf.
excellent job keeping the BOS informed of His vision and strategy as I have grown
pending situations and recommending sound to understand both with set Reading in
SUMMARY 3 4 solutions to address issues and challenges In 3 an excellent trajectory for the next
the next year,there needs to be a strong focus decade and beyond.
on communication with the public,particularly I am personally anxious to support him
'outlining areas the town has achieved success. in those regards and work with him to
Personnel challenges may need to be refine and develop his already strong
addressed more directly or in a shorter period (gameplan.
of time.Bob's work to coordinate Reading
IC )
6/21/2015501 PM Ow 6 of A
10/14/2014 FY 2014 TOWN MANAGER EVALUATION-Robert Lelacheur
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Dan Ensminger EVALUATOR.John Arena
MAJOR AREA I GOAL /OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
Q
V231101.5$111 MI .
rr 101A TOWN MANAGER EVALUATION
10/14/2014 FY 2014 TOWN MANAGER EVALUATION-Robert LeLacheur _
RATINGS:1-NOT APPLICABLE;2-DID NOT MEET GOAL;3-MET GOAL;4-EXCEEDED GOAL
CTIVES DURING EVALUATION PERIOD COMPOSITE EVALUATOR: Marsie West EVALUATOR: John Halsey
MAJOR AREA 1 GOAL /OBJECTIVE RATING RATING COMMENTS RATING COMMENTS
12020 with its focus on the strategic direction
for the town is important and will help to drive
us in the right direction.
- _ i
6/2 3/10 3 55 OA PM ..c.._
e Massachusetts Depart.
epartment of
ELEMENTARY&SECONDARY
EDUCATION
Massachusetts Model System for Educator Evaluation
Part Ill: Guide to Rubrics and Model Rubrics
for Superintendent, Administrator, and Teacher
Appendix A. Superintendent Rubric
January 2012
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
ELE1fEVTARYY SECONDARY Guide to Superintendent Rubric
EDUCATION p
•
Rubrics — defined in the regulations as "scoring tool[s] that describe characteristics of practice or artifacts at different levels of performance" (603
CMR 35.02) — are a critical component of the Massachusetts educator evaluation framework and are required for every educator. Rubrics are
designed to help educators and evaluators (1) develop a consistent, shared understanding of what proficient performance looks like in practice, (2)
develop a common terminology and structure to organize evidence, and (3) make informed professional judgments about formative and
summative performance ratings on each Standard and overall. This appendix contains the ESE Model Superintendent Rubric.
Structure of the Superintendent Rubric
• Standards: Standards are the broad categories of knowledge, skills, and performance of effective practice detailed in the regulations.
There are four Standards for all administrators: Instructional Leadership; Management and Operations; Family and Community
Engagement; and Professional Culture.
• Indicators: Indicators, also detailed in the regulations, describe specific knowledge, skills, and performance for each Standard. For
example, there are five Indicators in Standard I of the Superintendent rubric including Curriculum, Instruction, and Evaluation.
• Elements: The elements are more specific descriptions of actions and behaviors related to each Indicator. The elements further break
down the Indicators into more specific aspects of educator practice and provide an opportunity for evaluators to offer detailed feedback
that serves as a roadmap for improvement.
• Descriptors: Performance descriptors are observable and measurable statements of educator actions and behaviors aligned to each
element and serve as the basis for identifying the level of teaching or administrative performance in one of four categories: Unsatisfactory,
Needs Improvement, Proficient, or Exemplary.
Use of the Superintendent Rubric
This rubric describes administrative leadership practice at the district level. It is intended to be used throughout the 5 step evaluation cycle for the
evaluation of the superintendent by the school committee. This rubric can also be used by the superintendent for the evaluation of other district
level administrators, such as assistant superintendents, directors of curriculum and instruction, school business administrators, and directors of
special education.
