Dover-Sherborn Regional School Committee Meeting … will begin working on their Readers' Convention projects soon in order to host sixth graders at this annual event which will be

Dover-Sherborn Regional School Committee Meeting Agenda

June 7, 2016 6:30 PM

Dover Sherborn Regional Middle School Library

1. Call to Order

2. Reorganization – Mr. McAlduff (approximately 7:30 pm)

Subcommittee Assignments

3. Community Comments

4. Staff and Student Reports:

HS and MS Student Reports – Emily Caffrey, DSMS; Dana Rice, DSHS

DSMS Headmaster’s Report – Mr. Kellett

DSHS Headmaster’s Report – Mr. Smith

Assistant Superintendent’s Report- Dr. LeDuc

Interim Superintendent’s Report – Mr. McAlduff

5. Financial Reports

Monthly Financial Report – FY16 Operating Budget

Report on Anticipated FY16 Year End Close Status A.R.

Request To Fund Additional Student Parking A.R.

FY17 State Revenue Update

Discussion: OPEB Study Committee

6. Conditional Approval of 2016-2017 Student and Athletic Handbooks A.R.

7. Review Draft – 2016-2017 School Year Goals

8. Review of Draft School Improvement Plans

DSHS

DSMS

9. Review Proposed Five Year Technology Plan

10. Consent Agenda A.R.

Appointment of DS Regional Treasurer

Approval of Minutes- February 24th and May 3, 2016

Athletic Department Spring Coaching Donations

Obsolescence Declaration- Science Textbooks

11. Communications

DSEF Grants 2016-2017

Class of 2016 Matriculation Report

Enrollment Report

Dover School Committee Minutes NONE

Sherborn School Committee March 8, 2016

12. Adjournment

Note: The listings of matters are those reasonably anticipated by the Chair, which may be discussed at the meeting. Not all items

listed may, in fact, be discussed and other items not listed may also be raised for discussion to the extent permitted by law.

The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion,

national origin, sexual orientation, disability, or homelessness.

The Public Schools of Dover and Sherborn

Memo from Interim Superintendent Bill McAlduff

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion,


To: Dover Sherborn Regional School Committee

From: William H. McAlduff, Jr.

Interim Superintendent of Schools

Date: June 2, 2016

Re: June 7, 2016 – Agenda Item # 2

Reorganization-

Subcommittee assignments 2016-2017

2016-17 SCHOOL COMMITTEE ASSIGNMENTS Region 2015-16Region 2016-17

Assignments

Chairperson Michael Lee

Vice Chairperson Dana White

Secretary Clare Graham

Finance

D. White

C. Graham

L. Krusell

D. White

C. Graham

L. Krusell

Committees

D. White

M. Lee

D. White (non-

voting member)

M. Lee (non-voting

member)

C. Graham (non-

voting member)

Personnel R. Robinson

Policy C. Graham

Warrants

Payroll

Budget All members

Dover-Sherborn Union #50 Superintendency

Superintendent’s Evaluation

Technology

M. Lee

C Graham

(Substitute)

L. Krusell

Richard Robinson

Educator Evaluation Subcommittee R. Robinson

Wellness L. Krusell

Liaisions

C. Ringel

(POSITIVE)

D. White (HS PTO)

C. Graham (HS PTO)

R. Robinson (HS),

D.

White(Substitute)

L. Krusell (MS)

T.E.C. Representative C. Ringel

Boosters (Region only) D. White

C. Graham

L. Krusell

Athletic Advisory (Region only) D. White

Perf. Arts/Music (Region only) L. Krusell

SPAN (Region only)D. White

M. Lee (Substitute)

SEPAC C. Graham

Challenge Success

Pine Hill CSA, Dover/Chickering PTO, HS PTO, MS

POSITIVE

Buildings & Facilities

School Council








Date: June 2, 2016


In the attached document you will find reports from the:

HS and MS Student Reports – Emily Caffrey, DSMS; Dana Rice, DSHS

DSMS Headmaster’s Report – Mr. Kellett

DSHS Headmaster’s Report – Mr. Smith

Assistant Superintendent Report – Dr. LeDuc

Interim Superintendent’s Report – Mr. McAlduff

Mr. Smith, Mr. Kellett and Dr. LeDuc will give a brief presentation and will be available if there are any

questions. Mr. McAlduff will speak to his report.


157 Farm Street

Dover, MA 02030

Phone: 508-785-0036 Fax: 508-785-2239

URL: www.doversherborn.org

Mr. William McAulduff, Superintendent

Dr. Karen L. LeDuc, Assistant Superintendent

Ms. Therese Green, Director of Special Education

Ms. Hans Baumhauer, Business Manager

Dover- Sherborn

Middle School

155 Farm Street

Dover, MA 02030

Phone: 508-785-0635

Fax: 508-785-0796

Mr. Scott Kellett

Headmaster

Mr. Brian Meringer

Assistant Headmaster

Ms. Jill Arkin

Special Education

Team Chair

Ms. Ellen Chagnon

Guidance Director

Mr. Jeff Parcells

Athletic Director

TO: Mr. William McAulduff, Superintendent

FROM: Mr. Scott Kellett, Headmaster, DSMS

RE: Headmaster’s Monthly Report

DATE: June 3, 2016

Headmaster’s Reflections

The middle school administration and staff are excited for the many fantastic events that come

with the culmination of the school year. Early in the morning of June 8th

the DSMS contingent

of 180 will be off to DC with a second group heading to Boston for the start of three day trips.

Ms. Sobin and I are excited to host the Class of 2023 for a visit to the middle school while we

are away.

MS Happenings:

Monday, June 6th

: MS Arts Festival 3:00 PM

Tuesday, June 7th

: 7th

Grade Team Lightning YMCA Field Trip

June 8th

-10th

: 8th

Grade DC Trip/Boston Trip

Wednesday, June 8th

: 6th

Grade Field Day/Chickering 5th

Grade Visit

Thursday, June 9th

: 7th

Grade Field Day/Pine Hill 5th

Grade Visit

Friday, June 10th

: 7th

Grade Team Thunder YMCA Field Trip

Monday, June 20th

: POSITIVE 8th

Grade Lunch 11:45 AM

Tuesday, June 21th

: 8th

Grade Recognition/Dance 6:00 PM

Wednesday, June 22nd

: 8th

Grade Assembly

Last Day of School (10:50 AM Dismissal)

Student Recognition

On Tuesday, May 17th

Bella Tate and Sam Litle were recognized by NELMS as Dover-

Sherborn Middle School’s Scholar Leaders for this year. Bella and Sam were joined by their

parents, a teacher of their choice (Bella- Angelo Macchiano and Sam – Leonie Glen), along

with myself at an awards dinner in Marlborough, MA. Congratulations to the Tate and Litle

families for this well deserved honor.

Congratulations to Angelina Zhang in helping the Massachusetts MathCounts Team place fifth

at the National Competition on May 5th in Washington DC.

http://www.doversherborn.org/

Curriculum & Learning

English:

Sixth graders are working on their Interview Project as a way to enhance their understanding of theme in Roll

of Thunder, Hear My Cry.

Seventh graders are writing multiple-paragraph essays about the Holocaust and the literature they read.

Students will begin working on their Readers' Convention projects soon in order to host sixth graders at this

annual event which will be held on June 17th.

Eighth graders read A Raisin in the Sun and wrote their own one-act plays. In addition, they are studying

memoirs and even writing some poetry inspired by memoirs.

All grades are eagerly awaiting the arrival of author Kate Messner on June 14th. Messner will visit DSMS to

discuss her latest novel, The Seventh Wish, and teach students about the writing and publishing process. We

are very excited to host this award-winning author one week after her latest novel is released.

Summer reading letters are available at our summer reading website: http://bit.ly/summerreadingdsms

World Language:

Spanish 8

Right now we're learning the imperfect tense in 8th grade and having a lot of fun describing our childhoods!

Coming up we'll be doing a show and tell of our favorite childhood thing(vacation, pet, food-not to eat-, piece

of clothing, sport,etc). Students will bring in something to represent their thing (or the thing itself) and they've

written mini blurbs to describe it in the imperfect. Lastly, each student will do a Q&A in Spanish. They love

bringing in things from their chilhood to talk about :)

Grade 6 Spanish

Cultural presentation

Sra Babson's grade 6 Spanish students will become Salvador Dali for the day, sporting large

(pipecleaner) mustaches as they study

Surrealism.

Grade 8 French

Working with their French penpal correspondants, the eighth grade French students are learning about

recycling in the DSMS building. they are videoing interviews of teachers, peers, administrators (IT; Athletic

director) , custodial staff, and cafeteria workers about the "save the environment" actions we have in place.

The students are conducting the interviews in English, and then immediately translating them into French so

that the French students will hear and see all that we do in both languages. They are integrating their

technology skills as they edit the video and make movies that can be shared on Mme Egan's Google account

with the English teacher in France.

Grade 6 Latin

The sixth grade Latin students are wrapping up their mythology projects -- it is a RAFT project (Role,

Audience, Format, Topic). Students write fourteen first person pieces, one for each god, each to a different

audience for a different reason. They then need to select a work of art from the renaissance to illustrate. The

students apply a lot of humor and creativity to these projects, and by the end, they are familiar with the

principal myths of each of these gods, their attributes (so they can recognize them in literature and works of

art), and both the Greek and Roman names.

The eighth graders have finished their Catullus Projects, and are moving into Vergil. They will be

http://bit.ly/summerreadingdsms

reading/translating a passage from Book 2 of the Aeneid, analyzing its characteristics as both speech and

poetry, thereby seeing the connection between the two. They will also have to recite a 17 line passage from

memory in Latin, in meter.

Social Studies:

Sixth grade students will end the year by studying the rise and fall of the ancient Roman empire. At the start

of the unit, students will learn about the development of early Rome and its geography. Topics will also

include the government of the Roman Republic and its impact on the government of the United States. A

reenactment of the death of Julius Caesar will be conducted. Students will explore the people and events

leading up to the establishment of the Roman Empire and eventually it’s fall. At the end of the unit, students

will learn about Roman achievements and their legacies in the world today.

In our last regional unit of the year, 7th grade students are exploring Europe and the former Soviet Union

through a combination of class activities and an independent self-study packet that includes maps, readings,

and other assessments. We are discussing the formation and purpose of the European Union and looking at

various issues facing Europe and northern Eurasia today.

