Brockton Public Schools

Annual Report2003-2004

School CommitteeMayor John T. Yunits, Jr., Chair

Mary E. Gill, Vice ChairJanice A. BeyerJames M. Daley

Ronald F. DobrowskiBrian C. Foley

Maurice F. HancockAvalon D. McLaren

SuperintendentJoseph A. Bage

Deputy SuperintendentAnthony M. Luizzi

Senior Administrative LeadershipCatherine F. BrineDavid H. KimballJane A. Malatesta

Cynthia E. McNallyKenneth H. SennettKathleen A. Sirois

Eligijus S. Suziedelis

BROCKTON PUBLIC SCHOOLS2003-2004 ANNUAL REPORT

Table of Contents 1

School Committee 2

School System Goals 3

Statements for Students 4

Statements for Staff 4

Statements for Community 4

Office of the Superintendent 5

Administrative Services 16

Curriculum 19

Elementary Education 22

Human Resources 24

Pupil Personnel Services 29

Enrollment 40

Staff Directory 41

Site Directory 42

Prepared by the Office of the Superintendent1

2003-2004 BROCKTON SCHOOL COMMITTEE

Front rowFront rowFront rowFront rowFront row, left to right, left to right, left to right, left to right, left to right: Brian C. Foley, Ward 5; Janice A. Beyer, Ward 3; Mary E. Gill, Ward 4, Vice-Chair; and Ronald F. Dobrowski, Ward 7.

Back rowBack rowBack rowBack rowBack row, left to right, left to right, left to right, left to right, left to right: James M. Daley, Ward 6; Superintendent Joseph A. Bage; Mayor John T. Yunits,Jr., Chair; and Maurice F. Hancock, Ward 1.

Mission

The mission of the Brockton Public Schools is toprovide education of the highest quality thatmotivates all students to excel, meets their

individual needs and prepares them for the future.

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SYSTEM GOALSContinue to monitor and revise local curricula to align with Massachusetts CurriculumFrameworks.

Continue to refine teaching strategies and best practices to align curriculum, instruction andassessment at all levels.

Continue to improve curriculum articulation, both across grade levels and at key transition pointsfrom kindergarten to elementary, elementary to junior high and junior high to high school.

Improve student achievement as measured by Iowa, MCAS and other testing programs.

Continue to examine other measures of school accountability such as the requirements for NoChild Left Behind, student suspension, dropout and attendance rates, SAT scores and collegeacceptance rates.

Continue to implement multi-year professional development plan for training of administratorsand staff in strategies for sheltered English immersion for English language learners (ELL) asmandated by recently enacted state and federal legislation.

Support initiatives in restructuring schools and programs at all levels.

Continue to expand access to technology for both staff and students at all levels.

Continue to support activities which promote increased parent involvement in the schools.

Continue to promote student and staff wellness by implementing policies and procedures thatensure a safe and healthy environment.

Improve physical working and learning environments for students and staff.

Continue to plan for the space and staffing needs of existing and future populations and programs.

Continue to implement sound fiscal management practices to maintain appropriate staffing levelsand provide for program needs.

Support and expand partnership activities with area colleges, civic organizations, social serviceproviders and businesses.

Continue to promote a learning environment that models and integrates understanding andappreciation of all cultures and linguistic communities.

Employ the best prepared and qualified staff who are representative of the diverse student body.

Continue to improve external and internal communication.

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••••• provide an educationalprogram that is reflective ofstate and national initiativesand standards.

••••• provide adequateopportunities and resources topromote success on stateassessments.

••••• provide sufficient resources toensure equal educationalopportunities for mastery ofskills and concepts at thehighest possible level.

••••• provide all studentsopportunities and resourcesnecessary to stimulatecreativity, problem solving anddecision-making usingemerging technologies.

••••• equip students with skills,experiences and guidance toassist them in future educationand career planning.

••••• create a learning environmentthat models and reflectsunderstanding andappreciation of all cultures.

••••• promote practices that fosterfairness and mutual respect.

••••• Develops and strengthenscivic, patriotic and socialresponsibilities and encouragesactive involvement in thecommunity.

••••• create an environment thatfosters a sense of self-esteem.

••••• promote positive health andsafety practices that fosterlifelong well-being.

••••• provide a safe and healthyenvironment.

••••• acknowledge students foroutstanding achievements.

Statements forStudents

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Statements forStaff

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Statements forCommunity

TTTTThe Brockton Public Schoolhe Brockton Public Schoolhe Brockton Public Schoolhe Brockton Public Schoolhe Brockton Public SchoolSystem strives toSystem strives toSystem strives toSystem strives toSystem strives to

••••• Seeks to employ the best-prepared and qualified staffsthat are representative of thediverse student body.

••••• Provides a well-articulatedcurriculum aligned with theMassachusetts CurriculumFrameworks.

••••• Promotes effective instructionthat reflects best practices.

••••• Uses current research,assessment and evaluation tocontinually improvecurriculum and instruction.

••••• Provides appropriateprofessional developmentopportunities for teachers,administrators and supportstaff.

••••• Maintains high performancestandards for all staff.

••••• Provides necessary support andresources for constructivesupervision and evaluation ofstaff.

••••• Develops and maintainscommunication betweenadministration and staff forthe purpose of constructivedecision-making and problemsolving.

••••• Maintains an appropriatebalance between site-basedand centralized management.

••••• Supports open channels ofcommunication among allmembers of the schoolcommunity.

••••• Maintains a healthy and safeenvironment.

••••• Acknowledges staff foroutstanding achievements.

••••• Builds and maintains strongpartnerships between homeand school to involve familiesin their children’s education.

••••• Supports open communicationbetween the schools and thecommunity.

••••• Encourages activeparticipation in the schools byall members of thecommunity.

••••• Celebrates diversity in itsschools and community.

••••• Develops, expands andstrengthens partnerships withbusinesses, government andcommunity-basedorganizations and colleges.

••••• Provides lifelong learningopportunities for communitymembers.

••••• Strives to earn the support andrespect of the community.

••••• Seeks commitment from thecommunity for consistentfinancial support for theschools.

••••• Works with the community tocreate and support a safe andhealthy environment.

••••• Acknowledges outstandingcontributions andachievements of communitymembers.

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Office of the SuperintendentSuperintendent of Schools Joseph A. BageDeputy Superintendent Anthony M. Luizzi

Administrative Assistants to the Superintendent Cynthia E. McNallyEligijus S. Suziedelis

DirectorsCommunity Schools Kathleen A. SmithSchool Registration/Parent Information Center Prudence G. Buckley

Grant Administrator Mary Beth McManus

Communications Officer Jocelyn Meek

The Deputy Superintendent’s Office is responsible for generalschool operations. The Deputy is charged with the day-to-dayresponsibility of overseeing the secondary schools and principals,and with addressing school and parental concerns.

The Deputy’s Office is also responsible for daily systemwidecommunication and the supervision of ongoing projectsundertaken by the Senior Directors. The DeputySuperintendent’s Office coordinates the yearly revision andproduction of the kindergarten, elementary, junior high and highschool student-parent handbooks. Finally, the Office of theDeputy Superintendent oversees the high school and junior highschool principals and coordinates the initiatives of theSuperintendent in a variety of school-related ways.

The Administrative Assistants to the Superintendent provideongoing support to the Superintendent, School Committee,principals and administrative staff. They are responsible forcoordinating federal, state and local reports for the school district.

Other areas of responsibility include student enrollment projections, staff allocations, InformationTechnology, School Committee policy, development of administrative procedures, supervision of theadministrative internship program and community projects, long-range district improvement planning,protocol and providing technical assistance to School Councils in the development of the SchoolImprovements Plans. Administrative Assistants provide oversight to the Community Schools and After-Schools Programs, Grant Administration, Communications Office, Communities and Schools for CareerSuccess (CS²) initiatives and the School Registration/Parent Information Center.

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Grants AdministrationThe Grant Administrator’s office provided and coordinated support and focus for staff in pursuing anumber of grant opportunities. Although 2003-2004 was a year of drastic cuts in grant availability at thestate and federal levels, the Grants Administrator was able to secure level funding in most areas. TheBrockton Public Schools did see some difficult cuts, however: more than $1.5 million in funding was lostdue to the elimination of the State Class Size grant and the decrease in funding for the CommunityPartnerships for Children grant. Yet the district’s grant amount has increased more than $9 million overthe past 6 years (See Graph 1). The office also continued to develop programs and write proposals for newand continuing grants that did not come under the aegis of any particular department. The GrantsAdministration Office developed new proposals and managed funded programs of over $5 million, almost20 percent of the total grant awards.

Graph 1. Grant Totals Over Past Years

Brockton obtained approximately $2.2 millionin competitive United States Department ofEducation grants during the 2003-2004 schoolyear. This figure includes the 21st CenturyCommunity Learning Centers grant, theLibrary Literacy grant, and the newly awardedTeaching American History and ForeignLanguage grants. The Library Literacy grantleft its mark not only on the school libraries,by augmenting the number and type of highinterest books for student use, but also in thepartnerships forged with teachers at eachgrade level.

Many of the grants were developed in partnership with the Massachusetts Department of Education,Boston College, Bridgewater State College, Boston Medical Center (a Boston University hospital),Stonehill College, Brockton Area Private Industry Council, and with other school districts. These

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collaborative endeavors amounted to more than $5 million dollars in grant proposals and more than $1million in awarded funds, some of these are not reflected as grant awards because Brockton is not the fiscalagent.

This year, Brockton’s grant awards total from the Massachusetts Department of Education was reduced bymore than $2 million because of fiscal shortfalls at the state level. The elimination of the State Class Sizegrant and the decrease in funding for the Community Partnerships for Children grant amounted to $1.5million. There are also a number of grants that will not be available for next year because of the decreasedstate budget.

The grant seeking effort involves a cadre of teachers and administrators in the Brockton Public SchoolSystem who devote extended time and concentrated effort in developing and implementing the proposalssubmitted throughout the year. Last year, in an effort to increase the number of staff finding and applyingfor grants, a workshop on grant writing was presented to over 30 faculty members. This year, support wasprovided to many participants in the process of preparing their grant proposals. In addition, a workshopon maintaining financial records through MUNIS was presented for all grant managers.