The responsibilities of administrators to whom this rubric will be applied may vary. ESE encourages administrators and evaluators to use the rubric
strategically by discussing and agreeing upon certain Indicators and elements that should be high priorities according to that administrator's role
and responsibilities as well as his/her professional practice, student learning, and district and/or school improvement goals. There are a variety of
ways to emphasize these components throughout the evaluation cycle. For example, high priority Indicators and/or elements can be analyzed in
greater depth during self-assessment, targeted during goal setting, a focus for more comprehensive evidence collection, or all of the above.
:;)\ However, the expectation is that by the end of the evaluation cycle, administrators and evaluators have gathered and shared a reasonable amount
of evidence on every Indicator to support a rating for each Standard.
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page i
lir
ELEMENTARY KSEI
EDUCATION Superintendent Rubric At-A-Glance
ON
Standard I: Standard II: Standard Ill: Standard IV:
Instructional Leadership Management&Operations Family and Community Engagement Professional Culture
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 1 Commitment to Hi h Standards
2. Lesson Development Support 2. Operational Systems 2. Community and Business 9
3. Student Safety, Health, and Social Engagement 2. Mission and Core Values
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
cl) 3. Consensus Building
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page ii
Standards and Indicators of Effective Administrative Leadership
F1E\fE\7dR1'kSEOU�U.4R1'
EDUCATION Superintendent Rubric
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 strategies support to administrators to employ for administrators to learn and strategies that empower staff to create
Based Unit for ensuring development of well- effective strategies for ensuring well- employ effective strategies for rigorous standards-based units of
Design designed standards-based units, designed standards-based units. May ensuring that educators and instruction that are aligned across
provide adequate resources or sometimes monitor and assess educator teams design standards- grade levels and content areas.
support for this activity, and/or monitor progress and provide feedback. based units with measurable Continually monitors and assesses
or assess progress. outcomes and challenging tasks progress, provides feedback, and
requiring higher-order thinking. connects administrators to additional
Frequently monitors and assesses supports as needed. Is able to model
progress, providing feedback as this element.
necessary.
I-A-2. Does not state expectations for Provides limited training to Supports administrators to learn Supports administrators to collaborate
Lesson administrators that they establish administrators on how to establish and establish effective strategies on developing strategies that enable
Development effective strategies to ensure effective strategies for ensuring that for ensuring that educators educators to consistently develop
Support development of well-structured educators develop well-structured develop well-structured lessons series of interconnected,well-
lessons, does not provide training or lessons and/or does not consistently with challenging, measurable structured lessons with challenging
support, and/or does not discriminate identify and/or address patterns when objectives and appropriate student objectives and appropriate student
between strong and weak strategies there is evidence of a weak strategy engagement strategies, pacing, engagement strategies, pacing,
for ensuring effective lesson-planning being employed. sequence,activities, materials, sequence, materials, and grouping
practices. technologies,and grouping. and identifies specific exemplars and
resources in each area. Is able to
model this element.
C.Qr\
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-2 of A-18
Standards and Indicators of Effective Administrative Leadership
....'
1p.
ELf11FMARY&SfC(MUARY
EDUCATION Superintendent Rubric
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 and
Instructional cannot accurately identify ways that observe principal practice and and artifacts,ensures that artifacts, ensures that principals know
Practices principals identify effective teaching artifacts, s/he only occasionally looks principals identify a variety of and employ effective strategies and
strategies when the principals observe for evidence that principals are effective teaching strategies and practices for helping educators
practice and review unit plans.. identifying effective teaching practices when they observe improve instructional practice. Is able
strategies and practices when they practice and review unit plans. to model this element.
observe practice and review unit
plans.
I-B-2. Does not set high expectations for the May set high expectations for the Sets and models high expectations Sets and models high expectations for
Quality of quality of content, student effort, quality of content, student effort, and for the quality of content,student the quality of content, student effort,
Effort and and/or student work district-wide, or student work district-wide, but allows effort,and student work district- and student work district-wide and
Work expectations are inappropriate. expectations to be inconsistently wide and supports administrators empowers administrators, educators
applied across the district. to uphold these expectations and students to uphold these
consistently. 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 and principals know and consistently
Learners' principals identify effective teaching occasionally looks for evidence that 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.