Eighth grade students are completing their Civil War Research Papers this week. Students have been learning

about the research process while pulling together all of the research, organization, writing and editing skills

they have learned this year. After the DC and Boston trips next week, we will be ending our study of the

Civil War, examining various plans for Reconstruction and taking an end-of-year Citizenship Test based on

the US Citizenship Test.

Science:

Grade Six:

Students are working in small cooperative groups to design their own experiments following the steps to

the scientific method. Students are preparing to test doggie diapers, baby diapers and paper towels for

absorbency, basketballs and tennis balls for bounce height, and deodorants, glues and nail polish for drying

time to name a few. Currently, students are writing hypotheses, procedures and materials to display at their

experiment stations. Once the data is collected, students will analyze it and communicate their results to the

class. In addition, sixth graders are learning about weathering, erosion and deposition and its effects on planet

Earth. They are also using iPads for webquests and to classify minerals.

This month in seventh grade science students will be studying the human body. They will be participating in

multiple hands on activities that will help them tie their knowledge of the human body to exciting experiences

including several dissections and squeezing oatmeal through nylons to simulate peristalsis. For a culminating

activity, students will be dissecting frogs!

Eighth graders are going to the state science fair this weekend. We are well represented by our regional

science fair leaders. In class we'll be starting our solar oven projects.

Wellness Department:

Physical Education : All students are completing the Fitnessgram health assessment. Individual reports will

be sent home with students soon.

Sixth grade students are working on their rollerblading skills. Students are suited up in a helmet, elbow and

knee pads, and wrist guards. Most students are new to this activity and find that within a couple of weeks

they have improved a lot with their skills; and are able to move forward, backwards and brake. Students

who are already proficient at these skills become assistant coaches to those that are new to this activity.

Students in seventh grade have attempted many events during our track and field unit inclusive of the high

jump, long jump, triple jump, javelin and shot put. Students will choose one event and compete in our Third

Annual Track and Field meet where Team Thunder and Team Lightening meet up to see which team will

carry home the trophy. The track meet will take place on June 9th

.

Our eighth grade students will finish the year completing a course titled: Analyzing Physical Activity.

Students will pick activities they would like to play and analyze. They will wear heart monitors to guide them

in developing their cardiovascular fitness.

Health Education: Grade 7 Health - The students recently finished our mental health unit with opportunities

to practice meditation as a form of stress management. Positive mental health included understanding the

three basic emotional needs of having and expressing Affection, feeling Acceptance, and recognizing

Achievement in some area of our life. Students will complete the school year with our puberty unit. Physical,

emotional and social changes associated with adolescence will be addressed.

Grade 8 Health - The students recently investigated their own birth stories while learning about "Life's

Greatest Miracle" in the classroom. Topics related to HIV and STD prevention will be covered. Healthy

relationships will be explored through an activity called "Plenty of Fish In the Sea". Students will be

advocating for abstinence in a written assignment used to process the in-class activity. The final topic of the

school year will be Refusal Skills. Students will practice using "I Messages" and effective communication

skills to say no to unsafe, unhealthy behaviors.

Technology Literacy/Engineering:

Two of our newest IT Helpers. They are doing a great job!

Grade 6 Technology Literacy class has completed their research project using spreadsheets, formulas and a

variety of charts to collect, analyze and present data. Students continue exploring computer science

understanding algorithms, programming languages and variables. 6th graders have started their

collaborative/team research project, preparing notes, collecting credible resources and facts to present and

share their final nutrition topic while using Google Classroom and Drive.

Grade 7 Technology Literacy students have completed their unplugged STEAM Tower Challenge actiivity.

Students worked together offline to understand and practice a challenge as team. The team challenge was to

design together an 18" minimum tower made out of only newspaper and tape that could stand-alone and hold

a baseball for a minimum of 5 seconds. STEAM Team Towers will be on display at the Arts Festival

on Monday, June 6th. 7th Graders have also completed and shared their mini MIT Technology iLearn Tech

research topics and are on display on the bulletin board in the first floor hallway. Some research topics

students independently research were Drones, Driverless Transportation, A century of Technology, Where in

USA are Driverless cars being used, 3d Printing-Past Present and Future and How Does Where We Live

Impact How We Use Technology. Stop by and see their final newsletters, maps, timelines and infographics.

Currently students are researching and creating a brochure for our incoming 6th graders on the topic of Digital

Citizenship, including Copyright and FairUse, cyberbullying awareness and prevention, social media

reminders, helpful tips for parents and helpful tips for students.

Grade 7 Engineering

Students are in the midst of mass production/woodworking.

Grade 6 Engineering

Students in F block began with robotics and are now transitioning into tools/materials, and

process/woodworking. D block started with woodworking and is now transitioning into robotics

Grade 8 Engineering

Quarter 4 students have completed their trebuchet understanding encryption as a form of using this machine to

communicate a coded message. Students participated in DSMS 1st Annual Tabletop Trebuchet Testing event

demonstrating to other students within the school how their design and final tests operated. Students were

beyond excited to have the opportunity to share their collaborative project with other teachers and students

within the school community. If you missed out on this, keep an eye for a video that shares some highlights

from this event. Students have transitioned into their final Telecommunications Telegraph project.

Understanding the parts and functions of the Key, Sounder, Electromagnet and Transmitter. Designing and

building is currently in full swing as students anticipate their telegraph will soon be transmitting morse code.

Trebuchets will be on display at the Arts Festival on Monday, June 6th.

Fine & Performing Arts

After another successful year, the Fine & Performing Arts Department is proud to be holding its annual

summer arts festival. The event will take place in the Middle School lobby on Monday June 6th from 3pm to

5:30pm. This fantastic afternoon features amazing visual art displays, poetry readings, and performances from

the DSMS Jazz Bands and several vocal groups. In addition, there will be several student-led fundraising

initiatives including Empty Bowls (a pottery sale to benefit Project Bread) and "Be the Change" (a book sale

to benefit the Oakland Superheros mural project). Light refreshments will be served. Admission is free! We

hope to see you there!

On Monday, June 6th, 8th Grade Music Classes will be performing their arrangements in the Choral Room

during A and C Blocks. All are welcome to attend and hear mash-ups, re-lyrics and changes to the style of

many favorite early rock, Beatles, Motown and Michael Jackson tunes!

On Wednesday, June 15th during B and E Blocks, all 7th grade classes will be performing their original blues

pieces. You will hear all the best blues voices, by all the best DSMS blues bands complete with masterful

improvisations! Come on over to the Choral Room and check out what's happening with DSMS General

Music Classes!

Library:

Taught research lessons to 8th graders for their Hero Or Villain (Civil War) papers

Performed in the faculty band for the talent show.

Wrapped up the afterschool Bootstrap Coding Club.

Movie Book Club saw the movie The Martian and is currently reading Maze Runner.

Currently weeding the fiction section to make space for new titles.

Sixth Grade:

During the month of May, sixth grade teachers on both teams have continued to emphasize the importance of

making use of each of the themes of effective effort that were introduced throughout the year. On

Wednesday, June 8th

, all 6th

grade students will be participating in our 3rd

Annual Field Day and Barbecue.

This day will include numerous outdoor events that will allow students to work together effectively as a team.

We will also be showing a movie titled, “Akeelah and the Bee,” that reinforces the themes of effective effort.

The rain date for this event will be Friday, June 10th

. We are looking forward to a great day!

Seventh Grade:

On Thursday, June 9th, Team Lightning and Team Thunder will be competing against each other in the 3rd

annual Track and Field day. Students will go head to head in events to win points for their respective teams.

There will also be an academic event that challenges students to flex their brain muscles based on the skills

they learned in their academic classes this year.

Additionally, on June 7th

and 10th

, Team Lightning and Team Thunder will be visiting the MetroWest

YMCA. The purpose of this field trip is to encourage students to challenge themselves and to work as a group

to encourage one another. By fostering cooperation among the members of a team, the hope is that students

will build self-confidence and develop leadership skills through the heightened awareness of others’ needs for

safety and support.

Lastly, the team leaders, Karen Raymond and Veronica Moy, are working together on how to structure the

BYOD program to bring it to the seventh grade next year. Letters will be forwarded to upcoming seventh

grade parents to plan ahead for the 2016-2017 school year before the close of the 2015-2016 school year.

Student Council:

The Wild West Dance for 6th and 7th graders on May 6th was a huge success. Thanks to POSITIVE and all

of the volunteers who helped make the event possible.

It is now election season for student council. Candidates for 2016-2017 positions at the high school will

deliver speeches to the eighth grade on June 1st, and elections will take place for officers on June 3rd and

representatives on June 7th. The election for a middle school student council president and vice president for

next year will take place later in June.

Professional Development:

Laura Mullen received the Edwyna Wheadon Postgraduate Training Scholarship from NCTE. In addition, she

appeared on a Chronicle clip talking about Dyslexia and reading as part of the MGH’s Institute of Health

Professions reading program that she is currently enrolled in.

Ana Hurley was featured as the Teacher in the Spotlight for MITS (Museum Institute for Teaching Science) in

the month of March. In addition, several groups have already asked her to speak at events next fall including

MAST.

Ana Hurley is happy to report that the Department of Elementary and Secondary Education has approved a

grant to provide stipends for the excellent science curriculum work done by the Middle School Science

Summit. We are proud of Ana Hurley's work as a leader in the state for Science, Engineering and Technology

for curriculum development and collaboration. This summer Ana Hurley and Laura Mullen are hoping to

lead a workshop for science department chairs from across the Commonwealth to help science educators

infuse their curriculum with literacy tools and strategies. Ana Hurley may also lead an additional workshop

with Marianne Dunne, a Science Specialist from the DESE, regarding the infusion of the science practices

into innovative lessons with regional science leaders.

DS Professional Growth & Evaluation System Update:

Mr. Meringer and I have completed our Summative Forms and meeting with all staff.

