Burlington
Public Schools
District
Improvement Plan 2007/2008
November 14,
2007
School Improvement
Council
Principal
- Richard J. Connors
Teachers - Noreen
Abati
Marie
Chesnick
Parents - David
Cook
Linda
Netherton
Kim
Tsatsarones
Community - James
Duffy
Members - Mildred
Nash
Burlington Public
Schools
District Improvement
Plan 2007/2008
The
mission of the Burlington Public Schools is to help all students acquire
organized knowledge, master physical and intellectual skills, and understand
ideas in ways that foster a positive self-image and lead to lifelong learning, self-sufficiency,
and responsible citizenship.
The
Burlington School Department Vision is “striving for excellence” and will be
accomplished by:
1. Helping
students achieve their highest potential by providing a rigorous balanced
curriculum.
2. Employing
highly qualified teachers, administrators and support staff who are committed
to the
3. Encouraging
parents to take an active role in their children’s education through
involvement with the schools to enhance student academic success.
4. Providing
opportunities for community members to participate in school activities to
reinforce the goals and advantages of providing quality educational programs
for every student.
Core Values
All
students’ potential for excellence should be developed by the schools.
A
program of study that has the same academic objectives for all students should
be provided by the schools.
A
sensitivity to students’ differing learning styles and intellectual development
should be reflected in the educational environment.
Goals
The
Burlington Schools District Improvement Plan focuses on five major goals that
are critical to the basis of strong effective public schools for the school
children of
1. Improve student
achievement through a strong program of curriculum, instruction and assessment.
2. Promote the
selection, hiring and retention, of quality teachers, support staff and
administrators.
3. Maintain a
school climate that is inclusive and meets the needs of diverse learners.
4. Sustain schools
that are supported to the greatest extent feasible by the community at
large.
5. Continue to
improve facilities and business management operations.
Introduction
During the 2006-2007 school year the
Marshall Simonds School Council met regularly to identify the educational needs
of students, to review the school budget and to formulate a School Improvement
Plan for the 2007-2008 school year.
Specific goals listed in the 2006-2007 School
Improvement Class included the following:
competencies identified by MCAS tests.
that will address adequate yearly progress
report in English Language Arts.
Throughout the past year classroom teachers
and special education teachers collaborated to share ideas and jointly solve
problems.
The
“Inclusion” model was extended to all grades in the areas of mathematics and
English Language arts. Special education
teachers participated in Bi-monthly meetings with academic teachers in order to
share their expertise regarding students on educational plans. The nine mathematics instructors at the
middle school continued to direct their units of study to the state math
standards. They used technology and
individualized math lessons to accommodate the special needs and interests of
their students. Several professional
development initiatives were organized for the math teachers to introduce SMART
Boards, review specific math strands, discuss instructional strategies and to
address concerns related to at risk students.
Several professional development opportunities were also provided to
support school-wide literacy and to address deficiencies reported in the 2006
Adequate Yearly Progress (AYP) data.
Individual assistance and additional learning time was provided to
students who received warning scores on the English language arts and math MCAS
tests. The reading specialists
identified weak student areas that highlighted important reading and language
arts concepts. MCAS questions and
strategies were used by English language arts teachers at all grade
levels. A multiplicity of school
practices were used to create a school environment characterized by tolerance
and respect for all groups. Lahey Clinic
continued to sponsor a collaborative program with
2007-2008 School Improvement Plan
The members of the School Council have
indicated that several goals should be emphasized in the 2007-2008 School
Improvement Plan. Although the middle
school has included specific recommendations for improving school programs and
practices, the “Plan” will mirror the goals designated in the “District
Improvement Plan”.
1.
Continue
to align curriculums to state standards.
2.
Support
teacher’s efforts to work collaboratively and to develop their repertoire of
instructional stategies.
3.
Recommend
the implementation of the 2007-2008 Marshall Simonds Middle School Technology
Plan.
4.
Address
areas of student academic weakness indicated by MCAS results and Adequate
Yearly progress report.
5.
Develop
specific facility recommendations for inclusion in the 2007-2008 school
department budget.