1
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-3 of A-18
Standards and Indicators of Effective Administrative Leadership
ELEMENTARY k SECONDARY Superintendent Rubric
EDUCATION p
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 up formal assessment options and use a variety of formal and informal and implement a comprehensive
Assessments to administrators to design and suggests that they coordinate their methods and assessments, assessment strategy that includes
implement their own strategies. assessment practices within their including common interim ongoing informal assessment and
teams and include a variety of assessments that are aligned common interim assessments that are
assessments but does not monitor across grade levels and subject aligned across grade levels and
this practice. areas. subject areas. Is able to model this
element.
l-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 support administrator team review meetings
Practice assessment data. adjustments and interventions but for administrator teams to review after each round of assessments.
inconsistently monitors this practice. assessment data and identify Monitors teams' plans, adjustments to
appropriate interventions and instruction,and outcomes and shares
adjustments to practice. Monitors lessons learned with others. Is able to
administrators'efforts and model this element.
successes in this area.
lb
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-4 of A-18
Standards and Indicators of Effective Administrative Leadership
ELEMENTARY k$£C(MUARY
EDUCATION Superintendent Rubric
Indicator l-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,student administrator teams to develop administrator teams to develop and administrator teams to develop and
Goals learning and/or district/school professional practice,student learning attain meaningful,actionable,and attain meaningful, actionable,and
improvement goals,review the goals and,where appropriate, district/school measurable professional practice, measurable professional practice,
for quality,and/or support improvement goals but does not student learning,and where student learning and district/school
administrators in attaining goals. consistently review them for quality appropriate,district/school improvement goals and models this
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 that to observe principal practice every administrator practice and provides
administrators who are not performing is specific and constructive for year and provides targeted targeted constructive feedback to all
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 appropriate consistently transparent to • impact on student learning and impact on student learning. Ensures
data or does not assign ratings for administrators. ensures that administrators that administrators understand in
some administrators. understand why they received their detail why they received their ratings
ratings. and provides effective support around
this practice Is able to model this
element.
cg
1
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-5 of A-18
Standards and Indicators of Effective Administrative Leadership
11,4-
ELEMENTARY 6.SECONDARY
EDUCATION Superintendent Rubric
I-D. Elements Unsatisfactory Needs Improvement Proficient Exemplary
•
1-0-4. 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 student
Review about student learning when student learning data. and student learning data and learning when evaluating and rating
evaluating and rating administrators. provides guidance to administrators and provides effective
administrators to make informed support around this practice. Is able to
decisions about educator support model this element.
and evaluation based upon this
review.
V"
1
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-6 of A-18
Standards and Indicators of Effective Administrative Leadership
EL.AityL SECIINDARY Superintendent Rubric
EDUCATION
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.
l-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 strengths Uses data to accurately assess Involves stakeholders in a
School and and district strengths and weaknesses and weaknesses using data that are school and district strengths and comprehensive diagnosis of school
District Goals and/or does not use these data to not carefully analyzed and/or writes areas for improvement to inform and district strengths and weaknesses
inform district plans or actions. an unfocused strategic plan. the creation of focused, using appropriate data, and leads a
measurable district goals. Provides collaborative process to develop a
support to principals in their efforts focused, results-oriented strategic
to create focused, measurable plan with annual goals. Is able to
school goals. 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 to administrators and administrator and administrator teams with the
Effectiveness, plans, and/or model appropriate data administrator teams in using data to teams with the resources and resources and support to
and Learning analysis strategies. 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.
•
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-7 of A-18
ir,
Standards and Indicators of Effective Administrative Leadership
ELEMENTARY&SECONDARY Superintendent Rubric
EDUCATION
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. Elements Unsatisfactory Needs Improvement Proficient Exemplary
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
and Routines transitions,assemblies, and recess generally ensure orderly and staff to implement orderly and efficient
are not consistently orderly and/or efficient student entry, dismissal, student entry,dismissal, meals, class
efficient. meals, class transitions, transitions,assemblies,and recess. Is
assemblies, and recess. 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 responsibility
is not generally clean,attractive, staff, resulting in a campus that is not services,and other staff effectively for keeping the campus clean,
welcoming, and/or safe. consistently clean,attractive, so that the campus is clean, attractive,welcoming, and safe. Is
welcoming, or safe. attractive,welcoming,and safe. 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 and from school to school;often tolerates schools. Supervises and supports behavior; models high student behavior and invest staff 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 take
consequences. wide routines and consequences, ownership over addressing bullying
including policies and systems to and other behaviors that threaten
prevent and address bullying and students' social and emotional well-
other behaviors that threaten being. Is able to model this element.
students'social and emotional
•
well-being.