Table 1. FY04 Grant Awards

Name of Grant Award Early Childhood Resource-Outreach 6,908 Perkins OCC Ed - Vocational Skills 153,428 McKinney Homeless 29,500 Title 5 (formerly 6) 162,702 JROTC 77,032 Truancy Prevention Program 10,970 Smaller Learning Communities 164,501 21st Century Community Learning Centers 1,127,369 Comprehensive School Reform 427,761 SPED : Electronic Portfolio 1,500 SPED Integration 24,000 Enhanced Education Through Technology 199,760 Teacher Quality - Title 2 1,561,747 Integrated Tech Models 30,000 Carol M. White Physical Fitness 26,914 School Support Specialist 174,335 21st Century Community Learning Centers 271,120 Mass Reading First Plan - Downey 215,000 Mass Reading First Plan - Davis 215,000 Summer 2003 Academic Support 283,800 Class 2003 - SUMMER 2003 52,200 SPED: Professional Development 129,425 SPED: Multidimensional 3,422,480 SPED: Early Childhood 111,003 MINT: Eisenhower Statewide TBE 62,500

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LEP - Limited English Proficient Support FY 04 199,560 21st Century Community Learning Centers: programs at five schools 480,000 Mass Reading First Plan - Non Public Schools 64,000 Library Literacy 302,200 Mental Health Support 65,000 Special Assistance: Program Review Preparation 6,000 Transition to Teaching 55,777 21st Century Community Learning Centers: professional development 5,722 SPED Universally Designed Technology for Literacy Development 1,200 Drug Free Schools 169,121 Title 1 (Carry over funds not included) 7,463,891 Total Quality Content Institutes 16,488 LEP - Summer Support 8,000 Southeastern Mass. Tech Prep. Consortium 2,850 Mass. Rehab Supported Work 8,420 Communities & Schools for Career Success CS2 58,875 Adult Basic Education (ABE) 668,244 Adult Basic Education PIC 68,951 Kindergarten Enhancement 310,051 Summer Program for English Language Learners SPELL 60,702 SPED Autistic Programs 75,000 District - Based Licensure Program 19,921 Summer Meals Expansion 10,000 Summer 03 Food Program 175,000 Enhanced School Health Services 180,727 Class 2003 - Support - High School 89,500 Academic Support 168,100 Bay State Readers - Gilmore School 42,933 High School Partnerships 30,000 Project GRADS 262,369 CPC-Community Partnerships for Children Ch 188-Early Childhood 1,829,461 Early Childhood Parent Fees 50,000 Foreign Language 154,171 Physics Content Institute 39,327 Secure Our Schools 50,000 Teaching American History 298,920 Private Industry Council 69,912 W I A Title 1 16,544 Balfour After School 50,000

Tufts U. Health Monitoring 8,000 Project SOS Local Law Enforcement Block Grant 35,000 Jump Up & Go! Healthy Choices 5,000

$22,615,891.85 8

School Registration/Parent Information Center

The School Registration/Parent Information Center is charged with assigning school placements to allnew students entering the Brockton Public Schools, currently enrolled students who have moved withinthe city and currently enrolled students wishing totransfer from one school to another.

Now in its ninth year of operation, the center hasconducted eight complete cycles of assignments for theelementary and junior high school entry grades of oneand seven. All public school children in grades onethrough eight have participated in school choice. Thisyear’s accomplishments and major activities included thefollowing:

The registration process and assignment for 1,381 Grade7 students was completed in January, 2004. There was100 percent timely participation in the assignmentprocess, i.e. 1,381 out of 1,381 parents submitted theirrequests during the official registration period. Ninetypercent of the parents received their first choice school; 7percent received their second choice; 2 percent received athird choice and only 1 percent of students were assignedto a school which was not one of their three choices.

Registration for students entering Grade 1 was conductedduring March and April, 2004. Assignments for 1,170students were completed in May, 2004. All parents (100percent) participated in the assignment process in a timely manner. This year, 90 percent of the parentsreceived their first school choice and 4 percent received their second choice assignments. Three percent ofparents received a third choice school and 3 percent received mandatory assignments.

In addition to the more than 2,500 registrations at the elementary and junior high school entry-gradelevels, the School Registration Center enrolled and placed, or transferred more than 1,300 Grade 1-8pupils who were new to the district, wanted transfers or who had changed residence within the city.

The center’s major responsibility is to oversee the city’s school assignment policy and plan. Activities ofthe center are not limited to school assignments and have:

Resulted in greater consistency of class sizes across the elementary and junior high school grade levels and improved the racial balance in all schools; Streamlined the school registration process, increased parental satisfaction, and reduced the

processing time for enrolling students in classrooms; Expanded the district’s school volunteer program from 7,265 to 23,771 volunteer hours through the

Partners in Excellence initiative; Coordinated the district’s parent-outreach program by training new liaisons and providing

professional development to site-based parent liaisons in all schools;

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Improved school-community communication by responding to more than 38,001 telephone requests for school information in English, Spanish, Portuguese, French and Haitian Creole during the 2003- 2004 school year; Designed, distributed and tabulated

600 parent survey forms; Collaborated with community

agencies on an evening drug forum for parents; Received a national award for

“Make a Difference Day”, through the Southeastern Massachusetts Volunteer Council; Provided information to the

Brockton Parents Association for their website; Established a partnership with

“School on Wheels,” an initiative that provides after-school tutors, school supplies and backpacks to homeless children in grades K-12 in the greater Brockton area;

Updated the second edition of School View, a system-wide information guide of the Brockton Public Schools published through the School Registration/Parent Information Center; Increased community collaborations to include the Mayor’s After-School Task Force, Brockton Rox,

Brockton Police Department and Brockton Symphony Orchestra, among others.

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Community Schools

The Brockton Community Schools offer enrichment and recreational opportunitiesto students, families and community members before, during, and after-schoolthroughout the year. Funding sources include the Brockton Public Schools, Mayor’sOffice, federal and state grants and enrollment fees. The Community SchoolAdvisory Board, which oversees Community School programming, includes tworepresentatives from the School Committee, a City Councilor, system-wide PAC,PTA and PTO members, as well as members of the community at large. Membersmeet monthly to review programs, launch new projects and provide oversight for

Community Schools programs.

Adult EducationEnrichment and RecreationEnrichment and RecreationEnrichment and RecreationEnrichment and RecreationEnrichment and RecreationOn weekday evenings, the Community Schools offered a variety of enrichment and recreationalcourses to area adults. More than 670 individuals selected from computer courses, crafts, foods,exercise, visual arts, finance and real estate, sewing,shop, sports and special interest instruction.

High School DiplomaHigh School DiplomaHigh School DiplomaHigh School DiplomaHigh School DiplomaAdults 16 years and older were assisted incompleting requirements towards a high schooldiploma or took refresher or preparatory classesbefore further training or education. A total of 337adults were enrolled in the fall and spring sessions,with 62 earning their high school diplomas duringthe 2003-2004 school year. The Diploma programadded new requirements for those evening studentsneeding to pass the MCAS test as a requirement forobtaining their diploma. These students were alsogiven the opportunity to take part in academicsupport programs available through a DOE grant.

Adult Learning CenterAdult Learning CenterAdult Learning CenterAdult Learning CenterAdult Learning CenterThe Adult Learning Center (ALC) offered acomprehensive, basic education program to help adult students improve their reading, writing,oral, math and problem solving skills. Supported by grants from the Massachusetts Department ofEducation and a local match from the Brockton Public Schools, the ALC offered a wide range ofclasses to meet individual needs: Basic literacy, English for Speakers of Other Languages, AdultSecondary and GED Test preparation, Family Literacy and Citizenship. These classes were taughtboth mornings and evenings at the Paine School and at two satellite locations, MainSpring Houseand CareerWorks. More than 600 adults participated in ALC classes during the 2003-2004 schoolyear.

Expressways to EnglishExpressways to EnglishExpressways to EnglishExpressways to EnglishExpressways to EnglishThis adult education program served approximately 120 students in improving their Englishspeaking, listening, reading and writing skills. Teachers in the Expressways program attended twoworkshops to update program curriculum during the 2003-2004 school year.

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Facility RentalsFacility RentalsFacility RentalsFacility RentalsFacility RentalsFacility Rentals 2003-2004Facility Rentals 2003-2004Facility Rentals 2003-2004Facility Rentals 2003-2004Facility Rentals 2003-2004In addition to the school activities managed on behalf of the Brockton Public Schools, theCommunity Schools Office also coordinated the renting of space in all public school buildings toprofit and non-profit groups. Classrooms, auditoriums and gymnasiums were rented for activitiesincluding lectures, concerts, dance recitals and sporting events.

The Community Schools Office used revenue generated from facility rentals to update and repairthe following during the 2003-2004 school year:

West Junior High School gymnasium divider door replacedAlbert N. Baroncelli Field landscaping at Brockton High SchoolBHS Gymnasium scoreboard updatesBHS Auditorium curtains and rigging updateNorth Junior High School gymnasium scoreboard console, additional unit

Facility rental revenue also provided$5,000 in scholarships for the CommunitySchools’ summer programs.

2121212121ststststst Century Learning Centers Century Learning Centers Century Learning Centers Century Learning Centers Century Learning CentersThe Brockton Public Schools now claim21st Century Community LearningCenters in 15 schools throughout the city.These centers offer a variety of activitiesfor children and families that are designedto improve student achievement.

In the fall of 2003, the junior high school program introduced the Brockton After School MALL(Meaningful Activities in Learning and Life skills). This innovative program enhances math andEnglish language skills in a fun, practical and hands-on way: students work in “stores” where theyuse their academic skills to help the business succeed.

Additional activities included FamilyFocus Nights to help familiarize parentswith concepts their children are studying;Family Field Trips to sites like theMuseum of Science and Children’sMuseum; and a wide range of after-schoolprograms. The 21st Century Initiativeembraces community organizations aspartners in education, and many otherprograms in the schools are offered bycommunity organizations like the Boysand Girls Club, Old Colony YMCA andthe Fuller Craft Museum.

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AfterAfterAfterAfterAfter-School/Academic Support-School/Academic Support-School/Academic Support-School/Academic Support-School/Academic SupportAfter-School programs are designed to provide Brockton students with a safe, productiveenvironment where academic enrichment and enhancement programs are offered for a nominalfee. This year, students at 16 elementary schools, four junior high schools and Brockton HighSchool participated in a variety of recreational, academic and cultural activities four days a week.The programs included transportation and a snack.