School Council:

DSMS School Council Minutes

5/09/16 1. Welcome

Present: Anita Sebastian, Kelsey Ferranti, Lori Krusell, Julie McKee, Wendy Lutz, Scott Kellett, Paul

Venton, Leslie Schutte, Ellen Bendremer

2. Handbook Discussion:

All student handbook changes have been made and approved

3. School Improvement Plan:

Council reviewed draft and considered benchmarks - Academic Goal -

A suggestion was made to add the word “innovation”

Wellness Goal -

A suggestion was made to add the word “inclusive”

The MS and HS staff will attend a presentation on transgender issues at our next half day/PD day, May 20th

Science/Technology/Engineering/Computer Science Goal -

The science goal is complete

Survey will include all staff members

Karen Leduc will head up the report on survey

Is there an interest in a safety goal?

Do we need a better security system in place or is the current system working?

Should staff and visitors wear badges?

Should the doors be locked, have buzzers, have cameras, or have card swipes?

Should monitors guard the doors?

Biggest challenge - 5 separate buildings on our DSMS/DSHS open campus

4. Current MS Talking Points: Consistency in all of the schools -

Should we be looking for consistency when teaching strategies to all of our students, especially for the language

based learning disability (LBLD) population?

Do we need to be consistent with strategies from elementary school to high school?

Talked about grapic organizers - English Dept. is going to meet to discuss graphic organizers

Talked about success of 1” binders at the middle school

Talked about the use of two column notes

Leadership and character building activities -

Other schools make these a priority - should we do more?

Talked about positive effects of the many 8th grade CAGS (Citizen Action Groups)

Talked about middle school “E - patch” distribution to deserving students and our motto: Excellence = respect,

responsibility, and results

Parent/Guardian Awareness -

It was suggested that parents/guardians be made aware of all of the DSMS positive activities and

accomplishments

An example: the new “Farm to Table” effort that Janelle Madden has implemented in the cafeteria

Possible section at the end of the weekly school news blast - “I Bet You Didn’t Know” to report on positive

school activities, etc.

5. Other business:

Scott will make changes to SIP and send out to members

SIP draft will go to school committee in June

Edit SIP and finalize in September

Scott will discuss safety goal with Dr. McAlduff

This is the final council meeting of the year

6. Adjourn

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender,

gender identity, religion, national origin, sexual orientation, disability, or homelessness.

John Smith Ellen Chagnon

Headmaster Director of Guidance

Ann Dever-Keegan Jeff Parcells

Assistant Headmaster Athletic Director

The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national

origin, sexual orientation, disability, or homelessness.

Dover-Sherborn High School

9 Junction Street

Dover, MA 02030

Phone: 508-785-1730 Fax: 508-785-8141

TO: Mr. William McAlduff, Interim Superintendent

FROM: John G. Smith, Headmaster, DSHS

RE: Headmaster’s Monthly Report

DATE: June 7, 2016

Headmaster’s Reflections

On Thursday June 2nd, 174 seniors were presented their diplomas as graduates of Dover

Sherborn High School. Andrew Mallet, the Senior Class President delivered the Welcome

Address. This year we had four Declamation Finalists who were able to present their speeches at

our Graduation Exercises. Amberly Lerner, Gus Laughlin, Mary Kate Charron and Callan

Mirowitz each presented some wonderful parting words to our graduates, faculty and family. The

Class of 2016 is a great group of young men and women who continue the tradition of DS

graduates who are ready for the next stage of their lives.

HS Events:

Friday June 3- American Heart Association Heart Chase Event

Thursday June 16- Tuesday June 21 Underclassmen Final Exams

Student Recognition:

John Olsen and Dionne Chen were both recognized at the Senior Awards Night with National

Merit Scholarships. Stephen Cone and Mary Kate Charron were both presented with the Denise

Lonergan Award at our Graduation Ceremony on Thursday June 2nd

.

Curriculum and Learning-

Social Studies Department

During the 2015-2016 school year, Ms. Melad’s Facing History classes have had the opportunity

to meet with a number of guest speakers who have addressed a variety of global human rights

issues. Elizabeth Dopazo, a survivor of the Hitler Regime, spoke to students about her

experiences during the war. Paul Brienes, a 1960’s Civil Rights Activist and Freedom Bus

Rider, shared his experiences with Ms. Melad’s Facing History classes as well.

This past fall, Mr. Bourque’s A.P. Government classes had the opportunity to meet with former

D.S. graduate, Marilyn Mosby, who is the State’s Attorney for Baltimore City, Maryland. Ms.

Mosby’s office is leading the prosecution team in the Freddie Gray case. In October, Mr.



Bourque took 15 seniors to participate in the Close- Up government studies program in

Washington D.C.

In early 2016, Mr. Kaplan accompanied 15 students to the Model U.N. Simulation held in

Boston. Mr. Kaplan will be attending the A.P. U.S. History Reading Conference in Louisville

this June. He will also be a presenter at the conference.

Ms. Vizulis and Mr. O’Hagan took 28 World History II students to participate in the Tufts

Inquiry Program, which is a global-issues simulation held annually at Tufts University. This

year’s simulation topic was The Future of Europe.

In connection with the sophomore summer reading book, Forgotten Fire, which is based on the

Armenian Genocide, Mr. Hickey and Ms. Vizulis’ World History II classes visited the Armenian

National Museum in Watertown and enjoyed a traditional Armenian lunch at Seta’s Café in

Belmont.

Mr. Hickey held several History Night at the Movies for his World History II and U.S. History

classes. Earlier this spring, Mr. Hickey took 45 U.S. History students to see a production of 1984

at the American Repertory Theater in Cambridge. Over April vacation, Mr. Hickey and Ms.

Vizulis took 9 students on a fascinating historical and cultural trip to the island of Cuba. In June,

Mr. Hickey’s U.S. History classes will be taking a field trip to conduct historical research at the

J.F.K. Library.

Students receiving honors or awards included Chris Devine and Mark McVeigh who were

chosen by their classmates to represent DSHS at the annual Student Government Day held at the

State House in April. Andrew Mallett received the Daughters of the American Revolution Award

for excellence in character, service, leadership and patriotism. Justin Sullivan won this year’s

annual Veteran’s Day Essay Contest. Amy Zhang received a youth leadership award and will

represent DSHS at the Hugh O’Brian Sophomore Youth Leadership Conference in June.

Guidance News

Please see the attached matriculation report for the Class of 2016.

Athletics-

In addition Senior Mia van der Burgt was named the Division 4 State Champion in the triple

jump track competition and Emme and Winabel McCabe participated in the MIAA Girls State

Golf Championship.



This spring the follow teams made post season tournaments for Dover Sherborn High School

Girls Lacrosse Girls Tennis Girls Track and Field

Boys Lacrosse Boys Tennis Boys Track and Field

.

The Public Schools of Dover and Sherborn 157 Farm Street

Dover, MA 02030

Phone: 508-785-0036 Fax: 508-785-2239

www.doversherborn.org

Mr. William H. McAlduff, Jr., Interim Superintendent

Dr. Karen L. LeDuc, Assistant Superintendent

Ms. Therese Green, Director of Special Education

To: William McAlduff, Jr.

From: Karen LeDuc

Re: School Committee report

Date: June 2, 2016

Update on K-12 Fine Arts Department Chair and 6-12 Technology/Engineering

Department Chair

This year, DS started something new. We created a new K-12 Department Chair for Arts and

appointed Ms. Janice Barry to the role and we reconfigured Technology/Engineering to include

grades 6-12, appointing Mr. Nick Grout. Over the past year, these individuals have accomplished

many things, but one of the most important aspects of these roles is the lens of a system of

schools focused on these content areas.

Nick has worked with the technology/engineering/computer science educators to create two new

high school computer science classes, has aligned technology/engineering content for our grades

six through twelve offerings, conducted professional development for educators on curriculum

writing, and been collaborated with building administration in the supervision and evaluation of

the technology/engineering staff.

Janice has worked to solidify the music curriculum, K-12, moved to align offerings in art and

music to assure students have access to high quality experiences, conducted professional

development for the staff, attended state-wide conferences, coordinated and attended building

and district-based music and art concerts and shows, interfaced with the Friends of the

Performing Arts (FOPA), and been an advocate for the arts staff. Next year, Janice will assume

supervision and evaluation of arts staff with the building administration.

Each of these individuals has accomplished too much to document here. The value of their role

to assure high quality teaching and learning in these content areas is of note.

Wellness Implementation Guidelines

With the School Committee vote of the Wellness Policy, the Wellness Implementation

Guidelines Sub-committee brings forth the attached Wellness Implementation Guidelines.

Developed by a cohort of wellness educators and DS parents, inclusive of Food Service Director

Ms. Janelle Madden, Dover School Committee member Ms. Lauren Doherty, Parent

http://www.doversherborn.org/

representatives Ms. Donna Moore and Ms. Jen Lawrence, DS Region Wellness Department

Chair Ms. Dara Johnson, Region Health Educator Ms. Andrea Merritt, Nurse Leader Ms. Jill

Fedor, community representative Ms. Mimi Krier, and myself, these guidelines offer a

comprehensive look at the areas of Physical Activity and Health, Nutrition, Health Services, and

Social and Emotional Health. This document will be posted to the DS website under Curriculum,

Wellness http://www.doversherborn.org/page.cfm?p=1186. Thank you to this Sub-committee for

this work.

Qualified Peer Observers

As the first year of QPOs paired with educators winds down, much has been accomplished. The

QPOs and educators worked on a variety of topics, from assessments to curriculum to classroom

structure, many finding that the opportunity to collaborate with a peer as the most beneficial

aspect of the time. A survey of current educators who were paired with a QPO was conducted,

and over eighty-five percent of the respondents felt that meeting with their assigned QPO was

beneficial. Themes from the open response question on the benefits of the QPO relationship

included a time for collegial conversations, shared work on specified goals, time to discuss

teaching. Samples noted below:

The QPO relationship sets up a system to foster a learning community.

It felt like a safe place to have honest discussions about teaching.

Allowed for a real dialogue and collaboration and an opportunity to learn and to observe

an experienced educator in the classroom and out.

Comments about what might be improved included reference to not enough time to meet,

difficulty scheduling meeting times, deciding on a goal that both could engage both educators,

more meetings (we piloted a half year model this year and many felt that they could have used

more time.) Sample responses included:

It would be nice to work during the school day but I am not sure if that is a viable option

It was tricky finding a mutual time [to meet]

It will be nice when there are more QPOs so that the half year option of 4 meetings isn’t

really the only option. I would love to have worked with my QPO for the entire year, but

because she had so many other people to work with we had to do the half year options.