11141
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-8 of A-18
Standards and Indicators of Effective Administrative Leadership
mit EDUCATION Superintendent Rubric
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. Elements Unsatisfactory Needs Improvement Proficient Exemplary
II-B-1. Does not successfully lead the Leads the recruitment and hiring Leads the district's recruitment and Consistently identifies effective
Recruitment recruitment and hiring process. process but does not consistently hiring process and, through it, administrators and educators who
and Hiring identify effective administrators and consistently identifies effective share the district's mission. Empowers
Strategies educators. administrators and educators who administrators and faculty members to
share the district's mission. 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 and design and implementation of
Professional educators, organize high-quality job- administrators and teachers and/or teachers and/or faithfully induction support,job-embedded
Development, embedded professional development. inconsistently implements the district's implements the district's induction professional development, and career
and Career and/or support the career growth of induction strategy; organizes job- strategy; organizes high-quality growth support all of which are
Growth effective educators. embedded professional development job-embedded professional aligned with district goals; are
Strategies that is not consistently high quality or development aligned with district consistently viewed by professional
aligned with goals; and/or does not goals; and supports the career personnel as effective and helpful,
consistently support effective growth of effective professional and provide multiple opportunities for
administrators'and educators'career personnel by distributing administrator and educator growth
growth. Does not establish criteria for leadership tasks, developing and learning. Leads the administrator
the awarding of professional status. criteria for the awarding of team in developing district criteria for
professional status, and the awarding of professional status. Is
monitoring progress and able to model this element.
development.
(—,.. ..--)
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-9 of A-18
Standards and Indicators of Effective Administrative Leadership
tir ELEMENTARY
Superintendent Rubric
EDUCATION
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. Elements Unsatisfactory Needs Improvement Proficient Exemplary
II-C-1. Does little to minimize disruptions to Generally acts to minimize disruptions Creates schedules, procedures and Empowers administrators and teams
Time for instructional time and minimize to instructional time and minimize related systems that maximize to contribute to the design and
Teaching and disruptions and distractions for disruptions and distractions for instructional time and minimize monitoring of district systems that
Learning school-level staff, including principals. school-level staff, including principals. school day disruptions and maximize instructional time and
distractions for school-level staff, minimize disruptions and distractions
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 administrator Is transparent and forthcoming about
Time for administrator team meetings if at all administrator team meetings and/or team meetings and creates a expectations for all administrator team
Collaboration and/or does not create a schedule creates a schedule that only provides schedule that provides sufficient meetings; creates and implements a
that provides adequate meeting time adequate meeting time for some team meeting time for all team meetings. schedule that maximizes meeting time
for teams. Does not work to prevent or meetings.Works to prevent or deflect Prevents or deflects activities that for all team members. Collaborates
deflect time-wasting activities. Does activities with limited success. Norms interfere with administrators' ability with team members to develop team
not establish norms for the for team behavior are unclear and/or to focus on the agenda during team norms. Is able to model this element.
administrator team meetings. not consistently practiced. time. Establishes norms for
effective team behavior.
lb
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-10 of A-18
Standards and Indicators of Effective Administrative Leadership
TELE.'
fENTARY,E SECONDARY Superintendent Rubric
EDUCATION p
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. Elements Unsatisfactory Needs Improvement Proficient Exemplary
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 agreements, mandates, school committee and comply with state and federal
mandates, school committee policies, but inconsistently complies with some policies,and collective bargaining laws and mandates, school committee
or collective bargaining agreements. laws or policies. agreements. Provides the policies, and collective bargaining
resources and support to ensure agreements. Is able to model this
district-wide compliance. element.