During the 2003-2004 school years,the Community Schools Officeprovided a 20 week after-schoolacademic support program toapproximately 3,500 students ingrades 1-12. Classes in Englishlanguage arts and math were offeredto students in every schoolthroughout the district. At theelementary level, curriculum guideswere designed to address the skillareas while at the same timeintegrating a hands-on learningapproach that would encouragestudents to be excited about participating in these “academic enrichment” programs.

The Brockton High School After-School program offered programs to students in grades 9-12,with a special focus on students in the Class of 2004. During the school year, approximately 300high school students participated in after-school academic support programs. Curriculum wasdeveloped to meet the needs of each group of students participating in the program. Manipulativesand the PLATO Lab were integral parts of the math classes. Summer school programs for students

in grades 9-12 were offered to approximately 100students at Brockton High School. A hands-onlearning approach was utilized with the intent ofengaging the high school learner to encourage studentsto attend the program.

The grant allocation for the Academic SupportServices program was largely used to provide in-schoolacademic support services to students in grades 10-12who had not yet passed the MCAS. Students werescheduled from directed academic and elective coursesinto additional math and/or ELA classes depending ontheir specific areas of need. Approximately 500students at Brockton High School received remediationservices through this model.

The Community Schools Office leveraged local fundingand the 21st Century grant allocation for the purpose ofproviding outstanding extended learning opportunitiesto the students of the Brockton Public Schools.

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Extended-Day ProgramsExtended-Day ProgramsExtended-Day ProgramsExtended-Day ProgramsExtended-Day ProgramsThe Smart Start Extended Day program is a year-long child care service provided by theCommunity Schools. The program is staffed primarily by education specialists from the BrocktonPublic Schools and provides activities that encourage the physical, social, emotional, and cognitivegrowth of the children, while responding to the needs of their families.

Smart Start Extended-Day provides an opportunity for participantsto expand their vocabulary, knowledge and experiences throughinteraction with their peers and caring adults. During the 2003-2004 school year, more than 800 children were enrolled in theprogram that operated from 7:00 a.m. - 6:00 p.m. in 11 Brocktonelementary schools. Cooperative programs were conducted withTuft’s University, Stonehill College, the Fuller Craft Museum, NewEngland Wildlife Foundation, and with Great Asker Park. Theprogram also worked in conjunction with local and state agenciesincluding Get On Base, the Mayor’s After-School Task Force, HomeHealth and Child Care, the Massachusetts Department ofEducation and the Office for Children. The program providedsupervisors and staff with a variety of professional developmentopportunities throughout the course of the year.

Sports ProgramsSports ProgramsSports ProgramsSports ProgramsSports ProgramsThe Community Schools Office provided athletic opportunities to hundreds of students during theyear. The Community School Basketball program, the city’s oldest and largest citywide youthbasketball program, served over 900 boys and girls in grades 1-12. The Swimming and Divingprogram provided more than 100 participants with developmental instruction in the fourcompetitive swimming strokes and in springboard diving.

DriverDriverDriverDriverDriver EducationEducationEducationEducationEducationThe Driver Education Program at Brockton High School conducted continuous six-week sessionsfrom September through July, providing students with 30 hours of classroom instruction and sixhours of on-the-road instruction and observation. This year, additional certified staff members werehired as Driver Education Instructors to alleviate the backlog of driving instruction needed for thisgrowing program.

Saturday ConservatorySaturday ConservatorySaturday ConservatorySaturday ConservatorySaturday ConservatoryYoung musicians in grades 4-12 learned to play one of several band instruments and participated inan organized band.

Summer ProgramsSummer ProgramsSummer ProgramsSummer ProgramsSummer ProgramsEnsuring quality programming for Brockton students during the summer months was a major focusof the Community Schools Office during the 2003-2004 school year. The wide variety of availableacademic, athletic, enrichment and artistic opportunities drew hundreds of children from aroundthe city.

More than 120 young performers aged 10 –16 practiced theater arts skills for five weeks on thestage at Brockton High School in the Act One, Scene One program, which culminated in two

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performances of the original musical production” What If,” at the end of the summer. The GetReady program, an integral part of summertime fun in Brockton for more than 30 years, provided6- to 15-year-olds with the opportunity to learn skills in swimming and diving, baseball, basketball,

gymnastics, soccer, tennis, field hockey and golf. TheGymnastic program was held at the Spectrum Gymnasticsfacility in Brockton, a collaboration that afforded youngsterswith the opportunity to perform in a state-of-the-art facilitywith updated equipment. A wrestling program was alsointroduced for youngsters aged 6-15.

The “I Can Do It/Smart Start” Summer Enrichment Programwas held from June 24th – August 27th for more than 400extended-day students in grades 1-6. Modeled on the year-round program of the same name, the I Can Do It programoffered childcare from 7 a.m. to 6 p.m. and was utilized bymany working parents seeking summer childcare.

The 6th annual Raise Up Summer Basketball Camp gavemore than 200 boys and girls entering grades 5 – 12 thechance to develop basketball skills through drills, contestsand games.

The 2004 Summer Conservatory provided individual instruction for six students in grades 5-9 whoalready played a band instrument. Another new edition to the summer program offerings was the“Run for Life Fitness Academy,” a clinic for students in grades 3-12 which followed a philosophythat encouraging running and related education is the best way to start all people on the way to alifetime of physical, mental, and emotional well-being.

Summer SchoolSummer SchoolSummer SchoolSummer SchoolSummer SchoolThe Summer School programoffered credit courses to 640 studentsfrom Brockton and neighboringcommunities who needed assistancefor the upcoming school year, or forthose who needed to complete ahigh school program for graduation.Twenty students received their highschool diplomas in a ceremony atthe end of the program Enrichmentcourses also were offered and theprogram was funded entirely bytuition. Guidance counseling wasoffered to each student andattendance was strictly enforced.This year the curriculum was reviewed by curriculum teams in all major subject areas. Thiscurriculum review will continue with curriculum mapping developed for each summer schoolcourse.

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Administrative ServicesDavid H. Kimball, Senior Director

The 2003-2004 school year saw major accomplishments: the South Junior High renovation projectapproached completion in late August, 2003; the Brockton Public Schools system completed roofreplacements at the Keith School, the Huntington School, and the Crosby Administration Building; andboilers were replaced at the Brookfield, Hancock, Huntington and Kennedy Elementary Schools andat the Crosby AdministrationBuilding. Additionally, the hotwater system at Brockton HighSchool, which serves the entirecomplex, failed completely inthe early spring and had to bereplaced.

The moratorium on schoolbuilding assistance fundingcontinued, and therefore therewas no progress in the start ofbuilding the two newelementary schools to belocated on Colonel Bell Driveand Quincy Street and theproposed junior high schoolbuilding on Quincy Street.

For the first time since theadvent of Education Reform in the Commonwealth of Massachusetts, the Brockton Public Schoolssuffered a decrease of more than $13 million in its spending appropriation for the 2003-2004 school year.This reduction resulted directly from a major decrease in state funding. To address this loss of dollars, closeto 60 staff positions were eliminated from our schools through attrition. In addition, the school systemsustained the loss of another 16 positions as a result of a reduction in grant funding to our schools.

In the face of budget cuts, the Brockton Public Schools was devastated by the infestation of mold in anumber of its buildings. The hot temperatures and high humidity made for conditions that promoted therampant growth of mold. As experienced by other school systems in surrounding communities, theremediation and cleanup of mold in our schools was a fiscal crisis consuming valuable dollars that wereintended for programs and projects.

The Brockton City Council’s appropriation for the School Department’s Fiscal 2004 budget amounted to$111,454,166 with an additional appropriation of $6,468,314 for transportation and traffic supervision.The School Department continued to fund salary increases during the second year of the present contractwith carryover funds from the previous fiscal year.

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FY2004

I. PERSONAL SERVICES TOTAL

CERTIFIED STAFF SALARIES

BROCKTON HIGH 19,907,993

JUNIOR HIGH 11,413,356

ELEMENTARY 35,935,996

ADDITIONAL PERSONNEL 200,000

ADMINISTRATION 1,467,575

CHALLENGE FOR CHANGE GRANT PROGRAMS 0

SCHOOL COMMITTEE 21,000

NURSES 1,158,525

PSYCHOLOGISTS 406,910

COMMUNITY SCHOOL 0

LONGEVITY INCREASES 40,270

ATHLETIC PROGRAM 327,649

INTERNSHIP PROGRAM 26,600

RETIREMENT SEVERANCE 1,725,322

PROF/CURR.DEVELOPMENT 290,566

SUBS/PART-TIME EMPLOYMENT 2,413,874

EARNED CREDITS 378,800

SUMMER EMPLOYMENT 45,001

BHS EXTRA-CURRICULAR 75,357

JHS EXTRA-CURRICULAR 31,326

INTRAMURAL PROGRAM 99,960

UNEMPLOYMENT COMPENSATION 500,000

CHAMPION CHARTER SCHOOL 425,236

TOTAL CERTIFIED STAFF $76,891,316

II. PERSONAL SERVICES

NON-CERTIFIED STAFF

ADDITIONAL PERSONNEL 28,000

SECRETARIAL/DATA PROCESSING 2,992,238

PARAPROFESSIONALS 4,861,407

ATTENDANCE SUPERVISORS 104,487

DEPARTMENT HEADS 234,082

CUSTODIANS 4,705,833

SCHOOL POLICE 496,838

FACILITATORS 273,644

SCHOOL TRAFFIC 0

MONITOR TEACHER ASSISTANTS 1,272,270

SCHOOL/PARENT LIAISON 251,793

ADDITIONAL STATE FUNDING 0

TOTAL NON-CERT. STAFF $15,220,592

TOTAL PERSONAL SERVICES $92,111,90817

FY2004

III. ORDINARY MAINTENANCE TOTAL

INSTRUCTIONAL SUPPLIES 1,103,201

TEXTBOOKS 540,727

LIBRARIES/PROFESSIONAL BOOKS 148,678

ATHLETIC PROGRAM 226,569

NATURAL GAS/FUEL OIL 1,665,030

ELECTRICITY 2,468,100

WATER AND SEWER 452,000

TELEPHONE 366,250

BUILDINGS AND GROUNDS 533,500

GRADUATION 9,161

PRINTING 102,274

CONTRACT SERVICES/REPAIRS 1,497,646

RENTALS/LEASES 789,260

MEMBERSHIPS 33,453

OPERATIONAL EXPENSES 2,079,235

TRANSPORTATION 190,839

TUITION 4,829,802

NEW EQUIPMENT (STUDENT FURNITURE) 0

TECHNOLOGY - HARDWARE 758,335

TECHNOLOGY - SOFTWARE 0

SCHOOL TRAFFIC 0

FACILITY MAINTENANCE (Bldg. Dept) 325,000

CHAMPION CHARTER SCHOOL 129,532

FACILITIES PROJECTS (C.C. Appropriation: 03/2000) 0

ADDITIONAL NET SCHOOL SPENDING 1,054,166

TOTAL ORDINARY MAINTENANCE $19,302,758

IV. TRAVEL OUT-OF-STATE 39,500

V. CAPITAL EXPENDITURES 0

VI. NON-NET SCHOOL SPENDING $0

TOTAL PERSONAL SERVICES $92,111,908

TOTAL ORDINARY MAINTENANCE $19,302,758

TOTAL TRAVEL OUT-OF-STATE 39,500

GRAND TOTAL $111,454,166

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CurriculumJane A. Malatesta, Senior Director