.

http://www.doversherborn.org/page.cfm?p=1186

Wellness Implementation Guidelines, April 2016 1

DOVER, SHERBORN AND DOVER-SHERBORN REGIONAL SCHOOLS

WELLNESS IMPLEMENTATION GUIDELINES

APRIL 2016

The Dover, Sherborn, and Dover-Sherborn Regional Schools are committed to providing a

school environment that enhances the learning and development of lifelong wellness practices. It

is, therefore, the school’s goal to promote the physical, emotional, and social wellness of

students and staff through coordinated Wellness Implementation Guidelines. This includes

providing a healthy environment, counseling and guidance services, school nursing services,

nutritious school meals and other activities that promote and assess sound nutrition and healthy

eating behaviors, K-12 wellness curricula programming, and other opportunities for physical

activity. It is the intent of these guidelines to foster independence in students by addressing and

supporting school nutrition, health, social and emotional wellness and physical fitness.

OVERSIGHT

The Schools promote physical, social, and emotional health and wellness for students and staff

by following current federal, state, and local statutes and regulations governing wellness. The

Schools’ Wellness Committee (comprised of faculty, staff, community members, school

administration, and members of the school committees) provides oversight of the policy and

regulations, and is the means for assessing and promoting a healthy environment for the Schools.

The Administration is responsible for the implementation of the standards for wellness, nutrition,

and physical fitness.

The Physical Education and Wellness Departments, along with guidance counselors and school

nurses, provide the foundation for ensuring that all students have access to instruction in physical

education and wellness. The Schools require students to be enrolled in physical and health

education providing students with information about life-long wellness including physical

activities and nutrition awareness.


PHYSICAL ACTIVITY AND HEALTH

Students from Dover and Sherborn are provided a variety of learning experiences in which they

acquire the knowledge, skills, and motivations to live a healthy and productive lifestyle and to

encourage lifelong physical activity. The Dover-Sherborn Schools work in collaboration with

families and students to ensure that all students participate in physical activities in support of

national recommendations.

Physical Education K-12

The goals of the physical education K-12 program are to develop a positive self-concept, have

fun, release tension, increase creativity in movement and thought, learn fundamental skills,

patterns strategies and tactics, develop the cardiovascular system, increase muscular strength and

endurance and flexibility, and learn appropriate social behaviors. The curriculum, taught by

certified physical education educators, is sequential and consistent with the MA Frameworks and

National Standards of Health and Physical Education.

Dover Sherborn’s comprehensive physical education program, as outlined by Massachusetts

General Law Chapter 71, Section 3, states: Physical education shall be taught as a required

subject in all grades for all students in the public schools for the purpose of promoting the

physical well-being of such students. Instruction in physical education may include calisthenics,

gymnastics and military drill; but no pupil shall be required to take part in any military exercise

if his parent or guardian is of any religious denomination conscientiously opposed to bearing

arms, or is himself so opposed, and the school committee is so notified in writing; and no pupil

shall be required to take part in physical education exercises if a licensed physician certifies in

writing that in his opinion such physical education exercises would be injurious to the pupil.

The Centers for Disease Control and Prevention and SHAPE America (Society of Health and

Physical Educators) recommends at least 150 minutes per week of school-based P.E. for

elementary students and 225 minutes per week for middle and high school students.

SHAPE America (Society of Health and Physical Educators) publishes standards that define

what a physically literate student should know and be able to do:

demonstrates competency in a variety of motor skills and movement patterns

applies knowledge of concepts, principles, strategies and tactics related to movement and

performance

demonstrates the knowledge and skills to achieve and maintain a health-enhancing level

of physical activity and fitness

exhibits responsible personal and social behavior that respects self and others

recognizes the value of activity for health, enjoyment, challenge and self-expression and

social interaction.

http://www.aahperd.org/naspe/standards/nationalGuidelines/PEguidelines.cfm

http://www.aahperd.org/naspe/standards/nationalGuidelines/PEguidelines.cfm


The CDC (Center for Disease Control and Prevention) Joint Committee on Health Education

Standards defines health literacy as “the capacity of individuals to obtain, interpret, and

understand basic health information and services, and their competence to use such information

and services in ways that enhance health.”

The goals of the health education K-12 program are to provide opportunities in health class for

students to become more health literate so that students:

can think things through and make healthy choices in solving their own problems

are responsible and make choices that benefit themselves and others

are in charge of their own learning

can use communication skills in clear and respectful ways

Comprehensive health education teaches students fundamental health concepts and skills that

foster healthy habits and behaviors for the individual and others through sequential and

coordinated teaching of health education, physical education, and family and consumer sciences

education at each grade level, prekindergarten through grade 12. (Massachusetts Department of

Elementary and Secondary Education Physical Education frameworks, 1999)

The comprehensive health education program at Dover Sherborn Middle School and Dover

Sherborn High School promotes and supports health-enhancing behaviors for students. The

following standards and performance indicators are written expectations for what our students

should know and be able to do.

The grades 6-12 health literate student:

comprehends concepts related to health promotion and disease prevention to enhance

health

analyzes the influence of family, peers, culture, media technology, and other factors on

health behaviors

demonstrates the ability to access valid information, products, and services to enhance

health

demonstrates the ability to use interpersonal communication skills to enhance health and

avoid or reduce health risks

demonstrates the ability to use decision making skills and goal-settings skills to enhance

health

demonstrates the ability to practice health-enhancing behaviors and avoid or reduce

health risks

demonstrates the ability to advocate for personal, family, and community health.


K-12 Physical and Health Activities

Student involvement in other activities involving physical activity, (e.g. interscholastic or

intramural sports, outside of school activities) will not be substituted for meeting the physical

education requirements or health education requirements.

Chickering Elementary students in kindergarten receive physical education once per week for a

total of 40 minutes. Students in grades 1-2 receive physical education twice per week for a total

of 80 minutes. Students in grades 3, 4, and 5 have physical education 1.5 times over two weeks

(alternating on one week with technology) for an average of 60 minutes per week (80 minutes

one week and 40 minutes the other). Recess is provided in grades 1-5 once per day for 20

minutes, and in kindergarten it is twice per day for a total of 40 minutes. A module on Health,

Wellness and Puberty is offered to all grade 5 students in eight forty-minute sessions. Our

D.A.R.E. officer teaches 1-2 lessons per grade, K-4 and 2-4 lessons in grade 5.

Pine Hill Elementary students in kindergarten to grade 5 receive physical education once per

week for a total of 40 minutes. Grades 1 and 2 students receive a 40 minute health class/week

for half the year. Grade 3 students receive a 40 minute health class/week for one third of the year

and grade 4 students meet for a 40 minute health class every other week; grade 5 physical

education participates in one puberty class. Recess is provided once per day for 25 minutes

(grades K-5). Drug Abuse Resistance Education (D.A.R.E) is offered to all grade 5 students in

eight forty minute sessions.

Dover-Sherborn Middle School students in grades 6, 7, and 8 complete 3 years of physical

education. Classes meet for 150 minutes for every 7 day rotation. Students in grades 7 and 8

complete a semester each of health education, where classes meet for 150 minutes for a seven

day rotation. D.A.R.E. is offered to grade 7 students.

Dover-Sherborn High School freshmen complete one semester of physical education and one

semester of health. These classes meet for 285 minutes every eight day rotation. Sophomores,

Juniors and Seniors must complete five semesters of either a physical or health education

elective. These classes meet for 180 minutes per eight day rotation. There is a twelve minute

break each day for all students.


NUTRITION

Nutrition education is incorporated into the students’ school day experience through a variety of

educational opportunities in the classroom and other school-based activities, as well as within the

school community. It is the goal of Dover Sherborn Public Schools to increase opportunities for

nutrition education.

Goals for Dover Sherborn Public Schools

The goal of the Dover-Sherborn Public Schools is to ensure that food and beverages offered to

students serve to enhance their learning, contribute to their healthy growth and development, and

cultivate life-long healthy eating behaviors. The Massachusetts regulations (as aligned to the

U.S.D.A.) shall apply to competitive foods and beverages sold or provided on school grounds

until 30 minutes after the school day ends. The standards apply to the following venues:

1. A la carte lines in school cafeterias

2. School stores

3. School snack bars

4. Vending machines

5. Any other location on school property

All competitive foods and beverages sold outside of the reimbursable school meal

programs during the times set forth above will serve to enhance a student’s school lunch

with the focus on healthier choices. These foods and beverages should be considered for

their nutritional value including fiber-rich, nutrient-dense ingredients and be minimally

processed whenever possible.

A choice of at least two fruits and/or non-fried vegetables will be available where foods

are sold. Such items include, but are not limited to, fresh fruits and vegetables, cooked,

dried, or canned fruits, and cooked, dried, or canned vegetables.

In the Dover Sherborn Public Schools, affiliated organizations are encouraged to follow

these standards when foods/beverages are offered during the times set forth above. They

are encouraged to also follow these standards when offering foods/beverages outside of

the school day. In addition, any other after-school events held on school grounds are

encouraged to follow these standards. All foods and beverages sold in vending machines

must comply with the minimum standards and will remain accessible at all times and not

turned off. See the applicable Massachusetts regulations below for the standards.

Dover Sherborn School Food & Nutrition Programs have been involved with the

Massachusetts Farm to School Project since 2006. Our goal is to increase the use of fresh,

local foods, and to use farms that are as local as possible in these efforts. The programs

also participate in the Harvest of the Month campaign which goes beyond local produce

and promotes a different Massachusetts-grown, raised or manufactured product each

month.


The Dover Sherborn Schools Food & Nutrition Programs continues to expand scratch

cooking recipes used for school menus each year. This process is ongoing and involves

taste testing by staff and students, both formally and informally during the school year.

Dover Sherborn Schools Food & Nutrition Programs provide all employees with

professional development opportunities throughout the year. Training offered covers Safe

Food Handling Practices, Food Allergy & Intolerance training along with Medical

Emergency training and Program Compliance training. Culinary Skills training and

Recipe Testing opportunities are a large part of employee training. These skills are

needed to continue moving forward with the Farm to School Project and to enhance and

grow our scratch cooking efforts.

Food free parties and celebrations in the classroom are encouraged. Suggestions for

alternative party and celebration ideas are available from building principals and the

school nurses. Where food is served for parties or celebrations in the classroom, extreme

caution should be used, particularly with tree nuts and peanut items.