II-D-2. Demonstrates lack of sound judgment Generally demonstrates sound Reliably demonstrates sound Reliably demonstrates sound
Ethical reflecting integrity and fairness and/or judgment reflecting integrity and judgment reflecting integrity and judgment reflecting integrity and
Behavior does not adequately protect fairness with occasional lapses in fairness; protects administrator, fairness; protects administrator,
administrator, student,family, and/or judgment and/or does not always student,family,and staff student,family, and staff
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 both
reflect this practice. 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 resources. expenditures consistent with goals with supporting rationale; uses
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.
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-11 of A-18
Standards and Indicators of Effective Administrative Leadership
I( EDUCATION Superintendent Rubric
Standard Ill: 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 for Provides resources and support for all
Family members of the district, classroom or support and make some attempts to all personnel to use culturally personnel to use culturally sensitive
Engagement school community or tolerates an welcome families as members of the sensitive practices to ensure that practices and successfully engages
environment that is unwelcoming to district,classroom and school all families are welcome and can most families, ensuring that all
some families. community but does not consistently contribute to the district, 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 involvement,
whose home language is not including families whose home
English. 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 with
Community of the schools. Does not make efforts organizations,community members, with community organizations, community organizations, community
and Business to reach out to community and/or businesses in annual district community members,and members, and businesses that
Engagement organizations, community members, events but does not make efforts to businesses. Engages them to improve district effectiveness.Works
or businesses that could otherwise increase their involvement to increase their involvement to to increase the types and number of
contribute to district effectiveness. maximize community contributions for maximize community contributions organizations with whom the district
district effectiveness. for district effectiveness. partners in order to deepen
relationships and increase partner
contribution. Is able to model this
element.
ID
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-12 of A-18
Standards and Indicators of Effective Administrative Leadership
• ELE11EhTdRYSSEC(MDARY
EDUCATION Superintendent Rubric
ELEN
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 limited educators to identify each to identify each student's academic,
administrators to support families to number of families to address student student's academic,social, social,emotional,and behavioral
address student needs,and/or does needs, utilizing a limited set of emotional,and behavioral needs, needs, including students with
not draw upon internal or external 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 supporting home, including appropriate supporting their children's learning at
their children with disabilities or limited adaptation for students with school and home, including families
English proficiency. disabilities or limited English and children with limited English
proficiency. proficiency and/or children with
disabilities. Is able to model this
element.
IS
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-13 of A-18
.1( Standards and Indicators of Effective Administrative Leadership
ELEMENLIRY&SECONDARY Superintendent Rubric
EDUCATION
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, including communications, respond carefully
occurs through school report cards. communication regarding student careful and prompt response to and promptly to communications from
learning and performance primarily communications from families. families, and solicit feedback from
occurs through school newsletters Supports administrators to families that informs improvement to
and other one-way media. maximize the number of face-to- communication plans. Is able to model
face family/teacher interactions. 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 norms. families'home language, culture, and demonstrates understanding of understanding and appreciation of
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 out concerns with families as they arise, administrators to reach out to school personnel to reach out to
Concerns to families in response to concerns, but agreed-upon solutions are not families as concerns arise and families proactively, as soon as
and agreed-upon solutions are often always in the best interest of students. works to reach equitable solutions concerns arise. Effectively reaches
not in the best interest of students. in the best interest of students. equitable solutions that satisfy
families,faculty, and staff and are in
the best interest of students. Is able to
model this element.
Part III: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-14 of A-18
Standards and Indicators of Effective Administrative Leadership
ElE}1E\TARY&SEC(MARY Su erintendent Rubric
EDUCATION p
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 of May ask administrators for Fosters a shared commitment to Leads administrators in developing a
Commitment 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,with of teaching and learning with high
Standards administrator team,and/or may expectations for achievement for all high expectations for achievement expectations for achievement for all.
demonstrate low expectations for but does not support and/or model it. 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 the
succinct, results-oriented mission school district community, and use
statement and ongoing decision them to guide decision making. Is able
making. 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 primarily include both one-way informational engaging administrator meetings administrator team meetings in which
used for one-way informational updates and participatory activities that have clear purpose,focus on small groups of administrators learn
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.