CURRICULUM ALIGNMENTBrockton’s Curriculum Alignment Project continues on an annual basis. Since 1998 when the SchoolCommittee adopted the seven Massachusetts Curriculum Frameworks as the foundation for the local

curriculum, administrators and teachers each yearreview the Frameworks and work to align localcurricula to match statewide standards. Over the pastfive years philosophy booklets have been publishedwhich outline the guiding principles of programs in allcurriculum areas. The booklets define best practices inteaching and learning that should be expected on adaily basis. The materials also help reinforce thealigned curriculum materials and provide a focus for theyear in schools and classrooms.

During the 2003-2004 school year, full-year courserequirements continued in both English and

mathematics for all freshmen and sophomores at Brockton High School, and additional coursework inboth subjects was provided for students identified as scoring low or failing the MCAS testing program.Because of these and other efforts, the numbers of students in the Class of 2004 who met the MCASgraduation requirement increased to 97 percent.

At the K-8 level, the focus for the year continued to be the improvement of student achievement inreading/language arts and mathematics. Extensive teacher training helped support the second year ofimplementation of a new standards-based mathematics program.

Three new documents from the Department of Education were widely distributed to teachers, K-12, tosupplement the existing frameworks in English language arts and mathematics. Two supplements moreclearly defined the standards for attainment of specific skills in grades 3, 5 and 7. The Benchmarks forEnglish Language Learners identified the process for students new to English to reach proficiency inEnglish language arts. These materials will have continuing impact for staff development and to defineteaching strategies over the next few years.

CURRICULUM MATERIALS FOR FAMILIESParents of students at all levels are provided with easyreference materials informing them of the major skills,competencies and concepts to be addressed during the schoolyear. When they register their child for kindergarten, parentsare given a guide which previews the curriculum and answerscommonly-asked questions about the first year of school. Atthe beginning of the school year in each grade fromkindergarten through eight, trifold brochures are sent homewith students to inform their parents of the year’s expectationsin each subject area. For students in grades seven through 12, single-page syllabi outlining the majorobjectives of the subject are distributed at the beginning of the first term in each class.19

INSTRUCTIONAL TECHNOLOGYWith the help of grant funds and the local budget, students and staff members were given increased accessto instructional technology during the 2003-2004 school year. Highlights of the year’s accomplishmentsin the area of technology include:

Completed the wiring and network of teacher workstations and classrooms throughout the Davisand Downey Schools with the goal of providing expanded Internet access for both teachers andstudents;Added a second computer lab at the Davis School and a distributed network at the DowneySchool for CCC in grades 1 3;Completed the wiring for the Gilmore, Belmont, Keith, BB Russell and Lincoln Schools;Replaced outdated hardware and CCC software at the Franklin, Kennedy, Hancock and BrookfieldSchools and completed the instructional network at the Franklin;Installed the network at South and East Junior High Schools, connecting all instructional areas forcommunication and Internet access;Provided ongoing professional development on the instructional technology e-mail system whichallows e-mail access for all teachers and professional staff from any computer;Provided training in software programs for data specialists in order to enhance instruction throughassessment;Introduced new web-based PLATO application at all four junior high schools;Connected the computerized card catalogue system in libraries at all levels, Pre-K through 12, toinstructional computers in each building;Extended the computerized card catalogue and subscriber services of the Brockton High Schoollibraries to the Internet for access from any web-enabled computer;Received one federal grant and several state grants to individual schools and departments, allowingfor the expanded use of technology to enhance instruction and assessment;Continued expansion of the Brockton Public Schools website, designed to make information aboutschools and programs accessible to students, parents and the community;Continued the implementation of assistive technology and training for teachers to enable all

students to have equitable access to the curriculum.

Plouffe School

PROGRAM FOR GIFTED AND TALENTEDSTUDENTSBrockton is justifiably proud of its Talented and Gifted (TAG)program, one of the oldest such programs in continuousoperation in the nation. The TAG program functioned inrecent years in one classroom each in grades four through six atthe Arnone School; it was expanded in 1998-1999 to theAngelo and Plouffe elementary schools and to the four juniorhigh schools. In 2001-2002, the numbers entering the clustermodel in each junior high school increased from 25 to 75students. Ongoing professional development trainingcontinued to support the teachers in the program.

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PROFESSIONAL DEVELOPMENT

The School Department budget continued the financial commitment to provide high-quality professionaldevelopment opportunities for staff. Brockton’s Professional Development Plan reflects the most recentMassachusetts Department of Education regulations and provides an overview of system-wide offerings forthe year. During the school year, principalsalso planned staff development programswhich supported the goals of their SchoolImprovement Plans. Frequent in-depthtraining sessions were continued for theInstructional Resource Specialists, K-12, andfor the Reading Resource Specialists in eachelementary school. On a system-wide basis,training sessions continued for teachers ofpreschool through grade twelve.

At Brockton High School expanded trainingin the Collins method of teachingwriting was provided for administrators andteachers in all disciplines to take advantageof the gains evident in the lower gradesthrough this teaching strategy. High schoolteachers also continued literacy skillstraining, including writing open-endedresponses and an emphasis on vocabulary aspart of an ambitious school-wide initiative.Teachers new to Brockton High Schoolreceived training in the elements of theliteracy initiative that had been introducedto all staff in previous years.

Staff members across all levels tookadvantage of workshops and graduate levelcourses offered by the school system to assistin the recertification process, now required ofall teachers every five years. The locally-developed mentoring program, designed tosupport teachers in their first years ofteaching, continued for the fourth year.Finally, members of the administrative teamat Brockton High School took part in a year-long workshop series on Observing and Analyzing Teachingthrough Teachers 21.

Program OfferingsEarly Childhood Program (Pre-K)Special Education Diagnostic Center (Pre-K and K)Half Day and Full Day KindergartensKindergarten Plus ProgramThree Plus ProgramSpecial Education ProgramsBilingual and ESL ProgramsSpanish/English Two-Way Language Program (K-1)Title I (Grades 1-6)Alternative ProgramsElementaryJunior High SchoolHigh SchoolTalented & Gifted Program (Grades 4-6 and 7-8)Mathematics (K-12)Science (K-12)Social Science (K-12)Health (K-12)Art (K-12)Music (K-12)Physical Education (K-12)Instructional Technology (K-12)Instructional Resource Centers (K-12)Reading/Language Arts (K-8)English (7-12)Technology Education (7-12)Foreign Languages (7-12)Business Education (9-12)Family & Consumer Sciences (9-12)Advanced Placement Programs (10-12)Teen Mothers Program (9-12)After-School Programs, all levels

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Elementary Education and Instruction K-8Catherine F. Brine, Senior Director

During the 2003-2004 school year, the central work of the Office of Elementary Education involvedmonitoring the implementation of the 16 elementary School Improvement Plans. Integral to this effortwas the continued analyses of test results at the district, school and classroom levels. Throughout the year,frequent meetings were held between principals and the Senior Director of Elementary Education in orderto ascertain the continuing progress of eachschool’s individual Improvement Plan.

During the 2002 – 2003 school year, the Office ofElementary Education gained a grant-fundedSchool Support Specialist who guided threeelementary schools through the Department ofEducation’s newly created and very exactingPerformance Improvement Mapping System(PIMS). The result for each of the three schoolswas a School Improvement Plan that followed theDepartment of Education model. Each elementaryand junior high school principal was trained overthe course of this 2003 – 2004 school year in thePIMS process and each used that process to create their 2004 – 2005 School Improvement Plan.

Another important focus of the Office of Elementary Education was mentoring high performinginstructional leadership teams in each school. Monthly day-long workshops were conducted with theInstructional Resource Specialists and the Reading Resource Specialists, highlighting best instructionalpractices to be implemented in classrooms. Additional and extended workshops and retreats were alsoconducted with the various constituencies of the instructional leadership teams.

The Reading First Grant, written by this office during the previous schoolyear, was implemented again at the Downey and Davis ElementarySchools and was carefully monitored through this office. All teachers ofprimary grades at both schools attended rigorous multi-day trainingsessions sponsored by the Department of Education.

The Coordinator of Early Childhood Education convened and chaired ayear-long Early Childhood Curriculum and Articulation Committee withrepresentatives from Pre-K, Kindergarten and Grade One. Alsoconvened was a School Readiness Committee with representatives fromthe Pre-K and Kindergarten programs and community childcareproviders.

The Kindergarten Plus and Three Plus Programs at the Eldon B. KeithSchool continued successfully during the 2003-2004 school year. The

Three Plus Program serviced approximately 85 students in 10 classrooms. On-going training for theteachers and the administrator of the Kindergarten Plus and Three Plus Programs was conductedthroughout the school year.

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Under the direction of the Department Head of Elementary Education, supplemental educationalprograms were offered throughout the year. The 12-week Saturday School programs continued for gradestwo and three and were attended by approximately 450 students. The programs focused on mathematics

and reading, including vocabulary developmentand inferential and evaluative comprehensionskills.

During the summer of 2003, the Summer SchoolGateways and Pathways Program continued aspart of the Promotion/Retention Policy adoptedby the School Committee. A targeted skillsinstruction approach will be provided to studentsenrolled in the program.