Goal 1: Improve student achievement
through a strong program of curriculum, instruction and assessment.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
1A. Align curriculum with DOE frameworks using an
inclusive process and through a review of best practice and research-based
programs. |
Continue
review mathematics curriculum and match for resources (texts, calculators, technology,
etc.) in grades 6-8 Assess
the performance of students relative to state and local standards and use the
results. Evaluate
areas of MCAS data – grades 6, 7, & 8 Track
math MCAS results 4, 6, & 8 to determine trends Utilize
common planning time and school-based curriculum meetings to monitor and
evaluate new initiatives in social studies. Utilize
2006 MCAS science scores to institute curriculum adjustments as needed. Include after-school MCAS math prep. course in
budget proposal |
·
Support continued review process for middle and high
school with consultants and capacity building ·
Designate resources in Budget Plan for FY08 ·
Designated (release) meeting time for curriculum review
process ·
Release time for professional development approved by
supervisors/principals ·
Text/materials funding ·
Curriculum emphasis forms to identify and coordinate
curriculum standards ·
Outside consultant (e.g. Fred Wolf) to work with staff to
refine writing instruction |
Teachers
Math
Facilitator Curriculum
Specialists Instructional
Leadership Team Assistant
Superintendent for Curriculum and Instruction Principals K-8
Curriculum Coordinators |
Implementation
of new math curriculum grades K-8 with clarification about common units Improved
student achievement in mathematics in grades 6, 7, & 8 MCAS Increase
in overall scores on 2008 science MCAS Maintain
strong ELA performance on MCAS Use
of additional assessment measures in math and literacy across content areas
at secondary level to inform program
evaluation/curriculum planning |
Goal 1: Improve student
achievement through a strong program of curriculum, instruction and assessment.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
1B. Support alignment of curriculum to classroom
practice through various models of sustained professional development (e.g.,
conferences, workshops, administrative leave, model lessons, sustained
collegial conversations, etc.) |
Prioritize
the use of professional development days to align with curriculum
initiatives. Provide
teachers with support for transferring curriculum to practice. Provide
funding for professional development occurring on administrative leave days
to extent feasible. Evaluate
grade 6, 7, 8 reading curriculum Ongoing
evaluation of new math program Utilize
curriculum specialist to provide support to individual small group and grade
level teachers. |
·
Professional Development Plan ·
Funding to purchase needed resources and services ·
Supervision and evaluation, including an aligned focus of
individual teacher goals with the implementation of new initiatives ·
Access to administrative leave within guidelines (e.g.,
principal approval, 2-week notice for Central Office approval, School
Committee approval for out-of-state travel is involved, etc.) ·
Use of specialists’ time for supporting new teachers’
induction; also access to training essential for new staff to implement
existing initiatives ·
Funding
to purchase resources |
Assistant
Superintendent of Curriculum and Instruction Principals Specialists Professional
Development Advisory Committee Consultants
(e.g., for demonstration lessons) Teachers
(peer observations) |
Documented
alignment of system and school based professional development plans with
curriculum initiatives Goal
setting conducted by principals with teachers Budget
recommendations supported Curriculum
emphasis forms that identify standards to be taught Successful
coordination of curriculums K-12 Improved
MCAS scores in 6, 7, & 8 mathematics |
Goal 1: Improve student
achievement through a strong program of curriculum, instruction and assessment.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
1C. Develop teachers' repertoire of instructional
strategies to meet the needs of diverse learners and strengthen all students'
achievement. |
Focus
resources, including professional development, on literacy K - 12. Conduct
inservice opportunities that focus on diverse cultures and learning styles. Designate
time for teacher leaders to share their expertise regarding working with
diverse learners. Monitor
continual progress on meeting AYP for all targeted student groups on the
MCAS. Integrate
technology to strengthen the achievement of all students. Continue
to formally assess reading skills for diagnostic and instructional purposes
at secondary level. Provide
time for faculty to assess new programs and share instructional strategies. Provide
professional development focused on the technology for the new middle school
math program Place
Smart Boards in the classrooms of all middle school math teachers. Place
Smart Boards in the classrooms of middle school social studies teachers. Inaugurate
writing prompts in the fall for all grades Complete
“Individual Success Plans” for students who receive a warning in math or
language arts on 2006 MCAS tests Conduct
professional development training for middle school teachers in the areas of
literacy and differentiated instruction |
·
Include instructional strategies tied to literacy
especially as a priority in Professional Development Plan ·
Access to professional development focused on
reading/writing in content areas ·
Provision of resources for working with ELL students ·
Continued access to RBT course, Studying Skillful
Teaching for all mentors and others, including new teachers with five or
less years experience ·
Partnerships with organizations like Teachers as Scholars,
Primary Source and NESDEC ·
Postings/resources for teachers to work on inclusion
models ·
Funding for creative programs that enable staff to learn
and observe various instructional strategies · Utilize resources from
New England League of Middle Schools and National Middle School Organization. ·
Installation of Smart Boards in all math and Social
Studies classes ·
·
Funding for relevant summer programs, that enable staff to