Foods containing tree nuts and peanuts will be used with extreme caution and will be

available with ingredient labels that allow for reasonable review of content risk.


Massachusetts School Nutrition Regulations for Competitive Foods and Beverages

Beverages Food

Juice

100% fruit or vegetable juice; no sugar added, and

may or may not be diluted with water or

carbonated water.

Juice portion limit: 8 oz

Calories

No more than 350 calories for entrée items

(including accompaniments) or 200 calories for

side or snack dish items (including

accompaniments).

Milk & Milk Substitutes

Milk and Milk substitutes must be 1% or fat free

Flavored milk & flavored substitutes must be fat

free and contain no more than 22 g sugar per 8 oz

8 oz Portion limit

Fat, Saturated Fat & Trans Fat

No more than 35% of total calories from fat*

No more than 10% of total calories from saturated

fat*

All foods to be trans-fat free; zero grams of trans

fat per portion as packaged (less than 0.5 g per

portion)

*Exceptions: 1 oz nuts, seeds, nut/seed butters or

reduced-fat cheese, or part-skim mozzarella, or

products that consist of only dry fruit with nuts

and/or seeds with no added nutritive sweeteners

or fat. Schools may provide or sell seafood with

no added fat. No other combination products are

exempt from the fat standards.

Water

Contains no added sugar, sweeteners or artificial

sweeteners, but may contain natural flavorings

and/or carbonation.

Sodium

No more than 200 mg sodium per item; except a

la carte entrees, entrees shall not contain more

than 480 mg sodium per item.

Grains

All bread and other grain-based products must be whole grain (i.e., 50% or more of whole grains by

weight or have whole grains listed as the first ingredient)

Sugar

No more than 35% of weight from total sugars* *Exception: 100% fruit/vegetables w/no added

sweeteners except for fruits packed in 100% fruit juice; products consisting of only dry fruit with nuts

and/or seeds with no added nutritive sweeteners or fat; dried or dried dehydrated fruits/vegetables with

no added nutritive sweeteners, and dried fruits with nutritive sweeteners that are required for

processing and/or palatability purposes, i.e., cranberries, tart cherries, and blueberries

Food & Beverages

Competitive food items must meet all competitive food nutrient standards

The first ingredient of non-grain foods must contain one of the major food groups: fruits, vegetables,

dairy or protein foods (meat, beans, seafood, eggs, nuts, seeds, etc.)

Combination foods must contain ¼ cup of fruit and/or vegetable

No food/beverage shall contain artificial sweeteners

No food/beverage shall contain more than trace amounts of caffeine


Guidelines for Food and Beverages Sold for School Lunch Programs:

Meals served through the National School Lunch Programs will:

Be appealing and attractive to children.

Be served in a clean and pleasant setting.

Meet minimum nutrition requirements established by local, state, and federal statutes and

regulations and will achieve the highest possible standards that are attainable within fiscal

and physical plant restraints.

Be wholesome and minimally processed, providing students and families with the best

possible food options available.

Engage students and parents in taste-tests of new food and beverage items and conduct

surveys to identify new, healthful and appealing food choices. This information will be

utilized in selecting and highlighting foods to be sold through the school meal program.

Share information about the nutritional and ingredient content of meals via books in each

kitchen and links on the website.

Provide students with a minimum of 20 minutes for lunch. When students have adequate

time for lunch, studies show they consume significantly more nutrients and plate waste

decreases.

Be presented in an environment where parent volunteers, students, teachers, and custodial

staff work together to recycle and reduce food waste.

Implementation

Principals are responsible for overseeing and implementing the Wellness Policy and its

Implementation Guidelines. The principals will work with the Wellness Committee

regarding school-based implementation of the Wellness Policy and Implementation

Guidelines, and will take necessary steps to ensure standards set forth in those documents

are being met.

The Wellness Policy and Implementation Guidelines will be made available to all Dover

Sherborn Public Schools staff and parents/guardians.

The Wellness Committee will function as defined by the Wellness Policy.


National School Lunch Program Meal Pattern - January 2012

Food Group Requirements K-12

Fruit and Vegetables ¾ - 1 cup of vegetables plus

½ - 1 cup of fruit per day

Note: Students are allowed to select ½ cup fruit or

vegetables under OVS

Vegetables Weekly requirement for:

dark green

red/orange

bean/peas (legumes)

Starchy

Other (as defined in 2010 Dietary Guidelines)

Meat/Meat Alternative

(M/MA)

Daily minimum and weekly ranges:

Grades K-5: 1 oz. eq. min. daily (8-10 oz. weekly)

Grades 6-8: 1 oz. eq. min. daily (9-10 oz. weekly)


Grains Daily minimum and weekly ranges:

Grades K-5: 1 oz. eq. min. daily (8-10 oz. weekly)


Grades 9-12:2 oz. eq. min. daily (10-12 oz. weekly)

Whole Grains At least half of the grains must be whole

Grain-rich beginning July 1, 2012. Beginning July 1,

2014, all grains must be whole grain rich.

Milk 1 cup

Must be fat-free (unflavored/flavored) or 1% low fat

(unflavored)


National School Lunch Nutrient Standards, continued – January 2012

Sodium 2012-13 2013-14

Reduce, no set targets

SY 2014-15 SY 2017-18 Final SY 2022

Lunch Lunch Lunch

1230mg (K-5) 935mg (K-5) 640mg (K-5)

1360mg (6-8) 1035mg (6-8) 710mg (6-8)

1420mg (9-12) 1080mg (9-12) 740mg (9-12)

Breakfast Breakfast Breakfast

540mg (K-5) 485mg (K-5) 430mg (K-5)

600mg (6-8) 535mg (6-8) 470mg (6-8)

640mg (9-12) 570mg (9-12) 500mg (9-12)

Calories (min. only) 2011-12

Traditional Menu Planning

Lunch:

633 (grades K-3)

785 (grades 4-12)

825 (optional grades 7-12)

Breakfast:

554 (grades K-12)

Enhanced Menu Planning

Lunch:

664 (grades K-6)

825 (grades 7-12)

633 (optional grades K-3)

Breakfast:

554 (grades K-12)


Nutrient Based Menu Planning

Lunch:

664 (grades K-6)

825 (grades 7-12)

633 (optional grades K-3)

Breakfast:

554 (grades K-12)


Calorie Ranges (min. & max.) 2012-13

Only food-based menu planning allowed

Lunch:

550-650 (grades K-5)

600-700 (grades 6-8)

750-850 (grades 9-12)

Breakfast:

350-500 (grades K-5)

400-550 (grades 6-8)

450-600 (grades 9-12)

Saturated Fat 2011-12

10% of total calories

Saturated Fat

10% of total calories

Trans Fat: no limit 2011-12 New specification: zero grams per serving

(nutrition label)


HEALTH SERVICES

The school health program functions in collaboration with faculty, staff, school administration,

external health care providers and parents/guardians to promote the health and well-being of all

students. The goal of the School Health Program is to complement and support the school’s

academic mission while promoting and improving student’s health. To achieve this goal, school

nurses promote the safety of students and staff, intervene during actual or potential health

concerns, ensure that students are properly immunized, provide state-mandated screenings,

administer medications, and care for students with special health care needs.

Implementation

All students have access to nursing health services.

Requirements for physical exams and immunization are enforced as mandated by the

Department of Public Health.

Annual health screenings are conducted according to the Department of Public Health

guidelines.

Student health concern information relevant to the student’s participation in school is

collected and parent permission is obtained in order to share this information with

appropriate faculty and staff.

All school nurses are prepared to respond to any type of emergency as outlined in the

district’s emergency response plan.

The medical director is available for consultation with school nurses and administration

when necessary.


SOCIAL AND EMOTIONAL HEALTH

School based guidance and counseling is available to all students in enrolled in Dover-Sherborn

schools. Counselors work to make school counseling seamless for all Dover-Sherborn students

as they progress through the grades. The skills students learn and develop in elementary school

will help them to successfully navigate their middle and high school years. As students advance

through the grades and are promoted to the Middle and High schools, counselors will continue to

support them, helping students to successfully meet their academic, social and emotional needs,

appropriate to their developmental level and the unique concerns they deal with as they grow and

change.

A Developmental Approach to School Counseling

Dover and Sherborn Elementary Schools

The elementary school student

The elementary years are an exciting and stimulating time for children as they transition from

home to school, discover the excitement of learning, develop social skills, build peer

relationships and strive for independence. A positive elementary school experience sets the stage

for the child’s love of learning all through life and serves to build self-esteem. During these

important years, children can be challenged by many factors that can compromise their

academic, social and emotional wellbeing. The elementary school counselor, working in concert

with parents and classroom teachers, has the opportunity to help students successfully navigate

the issues and concerns which can present during these exciting and important years in the life of

a child.

Role of the School Counselor

The primary role of the elementary school counselor is to assist students from kindergarten

through fifth grade meet their academic, social and emotional needs, while working in direct

partnership with parents and teachers to support students’ school success across all lines of

academic, social and emotional development. The elementary school counselor serves as

counselor for the children in the school community; providing services for children requiring

prevention, on-going support, or crisis intervention within the educational setting while meeting

with parents and teachers as needed to help address student concerns as collaboratively as

possible. In addition to providing education and support to parents/guardians, elementary

counselors conduct parent workshops, serve as a resource on parenting and child development,

assist with referrals to community based programs, practitioners and agencies and apprise

parents of community based programs which would be of interest to parents/guardians.


Dover-Sherborn Middle School

The middle school student

Middle school students struggle between independence and security. Parents may feel that their

middle school child is beginning to break away from them, but this is the time they need adult

support the most. Emotions may become very fragile in middle school. One event such as the

loss of a friendship or a low grade on a test can “ruin” a student’s life for several days. This age

group does not have the experience to put things into perspective. Self-concept is a continuous

struggle. Stress level is high and self-esteem fragile because of real or imagined attitudes.

Middle school students also develop a sense of fairness that manifests itself in excuses and

indignation when they believe they have been treated unfairly. They don’t always practice

fairness themselves as evidenced by the slightly changed stories they take home to parents, but

they are quick to point out deficiencies between what adults say and what they actually practice.