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-15 of A-18
,I, Standards and Indicators of Effective Administrative Leadership
F1E11E.\TARY&SEIX)NUARY Superintendent Rubric
EDUCATION
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 individual support the development of cultural students and staff. Provides students and staff. Empowers
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 interpersonal, Demonstrates strong context-and
Communica- interpersonal,written, or verbal interpersonal,written,and verbal written,and verbal communication audience-specific interpersonal,
tion Skills communication skills at times. communication skills but sometimes skills. written, and verbal communication
makes grammatical errors or has skills. Is able to model this element.
difficulty expressing ideas to
stakeholders.
I
1
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-16 of A-18
Ir- Standards and Indicators of Effective Administrative Leadership
ELEMENTARY&SEWNUARY Superintendent Rubric
EDUCATION
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.
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-17 of A-18
Standards and Indicators of Effective Administrative Leadership
TEDUCATION Superintendent Rubric
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 effectively
Disagreement appropriate, respectful, non- responds inconsistently and does not respectfully and appropriately to to disagreement and dissent, using
confrontational approaches. always employ a non-confrontational disagreement and dissent, using both as opportunities for learning.
approach both as opportunities for learning. Provides professional development for
Models this practice for the the administrator team to build these
administrator team. 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 school Employs a variety of strategies to
Consensus within the district community, or strategies to build consensus within district community around critical build consensus within the school
Building attempts at consensus-building the school district community,with school decisions,employing a district community around critical
around critical school decisions are varying degrees of success. variety of strategies. school decisions,while encouraging
unsuccessful. dialogue and different points of view.
Is able to model this element.
Part Ill: Appendix A. ESE Model Rubric for Superintendents January 2012 page A-18 of A-18
READING PUBLIC SCHOOLS
Superintendent Evaluation
Summative Evaluation
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[sJ.)
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
_
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below the requirements of a standard or overall and is considered inadequate,or both. N D > .5 Q
Needs Improvement/Developing=Performance on a standard or overall is below the requirements of a standard or overall but is not considered to be Z o a)
Unsatisfactory at the time.Improvement is necessary and expected.For new superintendents,performance is on track to achieve proficiency within three years. j 0 0 W
Proficient=Proficient practice is understood to be fully satisfactory.This is the rigorous expected level of performance. —
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 ❑ ❑ ❑ ❑
1
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
Low Moderate High
Step 4: Rate Impact on Student Learning (Check only one.)
Step 5: 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:
2
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.
flUa)
Goal(s) Description 0_ 1
Professional Practice
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
1 measured by staff survey feedback, an increase in the opportunities for L
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.
Student Learning
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 and level of performance in their
2 understanding of math and literacy Massachusetts Curriculum Framework
standards, as measured by locally determined measures and state
assessment scores.
3
District Improvement
During the 2014-16 school years,the District Leadership Team will successfully
implement the Multi-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 the
achievement gap between the high needs subgroup and the aggregate subgroup on
standardized assessments and District Determined Measures. In addition, if
3 successfully implemented,there will be an increase in our accuracy in identifying J
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(MTSS 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).
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
4 J
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.
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.
5 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.
clipOther Goals (if any)
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4
Superintendent's Performance Rating for Standard I: Instructional Leadership
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Check one box for each indicator and circle the overall standard rating.
I-A. Curriculum: Ensures that all instructional staff design effective and rigorous standards-based units of instruction consisting of well- -- _ . D
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 ❑ J
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 i . i ❑ J
practice when students are not learning.