learn and observe various instructional strategies. |
Assistant
Superintendent for Curriculum and Instruction Director
of Pupil Services Principals Mentors Technology
Specialists Library/Media
Specialists Reading
Specialists |
Documented
professional development plan Continue
to expand Literacy Resource Library for teachers to access at each school Continue
professional development opportunities that strengthen understanding and
awareness of Data
focused on each analysis conducted at school level tied to principal
initiatives improving student achievement Utilization
of SmartBoards in math classes Listing
of variety of teaching strategies on “Curriculum Emphasis Forms” Use
of hands-on and motivational methods of instruction by middle school faculty. Improved
MCAS and AYP scores Extended
use of writing prompts at the middle school. |
Goal 1: Improve student
achievement through a strong program of curriculum, instruction and assessment.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
1D. Develop teachers' repertoire of assessment
practices to better inform teaching and learning. |
Focus
resources, including professional development, on assessment (including
backwards curriculum design) K-12. Conduct
inservice opportunities that focus on using assessment to inform teaching and
learning. Designate
time for teacher leaders to share expertise for assessing student work via
guided conversations about student work and student performance data
analysis. Include
assessment strategies in curriculum mapping. Provide
professional development time for teachers to create open-response questions
for semester assessments. Utilize
rubrics, portfolios, and curriculum binders to enhance learning outcomes. Integrate
test strategies with school curriculums using similar models as seen on MCAS. |
·
Included as a priority in system-wide Professional
Development Plans and within individual schools ·
Postings/resources for teachers to embed assessment into
curriculum development ·
Access to professional development focused on looking at student
work and the development of diverse assessment practices ·
Meeting time set aside by principals to look at and
discuss student work, and for assessing included in curriculum mapping. |
Assistant
Superintendent for Curriculum and Instruction Director
of Pupil Services Principals Teacher
Leaders Teachers |
Documentation
of attendance at professional development programs Increased
use of explicit criteria and rubrics to access student learning (as collected
and reviewed by supervisor or principal) Creation
of Assessments that include more open-ended opportunities for student
responses. Observation
of classroom practices that illustrate a variety of assessment practices. |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2A. Prepare and distribute an annual Professional
Development Plan that meets the needs of K-12 staff with a focus on new
curriculum initiatives and building capacity for strengthening student
achievement. |
Prepare
annual professional development plan for the district and each school in
accordance with system and school improvement goals. Provide
professional development that supports curriculum initiatives and strengthens
the use of diverse instructional strategies and assessment practices that
support student learning. Expect
principals to coordinate goal setting with all staff and the
development/implementation of school-based Professional Development Plans. Involve
highly qualified teachers within the district to work as part of the team to
accomplish the school system’s mission and improve student achievement. Update
induction programs to meet needs of growing numbers of new staff. |
·
Teachers and administrators participating in professional
development programs and district-sponsored training ·
Funding for partnerships with NESDEC, Primary Source,
Teachers as Scholars, etc. ·
Extend partnerships with organizations and universities |
Human
Resource Director Middle
School Team Leaders Instructional
Leadership Team Assistant
Superintendent for Curriculum and Instruction Principals |
Documented
attendance in professional development programs Assignment
of mentors; mentor program surveyed by new teachers and mentors Integration
of school-based professional development plans in School Improvement Plans Review
of teacher certification status; programs for meeting changing licensing
requirements Updated
induction programs distributed to new staff at start of school year Seek
and complete grant funds to increase professional development opportunities
that align with learning needs |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2B. Provide teachers new to the district with
five or fewer years of teaching experience and those who have not attained
professional teaching status with support to assist in their transition and
to promote employment retention. |
Continue
mentoring programs to support new teachers and administrators during their
transition to the Burlington Public School System. Pursue
peer coaching models and peer observation beyond the mentor program. Implement
programs to meet 50 hours of mentoring requirements for new staff (beyond the
induction program). Design
new orientation options for new teaching staff to Burlington Public Schools,
including an updated induction program that differentiates between elementary
and secondary staff needs. Orientate
new teachers to philosophy and goals of middle school education. Utilize
Principal, Team Leader, and colleagues to provide support and guidance to new
staff. Utilize
professional development opportunities within and without MSMS. Use
school-based team and curriculum meetings to acquaint new staff to middle
school programs and practices. |
·
Mentors are paired one-on-one with new teachers (in the
same building and the same subject area or grade level whenever possible) ·
Orientation program prior to the start of school that
covers essential to know information that supports new employees ·
Mentors and mentor leaders receive stipends for their work
with new teachers, including regular meetings ·
Access to ·
Teachers new to the district and assigned a mentor
receive, per contract, $500 per year for professional development to meet