Middle school is a time for students to take risks, meet new friends and experience new courses

and activities. Students have more freedoms and learn to develop responsibility, resiliency and

self-advocacy skills. As they mature, they become excited learners, earning more trust and

freedom and look forward to the challenges that high school will bring.


The primary role of the middle school counselor is to be a student’s advocate during the critical

years of early adolescence when students are in the middle, caught between two worlds. The

sixth grade is split between the counselors. At the seventh grade level, each counselor takes a full

grade and follows the grade through the remainder of the middle school experience. In addition

to the middle school counselors, the region employs an adjustment counselor/licensed social

worker to provide additional support and advocacy to students who may benefit from more

specialized services.

In addition to working with students, counselors are part of a team including administrators,

specialists, parents and teachers. This team is responsible for guiding a student’s development

through the middle school years.

Students often seek a counselor’s assistance for issues such as academics, work habits, and

friendships. When seeking a conference with a counselor, students should give their name to the

guidance secretary. They will be issued passes indicating the meeting time with their counselor.

Parents are encouraged to call and make an appointment with the counselor whenever they have

any questions or concerns about their children. Communication is particularly important

whenever there is an illness, death, separation, divorce, stress, or other family crisis.



The high school student

Students enter high school excited to learn and pursue classes in their interest areas. They begin

to accept more responsibility for their education and behaviors as they learn to create balance

between academics, extracurriculars and other life activities. Their time management and

organizational skills improve and they continue to develop higher level and abstract thinking

capabilities. As they engage in more differentiated learning, their study skills and

communication skills become more advanced. They become more independent, utilize strategies

and embrace their personal learning styles. High school is a time where independence grows and

students are able to engage in rich and rewarding extra-curricular activities and explore post-

secondary opportunities. Students value making positive contributions to the school and their

community and choose to make healthy life decisions to positively impact their futures.


The primary role of the high school guidance counselor is to be a student’s advocate, providing

each student with the opportunity to acquire the academic, civic, and social skills essential to

graduating from high school and becoming productive citizens who respect themselves and

others.

In addition to working with students, counselors are a part of the educational team including

parents, teachers, administrators, and specialists. This team works in a partnership assisting

students in meeting Dover-Sherborn’s graduation requirements and in planning post-secondary

options.

Each student is assigned to a guidance counselor who will follow the student through his or her

high school years, allowing an opportunity for the counselor and student to develop a working

relationship. In addition to the guidance counselors, the region employs an adjustment counselor

to provide additional support and advocacy to students who may benefit from more specialized

services. Students may seek a counselor’s assistance with any or all types of questions and

concerns. Academics, work habits, study skills, college planning, post-secondary planning, and

personal concerns are all common issues of high school students.

When seeking a conference with a counselor, students and parents may directly contact their

counselor through an email message or make an appointment by speaking with an administrative

assistant. Parents are encouraged to call the guidance office whenever they have questions or

concerns about their child’s well-being or welfare. Individual concerns about a specific course

or class are best addressed directly with the subject teacher. Communication is particularly

important whenever there is an illness, death, separation, divorce, stress, or other family crisis.


Memo from

Interim Superintendent Bill McAlduff

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity,

religion, national origin, sexual orientation, disability, or homelessness


From: William McAlduff, Jr., Interim Superintendent

Date: June 6, 2016

RE: Region Personnel Changes for 2016-2017

*************************************************************************

Below you will find a list of personnel changes for the 2016-2017 school year.

Last Name First Name Position Replaced by

Resignation/Retirements

Weider Irene Retiring MS Science Teacher Heather Ernest

Ferranti Kelsey Resigned (moving)

MS Guidance Counselor Tawny Desjardins

Gordon Kim FTE change

.5 FTE Spec ED Mod/Severe Teacher to a 1.0

Osiecki Kristen Resigned HS Art Teacher

Szjaner Patricia HS Biology Teacher Kenneth Macie

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national


DSRS

FY16 Yearend Purchases

Text books:

HS- Science Oceanography $8,975.00

HS- Science Human Biology 8,586.00

HS - World Language French 9,523.00

Total text books $27,084.00

Ropes Course $7,500.00

HS Furniture 4,000.00

MS Furniture 5,000.00

Total $43,584.00








Date: June 2, 2016


In the attached document you will find the 2016-2017 High School and Middle School Student and

Athletic Handbook changes for your approval.

Proposed changes to 2016-2017 Middle School Student/Parent Handbook

ITEM 1:

Proposed (Page 17)

Eliminate A+ from the grading scale

ITEM 2:

Old (Page 20)

Pre-assigned Assessment Event

Students can expect that advanced notice will be given for the date of a major test. Usually you can

expect to have only one major test on any particular day as the teachers coordinate around test dates.

Quizzes or short tests are at the discretion of the teacher. If you as a student are feeling overwhelmed

about the number of assessments on a particular day please speak to your teacher directly before the

day of the assessment to see if other arrangements can be made. As a middle school student you are

encouraged to self advocate. BE PREPARED. STUDY REGULARLY.

Proposed

Tests & Quizzes

Students can expect that advanced notice will be given for the date of a major test. Usually you can

expect to have only one major test on any particular day as the teachers coordinate around test dates.

Quizzes or short tests are at the discretion of the teacher. If you as a student are feeling overwhelmed

about the number of assessments on a particular day, please speak to your teacher directly before the

day of the assessment to see if other arrangements can be made. As a middle school student you are

encouraged to self advocate. BE PREPARED. STUDY REGULARLY. SELF ADVOCATE

ITEM 3:

Old (page 30)

Cafeteria

The cafeteria is located between the Middle School and the High School. You can get there by

going out the door opposite the front door, at the rear of the main lobby. In order for lunch to run

smoothly, there are required procedures.

Students are to:

Move in an orderly fashion through the lunch lines

Remain seated at your table while eating

Clean the table top and floor around it

Do not leave the cafeteria to return to the Middle School during lunch unless you

have permission from an adult on duty

At the end of lunch, wait for an adult to dismiss you table before leaving the

cafeteria. Please DO NOT bring any food or drinks back to the Middle School.

Proposed

Cafeteria / Food in Classrooms

At lunch time, students must proceed directly to the cafeteria. In order for lunch to run smoothly,

there are required procedures. Students are to:

Move in an orderly fashion through the lunch lines

Remain seated at your table while eating

Clean the table top and floor around it

Do not leave the cafeteria to return to the Middle School during lunch unless you

have permission from an adult on duty

At the end of lunch, wait for an adult to dismiss your table before leaving the

cafeteria. Please DO NOT bring any food or drinks back to the Middle School.

Students are not allowed to have food or beverages in the middle school with the possible

exceptions.

1. Water in clear containers may be consumed at any time unless the student is in a no food or

beverage area (library, gymnasium, and computer lab).

2. At the discretion of the classroom teacher, students may be allowed to consume their own

food/beverages in the classroom. (There will be no sharing of food by students due to allergy

concerns)

3. Teachers will be allowed to have food in their classrooms for educational purposes if approved

by the Headmaster.

4. The Headmaster may allow students to have food/beverages on an individual basis.

ITEM 4:

Old (Page 35)

Procedures for H Block

All students will go to their H Block classes as per their schedule. Please report there before going

to any other location. The H Block Help Session and Directed Research sessions are quiet, study

centered times at DSMS. Students will work quietly and will bring sufficient material to stay focused

and academically productive for 42 minutes. Students must have a pass that is signed by a teacher

with a current time noted in order to be in the halls. The only exception should be bathroom, locker,

water, office/nurse passes (available in all rooms).

Any student desiring to see any teacher during H Block must procure a pass prior to H Block. In

short, get a pass early in the day. The exceptions to this rule are the library and computer lab. H

Block teachers can give passes to students for those two areas, but no more than three students may

receive passes at one time.

Any student found in the hallways without a pass will be spoken to or brought to the office. An

administrator will be present in hallways during H Block. Repeat offenders may be subject to

further consequences (detention, parent contact, loss of H Block pass privileges).

Proposed

Procedures for H Block

All students will go to their H Block classes as per their schedule. Please report there before going

to any other location. The H Block Help Session and Directed Research sessions are quiet, study

centered times at DSMS. Students will work quietly and will bring sufficient material to stay focused

and academically productive for 42 minutes. Students must have a pass that is signed by a teacher

with a current time noted in order to be in the halls. The only exception should be bathroom, locker,

water, office/nurse passes (available in all rooms).

Any student desiring to see any teacher during H Block must procure a pass prior to H Block. In

short, get a pass early in the day. The exceptions to this rule are the library, art room, and

computer lab. H Block teachers can give passes to students for those three areas, but no more than

three students may receive passes at one time. All students need to return to their assigned H Block

class by 2:05 PM.

Any student found in the hallways without a pass will be spoken to or brought to the office. An

administrator will be present in hallways during H Block. Repeat offenders may be subject to

further consequences (detention, parent contact, loss of H Block pass privileges).

ITEM 5:

Proposed

Insert this table on page 43

BEHAVIOR/ACTION SCHOOL RESPONSE/CONSEQUENCE

Students may not sell items during

school hours. (This shall include but

not be limited to candy, food, jewelry,

school supplies and clothing.)

1. All items will be confiscated and the

appropriate detention or suspension will be

determined.

2. Same as #1

1

Proposed DSHS Student Handbook Changes '16-'17

Community Service p. 22

Current verbiage:

Community Service

Dover-Sherborn High School is committed to the benefits of a Community Service Graduation

Requirement. All students will be required to demonstrate proof of forty hours of Community

Service to fulfill requirements for graduation. Verification of these hours will be kept in the

students’ portfolios throughout their four years of high school. It is recommended that students

complete ten hours of this requirement per year.

Students MUST fulfill this obligation by the end of the first semester of senior year to be eligible

for participation in Senior Project.

Proposed:

Community Service

Dover-Sherborn High School is committed to the benefits of a Community Service Graduation

Requirement. All students will be required to demonstrate proof of forty hours of Community

Service to fulfill requirements for graduation. Verification of these hours will be kept in the

students’ portfolios throughout their four years of high school. It is recommended that students

complete ten hours of this requirement per year. Community Service forms must be turned in for

verification within 1 calendar year of the date that service was completed.

Students MUST fulfill this obligation by the end of the first semester of senior year to be eligible

for participation in Senior Project as well as Senior Privilege. Students not using Senior Privilege

will lose DR Library privilege until hours are complete.