The Director of English Language Arts, Writingand Social Studies conducted frequentprofessional development workshops in her areasfor teachers and administrators of kindergarten

through grade eight. The Director also modeled lessons in classrooms and assisted the instructionalleadership teams in each school in evaluating students’ writing folders. Professional developmentworkshops at Brockton High School were also continued by the Director this year building on the JohnCollins Writing “Train the Trainers” model begun there last year.

The Office of Elementary Education oversaw the full implementation of standards-based mathematicsprograms for grades kindergarten through grade eight. Extensive training sessions for teachers wereconducted by the textbook companies every six weeks. The four Math Coaches continued to provide on-site support for classroom teachers by modeling, co-teaching and co-planning lessons. The coaches alsoprovided additional training sessions for teachers and for parents.

The office coordinated and delivered a comprehensivetraining for all junior high school departments inreading and writing in the content areas. Departmentswere trained as a group every six weeks in effectivecontent reading and writing strategies.

During the 2003-2004 school year, the newlypurchased Scott-Foresman Social Studies program wasimplemented in grades four through six, with Harcourtthe choice for grades seven and eight. Similarly, theCoordinator of Math and Science oversaw theadoption of the new Glencoe science program forgrades six through eight. In both content areas,extensive professional development for the teachers was provided.

A series of individual end-of-the-year meetings were held between the Senior Director of ElementaryEducation and each elementary principal and curriculum coordinator. Each principal’s performanceobjectives and School Improvement Plan was examined for degree of attainment. Each coordinator’sdepartmental plan and self-evaluation was also examined. These meetings culminated in an appraisal ofadministrative performance for each elementary school principal and curriculum coordinator.23

Human ResourcesKathleen A. Sirois, Senior Director

A continued focus on improving student performance guided the Human Resources Office in its search forhighly qualified certified and non-certified staff for the Brockton PublicSchools for school year 2003-2004. The Human Resources Officecontinued to play a significant role in screening, interviewing andselecting new staff members and continued its efforts to bring the best andbrightest to Brockton.

The Human Resources Office staff hired 73 new teachers during the 2003-2004 school year and 84 teachers and administrators retired at the end ofthe school year. With an eye to the future, the Human Resources Officeanalyzed its need for teachers and future administrators, a need causedprimarily by retirements. Due to financial constraints and changingschool populations, 20 elementary positions, five administrative positionsand five special education positions were reduced or left vacant. Oneteacher and two behavioral management specialist positions were lost dueto a reduction in force or the ending of grants. MCAS funding was used toadd math and English teachers to Brockton High School.

In an ongoing attempt to increase student performance, the Brockton Public Schools developed thefollowing positions in school year 2003-2004: two Reading First specialists, one full-day kindergartenteacher, four Title I reading teachers, one school psychologist, one home teacher, one two-way bilingualteacher and one alternative education teacher. Professional staff was reassigned to different buildings inorder to implement the English Language Immersions programs that replaced the former bilingualprograms.

The Human Resources Office managed theoperation of the SubFinder system, an automatedemployee-attendance system that notifiessubstitutes when they are needed. The staffconducted training sessions throughout the yearfor current substitute teachers, new substitutes,school secretaries and school administrators.The office also maintained personnelinformation through the MUNIS system.

Brockton Public Schools applicants were maileda postcard from the Human Resources Officeconfirming receipt of their applications, and adatabase tracked all applications for certified

positions. A Brockton resumé book maintained by the Human Resources Office enabled schooladministrators to easily research applicants for open positions. The office continued to be a key player intraining school administrators in the Department of Education’s licensure and recertificationrequirements. More than half of the certified staff in the school district needed to recertify their teachinglicenses by June 17, 2004. The Human Resources Office provided technical and informational services to

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these staff members throughout the school year. All administrators were provided yearly training in theevaluation process and the transfer of staff procedures.

Changes in the CORI law necessitated that all employees be screened for criminal records. In addition toemployees, all volunteers, chaperones, or any persons who might have direct contact with children werescreened through the CORI process. The Human Resources Office processed several thousand CORI’s inschool year 2003-2004.

In conjunction with the Payroll Office andthe Office of Administrative Services, theHuman Resources Office continued toprovide assistance to approximately 84teachers and administrators who retiredduring the 2003-2004 school year.

The Human Resources Office coordinated asuccessful two-day New Teacher Orientationprogram for the sixth year. The programincluded a curriculum session and a classroommanagement session. Year four of theMentor Teacher Induction Program was alsoimplemented and new mentors were trainedto guide new first-year teachers. An evening dinner meeting for all mentors, protégés, principals andsystem-wide administrators was held for the second time in school year 2003-2004.

For the second year, the Human Resources Office coordinated a test preparation course that was offered toall employees preparing the take the Communications and Literacy test required by the Department ofEducation for educator licensure.

The Human Resources Office continued to administer the Teachers’ Salary Accreditation and the SickBank Committees for all bargaining units. Members of the office also participated in the Professional

Development Committee, the system-wideMulticultural Committee and the BrocktonEducation Association’s Article XXXVI Committee.The office processed on a daily basis all requests fortemporary leaves of absences such as personal days,professional days, jury duty days, etc., andcoordinated leaves of absences and returns fromleaves. The office also administrated six unioncontracts.

As an outcome of previous teacher negotiations, theSenior Director of Human Resources chaired acommittee to investigate the concept of job sharingfor certified staff. Through that committee, a jobshare procedure was approved by the Superintendent

and adopted by the district. This process culminated in seven job share positions being approved by theSuperintendent for school year 2004-2005.

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All student-teacher assignments, student nurse placements, internships and pre-practicum observationrequests were coordinated through the Human Resources Office. The requests for such placements,especially from area colleges, continue to grow annually, signaling a growth in the pool of candidatesentering the teaching profession and a boost to the Brockton Public School system’s reputation.

Nationally, the U.S. Department of Educationestimates that 2.2 million teachers will be neededover the next decade to fill positions created byincreased student population and by teacherretirements. Recruitment of employees continuedto be a vital element of the work done by theHuman Resources Office. Brockton recruiterstraveled to colleges throughout Massachusettsand neighboring states and attended the MERCand RICE conventions with the goal of hiringteachers earlier than in previous years.

Brockton participated in the Department ofEducation’s MINT program, which strives to

attract non-traditional candidates to teaching. For the second year, the Brockton Public Schools, inpartnership with Stonehill College and the Department of Education, became a summer MINT site.MINT participants were paired with cooperating teachers at Brockton High School and served theirinternship as teachers in Brockton’s Summer School and MCAS programs. Fourteen of the 20 MINTparticipants were hired as teachers for the 2003-2004 school year.

Colleagues in Residence, a new program coordinated by the same partnerships, was implemented fromJanuary through June, 2004. Ten apprentice teachers spent that time teaching at Brockton High School,working with cooperating teachers and doing course work at Stonehill College. Seven of the 10apprentice teachers were hired by the district for next school year. The successful completion of the MINTprogram’s second year enabled the BrocktonPublic Schools to be a District Based Licensureprogram site for school year 2003-2004 as wellas an Apprentice Teacher site.

The Human Resources Office posted jobopenings on a variety of state, local andeducation websites. The Human ResourcesOffice continued to hold exit interviews withteachers to analyze why they chose to leave theBrockton Public Schools and implement anysuggestions they gave to retain other teachers.

The No Child Left Behind act brought newresponsibilities to the Human Resource Office.Working with principals, the Human Resources Office helped in the preparation of the school and districtreport cards by identifying all the Highly Qualified staff. The Human Resources Office also formedpartnerships with Massasoit Community College and Bridgewater State College to train the more than300 paraprofessionals who work in the school system. The HR Office was responsible for implementingthe No Child Left Behind qualification requirements for paraprofessionals. Workshops were held to

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School Adjustment Counselors 39 Art 24 Bilingual Immersion 91 Bilingual Special Education 5 Business 15 Elementary 520 English 92 Family and Consumer Science 8 Foreign Language 30 Guidance 27 Health 25 Special Education 171 Technology Education 14 Library 14 Math 69 Media 4 Music 29 Nurses 31 Occupational Education 9 Therapists 7 Physical Education 37 Preschool 8 Psychologists 10 Reading 49 Science 67 Social Studies 76 Speech 29 Administrators 59 TOTAL 1,549

introduce the new requirements to current paraprofessionals as well as principals and other administrators.Working with Professional Development Committee funding, a series of four courses were held forparaprofessionals in the areas of reading, writing, math, and classroom management strategies in order forthe paraprofessionals to meet the Highly Qualified requirements of NCLB. A Paraprofessional ReviewCommittee was formed and administrated by the Human Resources Office to review the college creditsand career backgrounds of paraprofessionals to identify those that are Highly Qualified.

There were 1549 certified staff and 907 non-certified staff positions in the Brockton Public Schools duringthe 2003-2004 school year.

CERTIFIED STAFF ASSIGNMENTS

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SUPPORT STAFF ASSIGNMENTSAttendance Officers 2 Computer Technicians 3 Paraprofessionals 392 Parent Liaisons 39 Bilingual Facilitators 10 Data Processing Staff 5 Cafeteria Workers 118 Custodians 145 Monitor Teaching Assistants 89 Secretaries 83 School Police 12 Other 9 TOTAL 907

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Pupil Personnel Services, 2003 - 2004Kenneth H. Sennett, Ed.D., Senior Director

During the 2003-2004 school year, the Pupil Personnel Services Department of the Brockton PublicSchools provided a wide variety of data-driven programs and support services that assisted studentsin overcoming barriers and achieving their maximum potential.

Assessment, Data Analysis, Research and EvaluationDuring the 2003-2004 school year, the Supervisor of Assessment continued to coordinate state-mandatedMCAS testing in all city schools, and provided data and interpretive reports to administrative and

instructional staff. Data specialists in all schoolshelped to coordinate and manage the flow ofinformation.

The MCAS and Iowa tests were administeredsuccessfully citywide. This year represented thesecond year that Iowa tests were administered in lateJanuary/early February. Interpretive reports wereprovided at the individual student, building, andsystem level. Reporting software such as Test-Wizand Student Data Management System provided awide variety of diagnostic information toinstructional staff.

The district continued to make excellent progress inthe use of data analysis technology. The Test-Wiz program was provided to every school and building-level personnel, and Special Education and Bilingual department administrators were trained in its use.The TestBank network file-mapping system was deployed to each school building with the assistance ofthe Instructional Technology department. This system has made Iowa and MCAS test data available toeach building, and has enabled dataspecialists to provide administrative andinstructional staff with a wider variety ofinformation, including data disaggregated byNCLB criteria.