professional goals as approved by each principal ·
Access to curriculum specialists, team leaders and
department chairs for support, guidance and supervision ·
Annual clarification of what is expected to meet DOE
licensure requirements. ·
Access to curriculum specialists, team leaders, principal,
and colleagues for support, guidance, and supervision. ·
Team meetings ·
Curriculum meetings ·
Faculty meetings ·
Professional Development Days |
Assistant
Superintendent for Curriculum and Instruction Human
Resources Director Team
Leader Instructional
Leadership Team Immediate
Supervisors Principals |
Orientation
program agenda Mentor
assignment and formal review of program conducted by Mentor Leader Annual
funding for Mentor Leader(s), mentors and induction programs Continuation
of designated line item for mentor programs increased to reflect anticipated
growth in numbers of new staff Documentation
of new teacher ($500) expenditures as approved by principals Successful
use of instructional strategies to engage middle school students. Staff
evaluations Attendance
at professional development activities Participation
and leadership in school events Conduct
periodic interviews with new staff |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2C. Retain Burlington Public Schools status as a
high-performing school district that continues to attract an overwhelming
number of resumes during recruitment for vacancies. |
Design
systems that further support the selection, hiring and retention of quality
staff. Review
Department of Education Certification and teacher’s recertification plans to
assure certification process is current and in compliance with NCLB. Designate
resources to strengthen principal/supervisors’ review of teachers Explore
and create options to recruit increase numbers of teachers and other staff of
color. Explore
and create options to strengthen aspiring school leaders within the system. Initiate
hiring practices that enlist educators with capacity to work with middle
school students Conduct
interview procedures that include extensive review of academic preparation,
past experiences, and professional recommendations. |
·
A wide candidate-pool available during staff recruitments ·
Payment of industry-standard wages and benefits ·
Performance Appraisal System for Administrators and
faculty ·
Inclusive process for hiring new school administrators ·
Children of employees who reside outside the district have
the option of having their children attend school in-district with the
Superintendent’s approval ·
Access to professional development to support continuous
improvement, educational grown and ongoing recertification |
School
Committee Superintendent Administrative
Council Instructional
Leadership Team Team
Leader Human
Resources Director Aspiring
School Leaders |
Over
500 resumes were received for teaching positions Review
of narratives of teacher evaluations by Principals and Superintendent Action
plan that responds to EQA evaluation comments Documentation
of efforts to support aspiring school leaders Retention
rate of employees Parent
satisfaction with new staff members Evidence
of new staff implementing goals of middle school education Ability
to work in “team”organization |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2D. Monitor the school system’s efforts to retain
quality staff. |
Develop
an action plan to address anticipated retirements during the next three
years. Conduct
exit interviews to inform long term planning. Timely
advertising to meet anticipated openings each spring. |
·
Common exit interview protocol for all levels of the
organization ·
Continued access to employee assistance to retain
employees in-district ·
Data analysis to prepare for collective bargaining ·
Shared analysis of anticipated vacancies due to
anticipated retirements ·
Enter into arrangements with university and neighboring
communities to increase capacity to fill positions |
School
Committee Superintendent Administrative
Council Human
Resources Director Director
of Finance and Operations |
Principal/Superintendent
and/or HR Director Summary of Exit Interviews Retention
Rate Certification
Records (percentage of highly qualified) Retained
competitiveness of Burlington Public Schools contracts (relative to Middlesex
League) Postings
and announcements for anticipated vacancies Sample
of inclusive search processes when vacancies occur Review
of annual staff performance evaluations |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2E. Promote the retention of quality teachers,
support staff and administrators. |
Provide
opportunities for teachers to participate in leadership roles (e.g.,
curriculum committees, search committees, leadership teams). Professional
development program offerings that assist current and aspiring leaders with
achieving their careers in-district. Engage
teachers in decisions regarding the use of professional development time. |
·
Inclusion of mentoring programs in professional
development plan ·
Continued use of five system-wide Professional Development
Days built into the Teacher’s Contract ·
Funding for on-going professional development for teachers
at both the individual schools and district-level that supports aspiring and
current leadership roles |
All
High School Administrators Instructional
Leadership Team Leader Principals Human
Resource Director K-8
Curriculum Coordinators |
Number
of participants in relevant professional development opportunities Number
of in-house applicants who apply for promotional opportunities at the
teaching and administrative levels Number
of teacher leaders on various school and district committees Documentation
of professional development opportunities |
Goal 2:
Promote the selection, hiring and retention of quality teachers, support
staff and administrators.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
2F. Sustain mechanisms currently in place for
effective system-wide communications. |
Conduct
routine policy updates. Ensure
that administrators are adhering to policy and notifying staff. Continue
time for regular communication through scheduled meetings such as monthly
meetings of the Superintendent’s Administrative Council. Schedule
annual updates to School Committee on MCAS from Director of Pupil Services