Students should refer to the Community Service information located on the High School web

page for questions around what is allowed/not allowed for DSHS Community Service.

Absences p. 46

Current verbiage:

All absences are cumulative. Absences for the following reasons will be considered “Excused

Absences” and will not be counted in determining the “Maximum Number of Unexcused

Absences:”

a. classes missed/absences due to illness or injury that are substantiated in writing, on

letterhead that indicates the medical office or institution of affiliation, with a contact

phone number provided by the student’s treating physician;

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b. classes missed by/absences of a student who is observing a religious holiday;

c. classes missed/absences due to a court appearance (where the appearance is verified by a

statement from the court)

d. classes missed/absences due to a death in the immediate family

e. up to 3 days missed per year (for juniors and seniors only) to visit colleges (Classes

missed/absences to visit colleges will be considered “excused absences” only if the

absence has been approved in advance by the High School Administration and the visit

has been verified by a note from the college’s Admissions Office.)

f. classes missed/absences with the approval of the Headmaster, and

g. documented, ongoing, chronic medical conditions*.

Proposed:

All absences are cumulative. Absences for the following reasons will be considered “Excused

Absences” and will not be counted in determining the “Maximum Number of Unexcused

Absences:”

a. classes missed/absences due to illness or injury that are substantiated in writing, on

letterhead that indicates the medical office or institution of affiliation, with a contact

phone number provided by the student’s treating physician;

b. classes missed by/absences of a student who is observing a religious holiday;

c. classes missed/absences due to a court appearance (where the appearance is verified by a

statement from the court)

d. classes missed/absences due to a death in the immediate family

e. up to 3 days missed per year (for juniors and seniors only) to visit colleges (Classes

missed/absences to visit colleges will be considered “excused absences” only if the

absence has been approved in advance by the High School Administration and the visit

has been verified by a note/documentation from the college’s Admissions Office.)

f. classes missed/absences with the approval of the Headmaster, and

g. documented, ongoing, chronic medical conditions*.

Directed Research/Open Campus Release Form

P. 59

Current verbiage:

Seniors in good standing are defined as those seniors who have submitted the official

Parent/Guardian/Student Directed Research/Open Campus Release Forms to the main office with

appropriate signatures affixed, having received no fourth quarter term grades (from the previous school

year) below C, and having no outstanding incompletes. Students must remain in good standing to enjoy this privilege for the first and second semester. Seniors

not eligible during a term can attain good academic standing by receiving no deficiency notices for the

subsequent quarter. Third quarter interim reports will be evaluated and any student with a grade

below a C will not be eligible for the remainder of that quarter. Students ineligible due to

3

incompletes may become eligible when the incompletes are made up and reported to the administration

by the teacher, provided that the grade(s) are C or better.

Proposed:

Seniors in good standing are defined as those seniors who have submitted the official

Parent/Guardian/Student Directed Research/Open Campus Release Forms to the main office with

appropriate signatures affixed, having received no fourth quarter term grades (from the previous school

year) below C, and having no outstanding incompletes. Seniors must fulfill their Community Service

obligation by the end of the first semester of senior year to be eligible. Students must remain in good academic standing to enjoy this privilege for the first and second semester.

Seniors not eligible during a term can attain good academic standing by receiving no deficiency notices

for the subsequent quarter. Third quarter interim reports will be evaluated and any student with a

grade below a C will not be eligible for the remainder of that quarter. Students ineligible due to incompletes may become eligible when the incompletes are made up and

reported to the administration by the teacher, provided that the grade(s) are C or better.

Longboards/Skateboards and Scooters

P. 61

Current verbiage:

Longboards/Skateboards and Scooters

Because of safety concerns, longboards/skateboards and scooters are not permitted on campus at

any time. Failure to comply will result in disciplinary action.

Proposed:

Longboards/Skateboards, Scooters, Hoverboards and Motorized Scooters.

Because of safety concerns, longboards/skateboards, scooters, hoverboards and motorized

scooters are not permitted on campus at any time. Failure to comply will result in disciplinary

action.

2015-16 Town Meeting Ideas!

DR

1. Students would like the ability to receive a pass from their DR teacher to visit

another teacher. Students have found that the current system inhibits them from

getting help from teachers.

2. Request for more textbooks available for use in the library, specifically more

math, science, and history. Students ask that there should be 2-3 of each book.

3.

Admin response-

1. The administration would like to continue the process of having students

obtain a pass in advance in order to visit a teacher. If the DR teacher is willing

to reach out to the requested teacher then that would be sufficient for

approval

2. Administration has discussed this with the librarian as well as the department

chairs. The librarian will do an inventory to see how many actual copies are

available. For those classes that are short of textbooks, we will insure that

additional copies are provided.

Cafeteria

1. Many students have requested that the hot water dispenser be available for use

during both lunches (not only during break).

2. Food Requests: noodle-cups for hot water, hot cocoa (potentially as a seasonal

option), improved juice selection, more prepared salads.

3. Students have found that the lunch lines get very long and backed up, causing

their consumption time to be shortened significantly.

4. A number of students requested that the décor/posters in the cafeteria be updated.

5.

Admin Response-

1. Complete. The food service director now has the hot water dispenser out for

break and both lunches.

2. The administration has discussed this with the Food Service Director.

Additional salads will be provided as will hot cocoa during break. The noodle

cups contain high levels sodium so the schools may not serve them.

3. The Food Service Director is aware of the back up and is working with the

Director of Facilities to see what can be done.

4. The Food Service Director has been notified about the request to update the

posters and décor in the café.

Guidance/ Electives

1. Freshmen found that the guidance seminars overlapped with their Peer Helping

sessions (which they found more beneficial). Although most students preferred to

have a DR to get work done, they would enjoy the Freshmen guidance seminars if

they were more useful. Students proposed ideas such as binder cleanouts, question

panels with senior students, and reviewing elective options during this designated

time.

2. To improve privacy, students ask that the Guidance windows be covered

whenever a student would like to privately speak with their counselor.

3. Both “Stress Management” and “What’s Next?” as a Full Year or Semester

electives, instead of during PE classes.

4. Current Events elective. Students (especially underclassmen) have requested

being able to be informed on local, national, and international news, in either a

journalistic or TV/Media style course.

5. Additional Science courses should fulfill an elective requirement.

6. Many students have found that they either signed-up for—or were unexpectedly

placed in—an elective they did not enjoy. These students were not comfortable

sharing their discontent in reflections or surveys. Many have proposed that there

be a seminar, fair, or publication (more accessible/exciting than the Program of

Studies) to better inform students of the electives options they would thrive in

most.

Admin Response-

1. The Guidance Director has been notified as to the guidance seminars and

peer helping. She will discuss with her guidance department.

2. Guidance office windows should not be covered if there is only one adult with

a child in the room. We do have a private guidance space that is away from

main entrance so students and counselors can access if need be.

3. The Director of Wellness and Health has been made aware of this interest.

For scheduling reasons, this is not possible at this time.

4. There is a plan in place to enhance our TV Media program to incorporate

more news and current events. These broadcasts would be shown on our

television monitors.

5. The Headmaster will bring this to the Academic Standards Committee for

discussion.

6. Guidance and Administration have been made aware of this student concern.

Student scheduling is complex thus priority is given to seniors first and so on

for elective choices.

Parking

1. Many students have proposed ideas to expand parking abilities on school grounds.

Ideas include utilizing the back bus lot, and creating more spots (in the same way

that 20+ were created last summer).

2. When the seniors leave/graduate, and all junior parking requests are fulfilled,

could sophomores have the option to park on campus with a purchased pass?

3. Students who only have their Learner’s Permit should not be allowed to submit a

parking pass until they have their license.

4. Description of where the parking money is used around our school.

Admin Response-

1. The Administration is currently working with the Director of Building

and Grounds to research potentially adding new parking spots to the

current student lot as well as examining new locations for student

parking.

2. The Administration does in fact grant parking to sophomores only after

seniors have graduated and all junior parking requests have been

fulfilled.

3. Students who only have their learners permits will not be granted a

parking spot.

4. All money collected for parking spots is submitted to the district business

office. The money is then deposited into the general budget to be used to

offset all general costs.

Wi-Fi

1. So far, we have had great feedback about the HS_Student_BYOD2 network. It’s

extended coverage to the library and science wing have been extremely

beneficial!

Admin Response-

1. The Director of Technology and his staff have been very proactive in

supporting student wi-fi.

Miscellaneous

1. Unlock gym locker rooms during the school day and afterschool.

2. Master calendar for each grade (electronic or physical) that includes when all

teachers have major assessments.

3. Cubbies in courtyard for athletics equipment.

4. Tables in courtyard for lunch and students would spend free time at school before

games/practice.

5. World Culture Day

6. Enforce Red-Line weeks and No Homework Weekends/Vacations!!

Admin Response-

1. For safety purposes and accountability for student’s personal belonging’s the

gym locker rooms must be locked during the day. PE teachers as well as

members of the athletic department may open the locker rooms for student

athletes if they need to access their equipment or athletic clothing.

2. Administration has discussed this with the faculty. This will be examined in

the fall.

3. All athletic equipment must be securely stored. Since the faculty and

administration cannot monitor the courtyard consistently, there will be no

cubbies installed in the courtyard.

4. The administration is taking this request under advisement. We may do this

at certain times of the year to coincide with D-stress DS days.

5. The Administration will research ways to increase all of our students cultural

awareness. A DSEF grant has been submitted for such activities.

6. The administration will continue to work with department chairs as well as

the full faculty to ensure that all teachers abide by the expectations of red

line week as we as no homework weekends.