Each elementary level data specialistreceived further training in the use ofMicroSoft Excel and Access software inorder to facilitate the development of abuilding-level database incorporatingMCAS, Iowa and other assessmentinformation. A particular emphasis wasmade in the development of a BHS MCASdatabase due to concerns which do not existat other levels; namely, competencydetermination, retests, appeals, and certificates of attainment. This database, entitled MRI, wassuccessfully deployed this school year, and training in its use was conducted for BHS IRS staff, department

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heads in English, Math, Science, and Social Studies, as well as the Associate Principal. Success wasachieved in integrating information from the Star_Base student information management system into thisMCAS test history database. The effort is ongoing, with plans for future expansion and training.

The use of a web-based assessment system,Riverside’s Asses2Learn, has not beenrealized because a DOE technology grantwas not received, and due to budgetaryconstraints, development of an electronicbenchmarking system will depend heavilyon the availability of grant funds.

The refinement of the Talented and Giftedprogram selection process continued duringthe year with the successful integration ofdata from the Naglieri Nonverbal AbilityTest, the Iowa Tests of Basic Skills, CogATresults, and visitation day tasks informationcombined in a single database. The datawas utilized in selecting students for theTalented and Gifted program, although Iowa test scores are currently most heavily weighted.

Department of Special EducationThe Special Education Department’s mission is to provide disabled students withan appropriate public education within the least restrictive environment whichfunctions within the parameters of state and federal Laws and Regulations.

During the fall, the Department was involved in a Massachusetts Department ofEducation Coordinated Program Review. Of the 58 areas of Special Educationcompliance areas reviewed, the Department received the following ratings:Commendable in six areas; forty-six Implemented; and six were PartiallyImplemented.

The 2003-2004 school year was a challenging one forSpecial Education because of changes in the DOEfunding process. A significant amount of time wasdedicated to the first year of “Circuit Breaker,” afunding formula that promised 75 percent abovefoundation cost, but delivered only 35 percent whichmade for great challenges, especially considering thatBPS claimed 139 students, including forty-five highcost in-district students.

The Brockton Public Schools Special EducationDepartment provided specialized instruction to 2,118students with disabilities in grades K-12+, or 13 percentof the city’s student population.

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The development of unique inclusion programs and community-based vocational educational programscontinued to be one of the department’s highest priorities.

According to a December 1, 2003 report, BPS serviced 76percent of students with disabilities in programs lessrestrictive than a substantially separate program, which isconsistent with the last year’s percentage.

At Brockton High School, inclusion opportunitiesexpanded for the 9th grade to include co-teaching classes inMath, Science and Social Science. In the 10th grade a co-taught math class was offered. In addition, the number ofco-taught English classes grew to 23. The secondary levelinclusion specialist continued to expand trainings andinformation on disability awareness and accommodations toinclude regular education teaching staff, administrators andSchool Police.

Transitioning students from one level to the next always presents a challenge. Inclusion studentstransitioning from Junior Highs to BHS were identified and scheduled into appropriate classes prior to theend of the school year, through the efforts of the Secondary Sped Department Head and ITC staffmembers.

For the second year, the Special Education Department was awarded a $75,000 competitive ASD Grant,which again provided funding for an autistic specialist. The specialist worked with staff, administratorsand parents and provided training opportunities and support for the ASD population.

The ASD Specialist worked in collaboration with two other districts to develop a social skills curriculumguide that included a matrix of skill levels and materials for teachers to use with elementary ASD students.

The intermediate ASD class had a successfulsecond year at the Downey School. The juniorhigh program, now in its third year, was altered toaddress the individual educational needs ofstudents by providing increased inclusionopportunities for some and more vocational andcommunity-based experiences for others. Aclassroom and teacher have been identified forexpansion to Brockton High School in the fall,2004.

The Special Education Department alsomaintained a continuum of specialized programsand educational services from which IEP Teamscould choose the most appropriate placement forindividual students.

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From the most inclusive, (502.1regular education classroomplacements), to the most restrictive,(502.6 residential programs), allprograms were supplemented withservices including therapeuticsupport, adaptive physicaleducation, speech, occupational andphysical therapy, music therapy,assistive technology,paraprofessionals, nursing services,recreation programs andtransportation.

The Special Education Departmentcontinued contracting with aSpanish Speech Therapist to assessstudents in the Bilingual Program.A model of Sped Bilingual Teachers working with MSN teachers to diagnose and provide services tobilingual students with disabilities was also established.

Services to elementary deaf/hard of hearing students were redefined to address the changing needs of ourpreviously deaf students. This group of students now has Cochlear Implants and is able to increaseinclusion opportunities. Because there is still a need for ASL services, Ashfield staff members wereprovided with ASL instruction to assist with communication with this special group of students.

The Students in the Life Skills programs again participated in the state-mandated MCAS AlternateAssessment. Staff members who are also DOE trainers and scorers provided on-going technical support toteachers throughout the school year. The Brockton Public Schools Special Education Department wasagain awarded a $2,000 DOE Electronic Portfolio Grant. Teachers and support staff were trained in therequirements and assessment process and how, through electronic portfolios, students could demonstratetheir skills and abilities with technology use.

For the second year, the MCAS Coach provided support for high school students both at Ithaka and theAdjustment Class at Brockton High School. The seven Ithaka seniors graduated with diplomas.

The Department continued its efforts to collaborate, communicate, and outreach to the community andoutside agencies during the 2003-2004 school year. To help secondary level students transition into adultlife, the Department Head at BHS met monthly with members of the Department of Mental Retardation,Massachusetts Rehab, the University of Massachusetts at Boston and Brockton Public Schools guidancestaff to develop strategies to transition students to adult agencies. The Brockton Public Schools SpecialEducation Department participated in Coordinated Family Focused Care monthly meetings; PervasiveDevelopmental Disorder Round Table Discussion Group; Autistic Spectrum Disorder DOE meetings; andthe Mayor’s After-School Task Force.

The Out-of District Team Facilitator met monthly with DSS officials to discuss and track youngsters whowere removed from their homes. The Department also continued its collaboration with Bridgewater StateCollege in providing training for paraprofessionals; UMass Boston to explore parent views of ASD and

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Social Skill Development for Life skills students. To enhance communication at the early childhoodlevel, a video was made for parents and early intervention staff to assist in the understanding of theEvaluation Process and transition into early childhood school experience. In addition, the Howard Schoolalso developed its own web site to keep parents informed.

The mentoring program for disabled BHS students continued for its fourth year. Enrollment in this after-school program increased by 2 percent. One hundred two students participated during the year, an increaseof 25 percent from Fiscal 2002 and a 101 percent increase from Fiscal 2001.

To ease the transition to high school and reduce the number of dropouts, the department offered after-school programs for freshmen. Students were provided with academic tutorial, MCAS tutorial, computers,and support and development of social skillsthrough the program. Students who attendedregularly were able to maintain and improve theirgrades over the course of the year. Staff trackedstudent grades and attendance and providedassistance through close contact with teachersand parents. The Mentor program alsoaccessed School Notes.com, an onlinehomework program. Each week staff notedhomework and class assignments on this websitefor student and parent use.

For the third year in a row, 100 percent of theseniors participating in the mentor programgraduated with a diploma. Staff assistedseniors in completing college applications,completing college essays, and completing jobapplications and resumes.

The vocational component in the IthakaProgram at the Lincoln School continuedfor its fourth year. Eight students participatedin a program through Mass. Jobs Training, Inc. Students attended the internship training session threetimes a week for seventeen weeks. Students were required to have an 80 percent attendance rate and wereinvolved in vocational assessments, exploring job opportunities on the Internet, improvingcommunications and interview skills, developing resumes and dressing for success. This contract wasexpanded to provide 10 students with summer internships where the students worked in supervised sites inthe city. Seven students were successfully employed during the summer of 2003. Vocational opportunitiesand trainings were expanded to explore options through RISE. One student also completed an eight-weekcertificate program leading to licensing as a Certified Nursing Assistant.

Professional development and training workshops provided opportunities for staff to enhance their skillsin providing for students in the least restrictive environment. Para-educators, who play an important rolein providing support for students within the context of the regular education programs, were providedwith a two-day training workshop. In addition, BPS provided a workshop for early childhood daycare/nursery providers in the community on “Providing Inclusion Opportunities for the Young, Special NeedsChild.” To improve the quality of services provided to disabled students in Brockton, the SpecialEducation Department offered 55 professional development workshops and teacher training opportunities33

to all Brockton Public Schools teaching, administrative andsupport staff, a 10 percent increase over the previous year.The workshops drew 704 staff members, with 26 percent ofthose being general education staff.

The SPED PAC was surveyed and, based on its input, seventraining workshops were offered to parents.

Committees were developed this year to look at three veryimportant areas impacting special education: Assessment,MCAS, and Inclusion at the Junior High Level. Results ofthe work of these committees will be realized in an actionplan for next year, which will include a specific schedule forprofessional development and staff training.

Department of Guidance Services

During the 2003-2004 school year, a committee of five K-8 guidance staff members, working under thesupervision of the Guidance Department Head, updated the many procedures and forms that make up theGuidance Services Handbook.

Bi-monthly case conferences continued to be a valuable department activity. Difficult counseling caseswere presented by staff with solutions and suggestions discussed by the group. This proved to be awonderful opportunity for sharing and mentoring for both new and veteran staff.

Professional development for guidance staff continued to be a high priority for the department. TheDevelopmental Guidance approach was strongly encouraged. Counseling staff continued on-going effortsin classroom, group and individual techniques. Staff members attended in-service training and workshopsthat proved very effective in preparing themselves to service students in their very demanding roles.

During the 2003-2004 school year, K-8Guidance Department staff members workedwith the teachers and the Health Departmentin implementing the Second Steps ViolencePrevention Program. At the junior highlevel, they also continued to support the TeenDating Violence Program and worked incollaboration with the Health Department inthe presentation of the Cease Fire Programregarding drugs, gangs and violenceprevention.

The Character Education pilot program atthe Whitman and Belmont Street Schoolswas expanded to two additional grades at theWhitman School. The teachers liked thepracticality of the supportive materials and

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found the program very easy to implement in lessons throughout the existing curriculum.