and each building principal. Complete
NCLB reports and share with school community on a timely basis. Assure
that each school principal prepares an annual communication plan outlining
major events on the calendar (e.g., newsletters, Back-to-School and PTO
nights and their school events). Continue
to conduct outreach to early childhood programs and families to support
transition to schools. |
·
School-based time dedicated to annual policy updates and
training where applicable for example: ~ Sexual
Harassment Training ~ Restraint
Training ~ E-mail/Internet
Policy Training ~ Asbestos
Management Training ~ Hazardous
Waste Training ~ Food
Service Training ~ School
Law Updates ·
Superintendent with School Committee identify School
Committee Policies that require review or change (addition/deletion) each
year ·
Online calendar tools and ConnectEd ·
Inclusion of communication plan as an agenda item for each
school improvement team ·
Collaboration with press for timely notice and release of
information of interest to community ·
Access to BCAT, press to showcase Burlington Public
Schools quality. |
School
Committee Superintendent Principals Human
Resources Director Early
Childhood Curriculum Specialist |
Documentation
of communication plans: agenda; sample
press releases; etc. Online
calendar posted and current ConnectEd
used judiciously Sustain
outreach programs for early childhood programs Distribute
“New Teacher” handbook to assure common understandings are accessible to all
staff |
Goal
3: Maintain a school climate that is
inclusive and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3A. Refine service delivery options to ensure
services to students are provided in the least restrictive environment |
Expand inclusion offerings at the Middle School Design and implement inclusion classes at K-8 Increase access to develop entrance/exit criteria
and procedures for a referral to tutoring at the High School and at the
Middle School Inclusion teachers attendance at academic
curriculum meetings. Provide varied professional development
opportunities for team and special education teachers |
· Fund inclusion summer work for teams of regular education and special
education teachers at the High School, Middle School, and elementary Schools · Restructure the use of tutors at the Middle and High School. Maintain current funding levels for
tutorial positions · Fund professional development training and appropriate workshops for
staff in the area of inclusion |
Director of Pupil Services Teams of Regular Education and Special Education
Teachers Child Study Teams Guidance Counselors Principals High School Principal Child Study Team 504 Team |
Review of Special Education Teacher’s schedules Documentation of entrance and exit criteria for
tutoring Teacher and administrative evaluation of inclusion
initiatives Positive inclusion experiences for students and
teachers at the Middle School Higher MCAS scores for inclusion students on math
and language arts MCAS tests |
Goal 3: Maintain a school climate that is inclusive
and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3B. Strengthen the Child Study Team process to
offer an array of services and instructional strategies to meet the needs of
all students. |
Restructure
the Child Study Teams in each building. Explore
other service models to support student learning. Broaden
participation in Child Study Teams and build the capacity of Child Study
Teams’ service options. Teach
a curriculum in language-based classroom to teach social-emotional skills. Professional
Development in teaching diverse learners in Math and |
·
Scheduling allows staff to investigate other districts’
Child Study Team models and service delivery models ·
Release days for staff to investigate other districts’
service delivery models ·
Coverage for different staff members to participate in
Child Study Teams ·
Second Step: A violence prevention curriculum Use of professional
development funding |
Principals Title
I Tutors Reading
Specialists Classroom
teachers Team
Leader Counselors |
Documentation
of communication efforts and child study team notes Documentation
of different systems’ D-CAP and Child Study Models Documentation
of Child Study meeting notes and attendance Middle
School curriculum, activities, and school events. Evaluation
by teachers, parents, students, and administrators |
Goal 3: Maintain a school climate that is inclusive
and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3C. Develop a school culture that promotes
respect and responsibility for individuals. |
Expand
implementation of a social skills curriculum to implement K-12. (Responsive
Classroom model) Consistently
implement SECOND STEP social skills program (at the Middle School and
Elementary Schools) for students on IEPs. Promote
faculty’s and students’ respect for human differences. Continue
to develop teaching capacity that recognizes the contribution of a global
society, through instructional strategies and resources. Schedule
workshops for parents and teachers that highlight “bullying” at the middle
school level Provide
professional development opportunities to make staff aware of social and
emotional consequences of harassment Utilize
the middle school health teachers, counselors, and D.A.R.E. officers to teach
children the laws that protect individuals from being discriminated against
because of race, sex, gender, sexual orientation, and disability |
Support professional development and training on Social Skills Development. Support opportunities for visits
to model programs ·
Professional development and student programs to support
diversity. Suggested programs could
include “Best Buddies” or “Understanding Our Differences” ·
Professional development offerings include an array of
related offerings (e.g., differentiated instruction, multi-culturalism and
learning differences, as well as resources such as library collections which
reflect the |
Assistant
Superintendent for Curriculum and Instruction Director
of Pupil Services Principals Team
Leader Classroom
and specialized teachers Specialists Guidance
counselors Parents Special
Educators Diversity
committee Director
of Library/Media Library/Media
Specialists D.A.R.E.