-D. Evaluation:Ensures effective and timely supervision and evaluation of all staff in alignment with state regulations and contract % ❑ i 1
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 7 H ❑ H
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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6
Superintendent's Performance Rating for Standard II: Management and Operations
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Check one box for each indicator and circle the overall standard rating. D 0—
II-A. Environment:Develops and executes effective plans, procedures,routines,and operational systems to address a full range of safety,
1
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. -J
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. p
11-0. Law,Ethics,and Policies: Understands and complies with state and federal laws and mandates,school committee policies,collective 0 PI
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 L.; ❑ ❑
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:
7
Superintendent's Performance Rating for Standard Ill: Family and Community Engagement
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Check one box for each indicator and circle the overall standard rating. D 0—
III-A. Engagement:Actively ensures that all families are welcome members of the classroom and school community and can contribute to the -- [7 .
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. H, _1 0 L
Overall Rating for Standard Ill 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
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Superintendent's Performance Rating for Standard IV: Professional Culture
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Check one box for each indicator and circle the overall standard rating. D
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. _ `J
IV-B. Cultural Proficiency:Ensures that policies and practices enable staff members and students to interact effectively in a culturally diverse I 1 O
environment in which students'backgrounds,identities,strengths,and challenges are respected.
IV-C. Communication:Demonstrates strong interpersonal,written,and verbal communication skills. U Li Li
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 I 1 " I E _
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
( C i r c l e o n e . ) 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
O District and school improvement plans and reports ❑ Samples of principal/administrator practice goals
O Staff attendance and other data ❑ School committee meeting agendas/materials
❑ Memos/newsletters to staff and other stakeholders 0 Sample of leadership team(s)agendas and materials
❑ School visit protocol and sample follow-up reports ❑ Analysis of staff feedback
O Presentations/materials for community/parent meetings ❑ Other.
Town Manager's Goals
Status Report as of 6/23/15
Category (g indicates progress since February update)
Done 75% 50% 25% Other
I. Administration
1. 1 Implement final phase of TM reorg. Plan
2. 2 Human Resources Planning
3. 3 Communication —b/c/c's— board summit
II. Regulation and Policy Development
4. Review Board of Selectmen Policies Voted as low priority
5. 5 Organize and Review Town Manager Policies
6. Recodification of Town Charter X
7. Comprehensive Update of the Zoning Bylaw, X
Sept 14 and Nov 14 Town Meeting
8. Review other Town Bylaws
a. Conservation TBA?
b. Health
c. Other
III. Services
9. 9 Create Inventory of Services
10. 10 Suggest ways to gather data and measure services
11. 11 Provide easy to use community feedback methods
12. Library Services
a. Optimize use of temp space during constr. X
b. Supplement w/community outreach X
c. c Staffing Master Plan; new models
Iv. Operations
13. ® echnology Master Plan
14. Review Current Regionalization Efforts
a. Assessors X
b. Housing Services X
c. Public Health X
15. Future Regionalization Efforts X
16. Centralized Procurement— *FINCOM Review* *No further changes*
v. Public Safety and Health X
17. Review Public Health Division (Master Plan) X
18. Review RCASA Model X
19. Review Emergency Planning X
20. Implement and Encourage Bicycle/Ped. Planning
0 6 2.-
Done 75% 50% 25% Other
vi. Community Development
21. Implement Complete Streets, as needed
22. Examine role of b/c/c's (BOS,TM,ASD)
23. Explore creative public/private partnerships
24. Explore,recommend strategy on Community Preservation Act X
25. Work towards 10%Affordable Housing requirement ongoing
26. Develop Economic Devel. Strategy for properties in the MAPC Report
Industrial Zone including DPW site
27. Implement recommendations (high priority) for Parking,
Traffic, and Transportation improvements
a. Downtown Parking Delay until development done
b. Vine Street Lot X
c. Other X
vii. Facilities and Infrastructure Projects
28. Review Recreation Facilities Ongoing
29. Review Public Works Facilities Refer to Permanent Bldg Committee
30. Library Building Project (Transparency, Temp Space) nongoing
31. West Street Project (Communication, Public Safety) C ongoing
32. Permanent Building Committee ®taking applications
viii. Finance
33. Long Term Liability Planning
34. Review Current Bill Printing and Mailing Policy
35. Review Town Wide Fee Structure X
36. Develop a Fund Balance Policy per GASB 54
2
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