The scheduling process from Grades 6 to 7 and Grades 8to 9 continued was fine-tuned. Grade 6recommendations were made in a timelier manner thisyear. In the Grade 8 to 9 nine scheduling situation,communication improved among all parties. Inaddition to the regular scheduling, 80 students wereselected for the new Freshman Academy Program.

Working collaboratively with the Supervisor ofAssessment, the Elementary Guidance Departmentsupervised the selection process for the Talented andGifted Program. All third grade students were testedwith the Naglieri Nonverbal Ability Test andparticipated in the citywide administration of the IowaTests of Basic Skills. Additional students were referred for consideration by their teachers and buildingprincipals. One hundred twenty third grade students attended a program visitation day in May where theyworked with program teachers on tasks representative of best instructional practices for gifted students.

Following a ranking of the selection process results, 75 third graders were invited to enter the TAGProgram in September, 2004. Parents were invited to an explanatory meeting and they were given twoweeks to visit the schools and decide whether or not to accept the invitation. A waiting list has beendeveloped in case parents refuse the invitation or to fill vacant slots when students leave the program.

Guidance Services at Brockton High School

During the 2003-2004 school year, the counseling staff at Brockton High School assisted members of theClass of 2004, including 686 students who earned diplomas, nine students who received Certificates ofAttainment and six students who received Certificates of Attendance. Fifty-two students did not meetlocal graduation requirements and an individual plan for Summer School and/or Night School wasdeveloped for each student. Seventy-five percent of the senior class was accepted to a post-secondary

institution, 352 students to four year schools and 217to all other schools.

The Guidance Department’s Anger ManagementProgram was fully implemented. School AdjustmentCounselors worked in teams to provide conflictresolution and problem-solving strategies to referredstudents. These groups ran for eight week intervalsand proved to be effective. Bilingual counselorsprovided the program for ELL students in theappropriate native language.

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The Access Center completed itssecond successful year. Peertutoring, career information,MCAS remediation andmotivational workshops wereavailable to interested students aswell as to referred students.

The Guidance SteeringCommittee, guidance counselorsand school adjustment counselorsspearheaded many significantprograms and curriculuminitiatives during the school year.A sophomore class developmentalworkshop was created and will bepiloted in the fall of 2004. TheStudent Advisement Plan formatwas updated and a release formcreated for students who areapplying to college and other postsecondary schools. The form will insure that only specific informationrequested by the student or parent/guardian will be released.

A new evaluation tool for use system wide by guidance department administrators was created withassistance from the Human Resources Department and is awaiting approval from the Brockton EducationAssociation before being implemented. The Counselor Advisement Plan, an accountability tool, wasupdated to include a monthly calendar and a new Counselor Plan Book will be issued in September. TheGuidance Newsletter remains a powerful communication tool which is issued each quarter throughout thecommunity.

Department of Bilingual/ESL Services

During the 2003-2004 school year, the Department of Bilingual/ESL Services offered services to 1,419students system-wide in transitional bilingual education classes, structured English immersion classes, anda two-way bilingual education program. By year’s end, 125 students had moved out of district, 15 left theprogram by parent choice to be enrolled in mainstream classes, and 26 dropped out of school. Seventyfive English language learners never entered any of the programs because their parents refused EnglishLanguage Learner (ELL) services. A total of 190 students were mainstreamed at the end of the year and 56graduated from Brockton High School.

The overarching objective of the Department of Bilingual/ESL Services is to assist all English languagelearners in developing their English language proficiency and literacy skills while achieving at high levelsin all academic areas. To this end, teachers in the program employ a variety of instructional strategies tosupport students’ transition from their first language to English while also following the regular educationcurriculum for the Brockton Public Schools.

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Following the passage of Question #2in November, 2002, the Departmenttransitioned its programs to meet thenew legal requirements whileminimizing disruption to teachers,parents and students. The previousyear focused on giving all stakeholdersaccurate information about thechanges required by the new law. Thefocus of the 2003-2004 school yearshifted to supporting teachers inunderstanding instructionally theelements of appropriate shelteredinstruction and the amount of nativelanguage allowed.

A major tenet of the transitioncontinued to be providing needed

professional development. Teachers in the Department who had not received training on shelteredinstruction underwent three days of sheltered instruction training. The Department also continued toshare the Massachusetts English Language Proficiency Benchmarks and Outcomes (ELPBO) in varioussettings. Professional development plans for the Arnone, Belmont Street and Raymond ElementarySchools were supported by the Department’s staff and teachers.

The Department also continued to strengthen communication with parents. Staff members met twicewith the Parent Advisory Councils of each language group. An administrative internship was developedto help design a program manual that would provide parents with a full description of programs availablein the district.

The two-way language program for Hispanic students at the Arnone Elementary School expanded to twofirst grade classrooms during the 2003-2004 school year. Curriculum development began for theimplementation of the second grade classrooms which will open during the 2004-2005 school year. Athird class of students was recruited during spring 2004. Plans will continue next year for the continueddevelopment of the K-6 program.

Strengthening outreach to kindergarten bilingualfamilies continued, with the emphasis on helpingthem to efficiently register their children. Inconjunction with the Head Start programsservicing Brockton families, approximately 50students were identified and tested through aconnection with this agency. Additionally, alanguage survey of each student registering forkindergarten was checked individually andoptions were discussed with each parent,including testing the children for Englishlanguage proficiency.

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The Department of Bilingual/ESL has successfully managed to meet a number of challenges posed bysignificant changes in bilingual education in Massachusetts. Plans are underway for continuedprofessional development to allow all teachers within the district to provide high quality instruction for allEnglish language learners.

School Health Services Department

The Health Services Department managed the Enhanced School Health Services with ConsultationGrant from the Massachusetts Department of Public Health. This grant continued to be awarded inrecognition of Brockton’s School HealthServices Department status as a modeldepartment within the state.

Grant funding enhanced the school healthservices for the Brockton Public School systemand seven other local community schoolsystems. Professional Development throughBrockton and Good Samaritan hospitalsprovided the nursing staff with CEU/PDPconferences on various health issues.

Seven communities’ Nurse Leaders met andconsulted with the Supervisor of Nurses andthe Grants Manager. Brockton provided thesecommunities with the assistance needed todevelop and manage an effective schoolhealth program. The health servicesprocedures manual was shared, as were the infection control and Automatic External Defibrillatorprograms.

Tufts University conducted a Body Mass Index study for all students in grades 1, 2 and 3. This programhopes to address the growing problem of obesity among children. The survey addressed 20 percent of thispopulation.

CPR training for staff members was provided and expanded to non-public school staff. During the 2003-2004 school year, more than 77 school staff personnel completed CPR/First Aid certification and morethan 72 staff, nurses, health and physical education personnel and administrators completed AutomaticExternal (AED) training.

The Health Services Department continued to develop, implement and manage local and state-mandatedschool health programs. The department’s primary goal is the health and safety of all students and staff.Staff health issues were addressed as necessary and Code Blue Medical Teams were developed in allschools. Any team utilized during the school year completed an incident report, which detailed theincident, assessment, activation of the EMS system, as needed, and follow-up of each student involved inan emergency. School personnel and local emergency groups cooperated and prevented many seriousconsequences. Several staff members in each school were trained by the school nurse to administer theEPI pen in an emergency.

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School nurses continue to function as case managers for the students and as health liaisons with parents,educators, primary care providers and community. In this role, nurses developed and implementedIndividual Health Care Plans for students with health needs, monitored medication administration andthe long term effects of the medication on the student,and ensured that students are linked to primary healthcare providers, thereby securing access to health carefor all.

Students and families without health insurance wereencouraged to secure health insurance throughMedicaid/Children’s Medical Security Plan.

The Hepatitis B program continued to provide vaccineto grade 6 students; 35 received dose #1; 54 receiveddose #2; and 38 students received dose #3. The Grade6 school-based Hepatitis B program is now complete.During the year, nurses tracked, monitored andadministered vaccines to unimmunized students: todate, 100 percent of Brockton’s students are fully immunized or in the process for sequential doses.

Nurses conducted classroom presentations on various health-related issues and several health relatedprevention groups in various schools on infection control, nutrition, hygiene, pregnancy, alcohol and drugabuse, exercise and weight management.

School nurses attended Nutrition education evenings for students and parents and provided healthinformation and Blood Pressure Screenings. The Health Services Department maintains an activerelationship and referral system with Brockton Hospital, Brockton Neighborhood Health Center andDental Clinic and with Primary Care Physicians.

Screenings conducted for the school year include:

TYPE OF SCREENING

INITIAL SCREENS

REFERRALS COMPLETED REFERRALS

Hearing 14,530 146 72 Vision 13,655 1,506 613 Postural 5,940 232 97 Physical Exams 5,935 86 61

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TOTAL ENROLLMENT

BROCKTON HIGH 4,283 ALTERNATIVE / ITHAKA 34 CHAMPION CHARTER 83 ALTERNATIVE/PHOENIX 119 HIGH SCHOOL TOTAL 4,519

EAST JUNIOR HIGH 677 NORTH JUNIOR HIGH 709 SOUTH JUNIOR HIGH 688 WEST JUNIOR HIGH 728 ALTERNATIVE JUNIOR HIGH 7 PROJECT PHOENIX 26

JUNIOR HIGH TOTAL 2,835

ANGELO 620 ARNONE 640 ASHFIELD 449 BELMONT STREET 401 BROOKFIELD 576 DAVIS 665 DOWNEY 559 FRANKLIN 296 GILMORE 322 HANCOCK 694 HUNTINGTON 348 KEITH 77 KENNEDY 575 PLOUFFE 639 RAYMOND 592 WHITMAN 201 LINCOLN (ITHAKA) 9 PROJECT PHOENIX 5

ELEMENTARY TOTAL 7,668 ANGELO 77 ARNONE 82 BROOKFIELD 142 DAVIS 281 DOWNEY 21 FRANKLIN 21 GILMORE 20 GODDARD 282 HUNTINGTON 40 KEITH 204 PLOUFFE 75 RAYMOND 20

KINDERGARTEN TOTAL 1,265 GODDARD 10 HOWARD DIAGNOSTIC CENTER 121 KEITH 163 PLOUFFE 47

PRESCHOOL TOTAL 341 TOTAL ENROLLMENT October, 2004 16,628

Crosby Administration Building

Crescent Street Brockton, MA 02301Phone: (508) 580-7000 Fax: (508) 580-7587

Office HoursMonday - Friday 8:00 a.m. to 4:30 p.m. - School Year

Monday - Friday 8:30 a.m. to 3:30 p.m. - Summer / School Vacation

www.brocktonpublicschools.com

Office of the SuperintendentSuperintendent of Schools Joseph A. BageJoseph A. BageJoseph A. BageJoseph A. BageJoseph A. Bage