Officers |
Documented
attendance at professional development.
Documented
attendance at professional development to promote faculty’s and students’
respect for human differences Increase
in resources to support learning background and styles The
existence of a safe and positive school environment at M.S.M.S. |
Goal 3: Maintain a school climate that is inclusive
and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3D. Support special education reorganization. |
Continue
to implement a special education data management system to manage the data
more concisely and efficiently. Complete
and implement the procedures, paperwork and timelines consistent with the
Department of Education Program Review and Corrective Action Plan. Train
all staff in physical restraint procedures and de-escalation. |
·
Provide mentoring at District and building levels to new
staff members ·
Study Committee will analyze how other communities address
liaison and IEP responsibilities ·
Eutactics will train new staff in the use of the Eutactics
program and will provide support to increase the current staff’s expertise ·
Pupil Services monthly meetings occur in each school for
Pupil Services staff Pupil Services staff will develop forms and processes during the summer ·
Fund the Merrimack Education Collaborative staff to train
all staff Provide planning time to complete I.E.P.
procedures |
Director
of Pupil Services Guidance Special
Education Teachers Principals Classroom
Teachers SPED
PAC Pupil
Services staff |
Documentation
of attendance at physical restraint training Parent
satisfaction with new procedures Successful
implementation of all special education requirements |
Goal 3: Maintain a school climate that is inclusive
and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3E. Utilize appropriate assessments to identify
the needs of diverse learners. |
Develop
and build upon diverse assessments
K-12. Identify
and target resources to implement more formal assessments in grades 4-10 Develop
criteria for the appropriate use of the Alternate Assessment for MCAS. Provide
ongoing staff development about implementation of various assessment
strategies. Develop
curriculum that include documentation of diverse assessment practices to
measure student learning. |
·
Provide curriculum time for specialists and classroom
teachers to work together to develop curriculum. ·
Provide time to investigate other districts’ formal
assessment plans. ·
Support staff attending the Massachusetts DOE trainings on
MCAS Alternate Assessment ·
Meet with each building team to discuss recommended
students for the MCAS Alternate Assessment
Provide summer work to develop a portfolio |
Director
of Pupil Services Guidance
Counselors Assistant
Superintendent for Curriculum and Instruction Principals Specialists Classroom
Teachers DOE
offers yearly trainings on MCAS Alternate Assessment Director
of Pupil Services |
Principal
collect and sample of Open-ended question and Rubrics to be utilized by
classroom teachers Initial
baseline data collected and analyzed using SRI in grade 6 and 9. PLAN implemented in grade 10 Documentation
of attendance at professional development Documentation
of attendance at DOE training |
Goal 3: Maintain a school climate that is inclusive
and meets the needs of diverse learners.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
3F. Continue to strengthen English Language
Learners (ELL) support services in accordance with the Department of
Education Program Audit and Corrective Action Plan. |
Develop
and implement an ELL referral process, which meets the Department of
Education’s specifications. Analyze
the utilization of current staff and the effectiveness of the ELL
program. Develop
and implement exit criteria to declare a student no longer in need of ELL
services. Work
with classroom teachers to provide an understanding of ELL students and to
provide accommodations and modifications to the curriculum. Address
DOE requirement for all certified ELL teachers providing services. Extend
time for learning for ELL students. |
·
Support attendance at Department of Education trainings
regarding ELL students ·
Meet monthly with the ELL tutors to review the qualitative
progress of the students as observed by the tutors and review the
standardized testing scores of the students ·
Provide the time for the tutors to investigate other
programs ·
Meet monthly with the ELL tutors to review the qualitative
progress of the students as observed by the tutors and review the
standardized testing scores of the students ·
Collect information regarding the ELL programs in other
districts. Review the data and make
program decisions and refinements in ·
Budget for ELL teacher ·
Fund Evening Academy, summer MCAS Prep, Elementary Summer
Reading/Writing Program |
Director
of Pupil Services Tutors Assistant
Superintendent for Curriculum and Instruction Principals Reading
Specialists Classroom
teachers |
Documented
attendance of ELL tutors at monthly meetings Documented
attendance at professional development Increase
budget funding for ELL certified teacher Documentation
of ELL students’ attendance at after school programs |
Goal 4: Sustain schools that are supported to the
greatest extent feasible by the community at large.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
4A. Enhance communication between the school
department and the community. |
Plan
regularly scheduled programs and literature to publicize school excellence. Sustain
visibility of school personnel at community events. Sustain
foster partnerships between Expand
use of BCAT to showcase Continue
to utilize weekly school newsletters to facilitate home-school communication Provide
parents with monthly written letters and school calendars Share
2008-2009 budget recommendations with School Council Maintain
strong and effective Parent Teacher Organization Give
strong support and assistance to special education Parent Advisory Committee Support
alliances with Lahey Clinic that enhance middle school goals Use
team meetings and common planning time as vehicles for staff/parent
collaboration Enhance
Communication between the School System and parents through Connect Ed. |
·
BCAT Programs ·
Individual School PTO’s/ System-wide PTO Presidents’ Group ·
Council on Aging ·
Mother to Mother ·
·
Adopt-A-Class ·
·
Local Newspapers ·
Local Government ·
Higher Education Community ·
BBRT/Rotary Business Community ·
School Websites ·
Partnerships ·
Resources to encourage ·
Regular educational forums on topics relevant to families |
School
Committee Superintendent Assistant
Superintendent for Curriculum and Instruction Director
of Finance and Operations Principals Directors Team
Leader Teachers BCAT |
Increase
in external funding to schools Calendar
documentation to support school personnel visibility Regular
use of media (press, BCAT, etc.) to showcase school meetings, updates and
programs Parent
satisfaction with levels of school communication Parent
participation at meetings, open houses, education night, etc. sponsored by
the Middle School Support
of annual school budget by School Council |
Goal 4: Sustain schools that are supported to the
greatest extent feasible by the community at large.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
4B. Prepare and oversee a cost effective annual
operating budget and a responsible capital improvement budget that stresses
continuous improvement to the educational programs and facilities of the
school department. |
Develop
individual school budgets with school administrators to define the needs of
each school. Ensure that budgets
reflect real needs and priorities for the entire system. Develop
a long-range capital improvement budget that captures the established needs
of each school with cost estimates and realistic timelines. Closely
monitor enrollment trends, especially the impact of new housing on class
size. Inform the School Committee in
public sessions of any class size concerns. Continue
to explore and seek supplemental funding from grants, foundation and
partnerships sources |
·
Budget documents that are easily understood with
sufficient back-up that lists specific departments or programs being reviewed ·
Budget calendar that clearly defines televised school
budget sessions that list specific departments or programs being reviewed ·
Access to Enrollment Projects from NESDEC and facility
study |
Superintendent Assistant
Superintendent for Curriculum and Instruction Director
of Finance and Operations Principals |
Budget
calendar Teaching
and learning needs, as indicated by student performance data and alignment
needs, driven by budget requests Long
term facility plan |
Goal 4: Sustain schools that are supported to the
greatest extent feasible by the community at large.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
4C. Maintain a collegial working relationship
with town officials and boards to discuss school needs. |
Meet
regularly with the Board of Selectmen Subcommittee, the Ways and Means
Subcommittee, the Town Administrator, Town Accountant, and Town Treasurer to
discuss school related issues, such as: infrastructure needs, warrant article
requests, and status of budget appropriations. |
·
Budget Reports ·
School Building Committee votes and reports ·
Enrollment Projections ·
Capital Improvement Plans share information mostly with
key officials, including Selectmen’s Office |
School
Committee Superintendent Director
of Finance and Operations Director
of Pupil Services Assistant
Superintendent for Curriculum and Instruction Principals |
Increased
involvement with sub-committees of various Town boards Annual
funding of school budget and capital budget |
Goal
4: Sustain schools that are supported to
the greatest extent feasible by the community at large.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
4D:
Communicate the value of professional development and ongoing
curriculum revision to student achievement. |
Faculty members provided with professional
development opportunities, workshops, seminars as well as other staff
development opportunities provided during the 5-day of staff development
built into the school calendar. Staff development opportunities are targeted
with the goal of ensuring the Burlington Professional development Plan is in
alignment with the State Frameworks. Analysis of MCAS exam results. Adequate Yearly Progress Reports provided by
No Child Left Behind Legislation and Framework expectations. |
|
Superintendent Assistant
Superintendent for Curriculum and Instruction Principals Directors Team
Leaders Teachers Math
Facilitator |
Professional development plan targeted to
system goals and alignment with State Frameworks for requirements
Curriculum revision is based on analysis of
best practice, framework expectations and student achievement data
Additional resources are allocated to
target schools/groups to meet AYP
Documentation of communication efforts
|
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5A. Continue to provide timely financial
accounting information to all Principals and Directors during school
year. |
Revise
Account Request Template Formulated for each School/Department. Schedule/Timeline
for submission and response guidelines. Provide
support/training for new administration using budget data information for
planning and reporting. Annually
distribute purchase order requirements to principals and other head staff. |