Administrative Assistant to the Superintendent Cynthia E. McNallyCynthia E. McNallyCynthia E. McNallyCynthia E. McNallyCynthia E. McNallyAdministrative Assistant to the Superintendent Eligijus S. SuziedelisEligijus S. SuziedelisEligijus S. SuziedelisEligijus S. SuziedelisEligijus S. SuziedelisGrant Administrator Mary Beth McManusMary Beth McManusMary Beth McManusMary Beth McManusMary Beth McManusDirector of Communities Schools Kathleen A. SmithKathleen A. SmithKathleen A. SmithKathleen A. SmithKathleen A. SmithDepartment Head – 21st Century Programs Maureen MurrayMaureen MurrayMaureen MurrayMaureen MurrayMaureen MurrayMCAS Manager June SabaJune SabaJune SabaJune SabaJune SabaCommunications Officer Jocelyn MeekJocelyn MeekJocelyn MeekJocelyn MeekJocelyn Meek

Office of the Deputy SuperintendentDeputy Superintendent Anthony M. LuizziAnthony M. LuizziAnthony M. LuizziAnthony M. LuizziAnthony M. Luizzi

Administrative ServicesSenior Director David H. KimballDavid H. KimballDavid H. KimballDavid H. KimballDavid H. Kimball

Director of Food Services Damon A. MayersDamon A. MayersDamon A. MayersDamon A. MayersDamon A. MayersSupervisor - Custodians, Transportation and School Police Peter E. JudgePeter E. JudgePeter E. JudgePeter E. JudgePeter E. JudgePersonal Services Analyst Mary L. SantoroMary L. SantoroMary L. SantoroMary L. SantoroMary L. SantoroFacilities Manager George M. BezrehGeorge M. BezrehGeorge M. BezrehGeorge M. BezrehGeorge M. BezrehResource Conservation Manager Lewis A. SymynkywiczLewis A. SymynkywiczLewis A. SymynkywiczLewis A. SymynkywiczLewis A. SymynkywiczBudget and Requisition Manager Michael J. BandisMichael J. BandisMichael J. BandisMichael J. BandisMichael J. Bandis

CurriculumSenior Director Jane A. MalatestaJane A. MalatestaJane A. MalatestaJane A. MalatestaJane A. Malatesta

Director of Health Education, Medical Services, Drug Free & Violence Prevention Claire M. Appling, Ph.D.Claire M. Appling, Ph.D.Claire M. Appling, Ph.D.Claire M. Appling, Ph.D.Claire M. Appling, Ph.D.Coordinator of Instructional Technology K-12 Anne ThompsonAnne ThompsonAnne ThompsonAnne ThompsonAnne ThompsonCoordinator - Title I John R. JeromeJohn R. JeromeJohn R. JeromeJohn R. JeromeJohn R. JeromeDepartment Head - Title I Irene E. O’GradyIrene E. O’GradyIrene E. O’GradyIrene E. O’GradyIrene E. O’Grady

Elementary EducationSenior Director Catherine FCatherine FCatherine FCatherine FCatherine F. Brine. Brine. Brine. Brine. Brine

Coordinator - Mathematics and Science John J. KelleyJohn J. KelleyJohn J. KelleyJohn J. KelleyJohn J. Kelley, Ed.D., Ed.D., Ed.D., Ed.D., Ed.D. Director of Reading, Language Arts, Social Science, K-8, Writing, K-12 Jean L. ChaniJean L. ChaniJean L. ChaniJean L. ChaniJean L. Chani

Coordinator – Early Childhood Barbara M. LeeBarbara M. LeeBarbara M. LeeBarbara M. LeeBarbara M. Lee

Human ResourcesSenior Director Kathleen A. SiroisKathleen A. SiroisKathleen A. SiroisKathleen A. SiroisKathleen A. Sirois Supervisor - Human Resources Elisa M. MartineuElisa M. MartineuElisa M. MartineuElisa M. MartineuElisa M. Martineu Supervisor - Human Resources TTTTTracy A. Hollandracy A. Hollandracy A. Hollandracy A. Hollandracy A. Holland

Pupil Personnel ServicesSenior Director Ken H. Sennett, Ed.D.Ken H. Sennett, Ed.D.Ken H. Sennett, Ed.D.Ken H. Sennett, Ed.D.Ken H. Sennett, Ed.D.

Director of Special Education Joanne PJoanne PJoanne PJoanne PJoanne P. Malonson. Malonson. Malonson. Malonson. MalonsonDirector of Bilingual Education Jose M. Pinheiro.Jose M. Pinheiro.Jose M. Pinheiro.Jose M. Pinheiro.Jose M. Pinheiro.Supervisor: Assessment, Data Analysis, Research & Evaluation Salvatore TSalvatore TSalvatore TSalvatore TSalvatore Terrasi, Ph.D.errasi, Ph.D.errasi, Ph.D.errasi, Ph.D.errasi, Ph.D.Department Head - Bilingual Education Margaret AdamsMargaret AdamsMargaret AdamsMargaret AdamsMargaret AdamsDepartment Head - Special Education K-6 Kay C. SealeKay C. SealeKay C. SealeKay C. SealeKay C. SealeDepartment Head - Special Education – Substantially Separate Agnes PeckhamAgnes PeckhamAgnes PeckhamAgnes PeckhamAgnes PeckhamDepartment Head - Guidance K-8 Kathleen L. MarchandKathleen L. MarchandKathleen L. MarchandKathleen L. MarchandKathleen L. MarchandChief Attendance Supervisor Nikolas L. OutchcunisNikolas L. OutchcunisNikolas L. OutchcunisNikolas L. OutchcunisNikolas L. Outchcunis

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Brockton High School470 Forest AvenueBrockton, MA 02301Phone: (508) 580-7633Fax: (508) 580-7600Principal: Dr. Susan Szachowicz

East Junior High School464 Centre Street

Brockton, MA 02302Phone: (508) 580-7351

Fax: (508) 580-7090Principal: Donald Burrell

North Junior High School108 Oak StreetBrockton, MA 02301Phone: (508) 580-7371Fax: (508) 580-7088Principal: Robert Bartlett

South Junior High School105 Keith Avenue Ext.

Brockton, MA 02301Phone: (508) 580-7311

Fax: (508) 580-7089Principal: Kenneth Cardone

West Junior High School271 West StreetBrockton, MA 02301Phone (508) 580-7381Fax: (508) 580-7307Principal: Michael Smith

Howard School Diagnostic Center837 North Main Street

Brockton, MA 02301Phone: (508) 580-7685

Fax: (508) 580-7080Principal: Barbara Janelli

Lincoln School (Alternative)70 Highland StreetBrockton, MA 02301Phone: (508) 580-7203Fax: (508) 580-7083Department Head: Robert O’Meara

B.B. Russell School - Phoenix Center45 Oakdale StreetBrockton, MA 02301Phone: (508) 580-7033Fax: (508) 580-7943Coordinator: Mark St. Louis

Paine School - Adult Learning Center211 Crescent Street

Brockton, MA 02302Phone: (508) 580-7475

Fax: (508) 580-7096Department Head:Linda Faria-Braun

School Registration/Parent Information Center144 Main Street - 3rd FloorBrockton, MA 02301Phone: (508) 580-7950Fax: (508) 580-7956Director: Prudence Buckley

Keith Early Childhood Center175 Warren Avenue

Brockton, MA 02301Phone: (508) 580-7287

Fax: (508) 580-7084Principal: Carla Keith

Title I - Sacred Heart Mobile Unit283 Court Street, Brockton, MA 02302Phone: (508) 580-7392

Title I - St. Edward’s Mobile Unit631 North Main Street, Brockton, MA 02301Phone: (508) 580-7291

Angelo School472 North Main Street

Brockton, MA 02301Phone: (508) 894-4501

Fax: (508) 894-4500Principal: Lorraine McLaughlin

Arnone School135 Belmont StreetBrockton, MA 02301Phone: (508) 894-4440Fax: (508) 894-4464Principal: Vilma González

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Ashfield School225 Coe RoadBrockton, MA 02302Phone: (508) 580-7268Fax: (508) 580-7072Principal: Mary Del Sordo

Belmont Street School460 Belmont Street

Brockton, MA 02301Phone: (508) 580-7925

Fax: (508) 580-7931Principal: Elizabeth Dearing

Brookfield School135 Jon DriveBrockton, MA 02302Phone: (508) 580-7257Fax: (508) 580-7073Principal: Steve Martin

Davis School380 Plain Street

Brockton, MA 02302Phone: (508) 580-7360

Fax: (508) 580-7074Principal: Darlene Campbell

Downey School55 Electric AvenueBrockton, MA 02302Phone: (508) 580-7221Fax: (508) 580-7075Principal: Patrick Hart

Franklin School59 Sawtell Avenue

Brockton, MA 02302Phone: (508) 580-7263

Fax: (508) 580-7076Principal: Barbara Janelli

Gilmore School150 Clinton StreetBrockton, MA 02302Phone: (508) 580-7274Fax: (508) 580-7077Principal: Terry Starr-Klein

Goddard School20 Union StreetBrockton, MA 02301Phone: (508) 580-7011Fax: (508) 580-7078Principal: Elizabeth Dearing

Hancock School125 Pearl Street

Brockton, MA 02301Phone: (508) 580-7252

Fax: (508) 580-7079Principal: Betteanne McMahan

Huntington School1121 Warren AvenueBrockton, MA 02301Phone: (508) 580-7235Fax: (508) 580-7081Principal: Edward Kelly

Kennedy School900 Ash Street

Brockton, MA 02301Phone: (508) 580-7278

Fax: (508) 580-7082Principal: Virginia Lynch

Plouffe School250 Crescent StreetBrockton, MA 02301Phone: (508) 894-4301Fax: 894-4300Principal: Anita Perry

Raymond School125 Oak Street

Brockton, MA 02301Phone: (508) 580-7364

Fax: (508) 580-7085Principal: James Hayden

Whitman School25 Manomet StreetBrockton, MA 02301Phone: (508) 580-7266Fax: (508) 580-7086Principal: Mark Gosian

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