·
Business Office ·
Town Accountant ·
Human Resource Director ·
Payroll Department |
Director
Finance and Operations School
Administration Human
Resource Director Payroll
Department |
Quarterly
reports shared with each department Projected
to actual expenditures within guidelines are included in regular reports Eliminate
need to freeze budget Launch
Munis Leave Tracker on Payroll Program |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5B. Develop purchase order submission protocol
and guidelines for better vendor and purchase order tracking. |
Formulate
guidelines and rules for purchase order submission. Develop
vendor tracking and purchase database for reporting and reconciliation with
Town MUNIS System. |
·
Business Office ·
Network Manager and Webmaster |
Director
Finance and Operations |
Improved
turn around time for submissions Eliminate
need to freeze budget Utilizing
MUNIS information system: development
of vendor account database to facilitate purchase order tracking. |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5C. Design online Facility Repair Request
Form. |
Formulate
online “Building Repair Request” form: develop online request procedures and
guidelines utilizing existing E-Mail System/Web Page. Differentiate
between urgent/emergency, priority and other facility repair request. Respond
to urgent calls immediately. Establish
online capabilities for building training of personnel/custodians. |
·
Business Office ·
Network Manager and Webmaster |
Director
Finance and Operations Director
Computers/Media Custodial
Staff Network
Manager and Webmaster |
Maintain
excellent response time to urgent/emergency needs Systematic
process to identify school and system priority maintenance needs to inform
work and budgeting Preliminary
formation of “online’ work order submission form. Placement of computer
technology at all senior custodian locations for implementation of online
program. |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5D. Develop grant submission and tracking
guidelines for all State, Federal and other School Department Grants. |
Establish
clear Grant Application/ Submission Guidelines to distribute to staff. Establish
Grant “Chart of Accounts” for tracking and Reports. Formulate
guidelines for grant payments and charges. Coordinate
grant funding to avoid fragmentation and maximize resources. Document
in annual budget reports all state funds received. |
·
Business Office ·
Computers/Media Office ·
Pupil Services Office ·
Grant Committee |
Director
Finance and Operations Director
Pupil Services Assistant
Superintendent for Curriculum |
All
grants pre-approved by Superintendent Budget
reporting process includes all grant sources Per
pupil above mid-range of contiguous and Middlesex League Districts Financial
grant tracking utilizing separate grant chart of accounts and Town MUNIS
information system. |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5E. Address environmental and air quality
concerns within all school facilities.
|
Develop
long-range plan for Implement
in-house yearly testing of HVAC systems for proper operation to manufacturer
standards. Educate
Faculty and Staff regarding Air Quality. |
·
·
Administrative Council ·
School Committee ·
Massachusetts Department of Public Health ·
Department of Environmental Protection ·
Tools for Schools |
School
Committee Director
Finance and Operations Administrative
Council |
Revisit
by Mass. Department of Public Health to selected schools for air quality
analysis. Continue
to educate staff regarding “best practices” in regards to air quality within
individual classrooms. Continue
“in house” testing of air quality at all schools. |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5F. Articulate and prepare for long term
program/facility needs K-12. |
Develop
long-range plan for Implement
in-house yearly testing of HVAC systems for proper operation to manufacturer
standards. |
·
Administrative Council ·
School Committee ·
·
Town Hall Administrator |
School
Committee Director
Finance and Operations Administrative
Council Joint
Facility Committee |
Preliminary
progress reports to School Committee and Public Forums of master plan study
citing educational and facility issues short and long term. Five
year plan revised and submitted annually to School Committee |
Goal
5: Continue to improve facilities and
business management operations.
|
Initiatives |
Priority Action Steps |
Support Resources |
Staff Responsible |
Indicators of Success |
|
5G. Articulate and plan for program and facility
needs at MSMS |
Utilize
input from staff and parents to identify building needs Address
listing of immediate building and maintenance priorities Include
in annual budget funding for essential middle school facility needs Continue
school beautification program that addresses areas inside and outside MSMS Address
maintenance priorities at Marshall Simonds that include student bathrooms and
student lockers Include
in budget funding for school furniture |
·
School Council ·
Parent Teacher Organization · MSMS Staff and School
Administration · School Committee · Superintendent of
Schools · Director of Finance
and Operation ·
Principal ·
Teachers · Director of Finance
and Operations · Recreation Department · PTO |
School
Council Principal PTO Superintendent
of Schools Director
of Finance and Operations MSMS
Custodial Staff Teachers Parents Teachers School
Administration PTO School
Council |
Annual
evaluation of building priorities by middle school administration and staff Review
of annual building recommendations by School Council Completion
of facility priorities Enhanced
school appearance |