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2016-2017 Athletic Handbook

(((( Draft 5/25/16 ))))

Mr. Jeff M. Parcells, Athletic Director

2


Athletic Handbook

2016-2017

TABLE OF CONTENTS

Non-Discrimination Clause ………………………………………………………………………………………………. 3 Philosophy of the Dover-Sherborn Athletic Program ………………………………………………………. 3 Dover-Sherborn Athletic Offerings ………………………………………………………………………………….. 5 Student-Athlete/Parent Annual Meeting and Meet the Coach Night Meetings …………….. 6 Tryouts and Cuts ……………………………………………………………………………………………………………… 6 Playing Time ……………………………………………………………………………………………………………………. 6 Team Captains (Roles and Duties) …………………………………………………………………………………… 7 Banquet Guidelines ………………………………………………………………………………………………………… 8 Team Apparel ………………………………………………………………………………………………………………….. 8 Captain’s Practice ……………………………………………………………………………………………………………. 9 Awards ……………………………………………………………………………………………………………………………. 9 Guidelines for Parents/Guardians …………………………………………………………………………………… 10 Athletic User Fees and Refunds ……………………………………………………………………………………….. 10 The Coach ………………………………………………………………………………………………………………………… 11 Student-Athlete Responsibilities ……………………………………………………………………………………… 13 Bona-Fide Team Member Rule ………………………………………………………………………………………… 14 Spectator Rules and Regulations ……………………………………………………………………………………… 14 Resolution of Incomplete Grades ……………………………………………………………………………………. 15 Eligibility for Extra-Curricular Activities ……………………………………………………………………………. 15 Chemical Health Policy …………………………………………………………………………………………………….. 15 Bullying ……………………………………………………………………………………………………………………………. 16 Hazing ……………………………………………………………………………………………………………………………… 18 Team Transportation ……………………………………………………………………………………………………….. 19 Security of Personal Belongings ……………………………………………………………………………………….. 20 Athletic Trainer and Training Room ………………………………………………………………………………….. 20 Locker Room and School Facilities ……………………………………………………………………………………. 20 School Athletic Equipment and Uniforms …………………………………………………………………………. 20 Season Limits ……………………………………………………………………………………………………………………. 21 Varsity Games Missed During School Vacations ……………………………………………………………….. 21 Out of Season Sports Participation …………………………………………………………………………………… 21 Physical Education Class …………………………………………………………………………………………………… 22 Concussion Management …………………………………………………………………………………………………. 22 College and the Recruiting Process …………………………………………………………………………………… 24 Medical and Insurance Requirements ……………………………………………………………………………… 25 Athletic Advisory Committee …………………………………………………………………………………………… 25 Dover-Sherborn Realities ………………………………………………………………………………………………… 26 Program Management …………………………………………………………………………………………………….. 27

3

The information presented in this booklet has been compiled to better acquaint you with some of the

policies, practices, and regulations that govern the athletic program at Dover Sherborn High School.

Please keep this booklet handy and refer to it when questions and/or concerns arise about your son’s

and/or daughter’s athletic experience. If you feel that your questions are not answered in this booklet,

contact the Coach first. If your concern has not been adequately addressed, you should contact the

Athletic Director.

We look forward to your association with the athletic program at Dover-Sherborn High School and ask

for your help and cooperation.

Non-Discrimination Clause

The Dover Sherborn Public Schools do not discriminate on the basis of age, race, color, sex, gender

identity, religion, national origin, sexual orientation, disability, or homelessness.

Philosophy of the Dover-Sherborn Athletic Program

The Dover-Sherborn Regional Schools Administration and School Committee believe that the

Massachusetts Interscholastic Athletic Association (MIAA) Statement of Philosophy is a clear articulation

of the role and benefits to be derived from a high school interscholastic sports program; therefore, the

Administration and School Committee have adopted the MIAA philosophy as their own. Our sports

programs are to be guided by this philosophy.

Program Philosophy and Benefits (from the MIAA Coaches’ Handbook)

Within a high school sports program, young people learn the values associated with discipline,

performing under stress, teamwork, sacrifice, commitment, effort, accountability, citizenship,

sportsmanship, confidence, leadership and organizational skills, participating within rules, physical well-

being and healthy lifestyles, striving towards excellence, and many other characteristics that come

quickly to the mind of any educator. If interscholastic athletics are to be justified as school activities,

then values such as these must be the priorities of every program. Ethics, playing within the spirit of the

rules, and good sportsmanship (which is good citizenship) must be woven into the fabric of the high

school athletic program.

In the education of 65% of the young people attending MIAA member schools, athletic participation is a

critical component. What should drive those responsible for student- athletes and their programs is the

educational mission of school activities. For many students, the most stable environment in their lives is

that provided by high school activity programs. Often the best opportunities for crisis intervention, drug

prevention, "day care" programs, and the like are school activity programs. The cost is minimal, while

the worth is maximal.

While winning contests, rather than losing them, is a laudable goal, it should not supersede the primary

priorities of high school sports programs. What should be the rationale behind high school activities is

4

preparing students to succeed rather than merely to win games. Win or lose, students should learn

lessons of a lasting and positive nature.

If the success of any high school athletic program is measured by an undefeated season, then 99% of

the thousands of high school teams that participate annually in Massachusetts have failed. If a league

championship is the measure of success, then 85% of our programs are failures. If success is measured

merely by qualification for MIAA end-of-season tournaments, then 50% of our students are "losers."

What should be encouraged is participation in varied activities under different teacher/coach role

models. The percentage of student-athletes who complete their formal athletic experiences at the high

school level is overwhelming (well in excess of 90%). Schools should focus their attention upon goals

other than championships or the development of "blue chip" athletes. Young people need varied

activities: time at the beach, time to study and, in fact, time just to be kids.

Young people need to learn, to think, and simply to grow up. Schools should guide them, through

athletics, to allow that to happen as comfortably as possibly.

Benefits of an Interscholastic Athletic Program High school activity programs are an integral part of the

total educational process. Successful interscholastic athletic programs teach young people values such

as:

Accepting success graciously Participating within rules Social skills

Accountability Performing under pressure Striving towards excellence

Citizenship and sportsmanship Persistence Taking instruction

Confidence Physical well-being and chemical

health

Teamwork

Handling disappointment Responsibility Value of competition

Leadership skills Sacrificing for the common good Work ethic

Organizational skills Self-discipline

5

Dover-Sherborn Athletic Offerings

Fall Season Winter Season Spring Season

Cross Country (Boys and Girls)

Varsity Only Unlimited Roster

Basketball (Boys and Girls)

Frosh, JV and Varsity 12-15 per level

Baseball JV and Varsity 14-17 per level

Field Hockey JV and Varsity 12-16 per level

Alpine Ski (Coed)

Roster limit

Softball JV and Varsity 14-17 per level

Golf (Coed)

JV and Varsity 12-14 per level

Nordic Ski (Boys and Girls)

Unlimited Roster

Lacrosse (Boys and Girls) JV and Varsity 14-24 per level

Football Frosh, JV and Varsity

Unlimited Roster

Ice Hockey (Boys and Girls)

Varsity Only 16-22 per team

Tennis (Boys and Girls)

Varsity Only 12-18 per team

Soccer (Boys and Girls)

Frosh, JV and Varsity 15-22 per level

Swimming and Diving (Coed)

Varsity Only Unlimited Roster

Track and Field (Boys and Girls)

Varsity Only Unlimited up to 80 per gender

Gymnastics (thru Medfield) Varsity Only

Sailing (Coed)

Roster limit

Indoor Track (Boys and Girls)

Unlimited Roster

*roster numbers are guidelines only and may be changed by the Athletic Director

*freshmen teams are not always guaranteed

6

Student-Athlete/Parent Annual Athletic Meeting and Meet the Coach Nights

Once per year, the Athletic Director will conduct a required Student-Athlete/Parent Annual Athletic

Meeting. All students wishing to take part in sport during one or all of the seasons must attend this

meeting; which will be held in June or August for the next school year. This one meeting is mandatory

for all students and at least one parent/guardian wishing to try out for a team for the next school year.

Meet the Coach Night Meetings will take place before each season. These meetings will be for parents

and students who wish to try out for a specific team. They will meet with the individual coaching staff

for that sport only and this meeting will last approximately 30 minutes. These meetings will take place

one to two weeks prior to the season start date. Students are informed of Meet the Coach Night

Meetings through postings and announcements at the high school and via social media. Releases,

medical forms, and other paperwork will be distributed at the pre-season Meet the Coach Night

meetings.

During the spring there will a meeting for all 8th grade students to introduce them to the fall athletic

programs and coaches. Each student should have the opportunity to meet a coach in the sport in which

the student wishes to participate.

Tryouts and Cuts

Participation in athletics is a privilege. Students try out voluntarily and, for some of our teams, risk

being cut. During the tryout period, the coach will provide an explanation of his/her expectations. It is

the student’s responsibility to demonstrate to the coach that he/she can meet the expectations.

Cutting students from athletic teams is one of the most difficult tasks that a coach faces. However, at

times, there are reasons why a student does not make a team. Some of the factors that a coach has to

consider when determining his/her final roster are: skill level, safety (how many athletes can be safely

supervised), playing time, attitude, positional needs of team and commitment.

When cuts are necessary, the coach will communicate privately with the player, who will be informed of

the reasons by the coach. Once tryouts begin for a particular team, an athlete may be allowed to leave

that sport to try out for a different sport with the written consent of both coaches involved and the

Athletic Director. Students cut from one team are encouraged to try out for another team if there is

space on that team; otherwise, they may sign up for one of the unlimited roster sports. No changes or

additions to team rosters can take place after the first athletic contest takes place during that season,

regardless of what the first contest is.

Playing Time

Although there are many measures of success in the minds of each participant, perhaps the most

emotional is playing time during contests. Coaches should privately inform each participant of his/her

view of that participant’s role, including starting, substituting, and playing time. If a student has

7

questions about his/her role, he/she is encouraged to discuss it with the coach directly. At Dover-

Sherborn Regional High School, being a member of a team does not guarantee playing time.

Guidelines for this important issue are listed here:

Varsity Teams: The Varsity teams compete against opponents at the highest level of the division

in which Dover-Sherborn is placed. In many instances, the major burden of the contest will be

carried by the most competitive and the most skilled team members.

Sub-Varsity Teams: At the Sub-Varsity level (Junior Varsity and Freshman), members of the

coaching staff will make a strong effort to play all team members for as much time as is

practical.

Team Captains: Roles and Duties

The number of team captains and how and when they will be selected is a coaching decision. Captains

may be elected or appointed on a game-by-game basis. Team participants wishing to serve as a team

captain will apply for the position directly to the coach toward the conclusion of the current season (to

be captain for the next season).

It is expected that a team captain be a leader of his/her team and should be ready to assume duties

outlined by his/her coach. Captains are expected to be fully aware of team rules, and are expected to

communicate with the coach and team members in the event of problems that affect the team.

Captains may be asked to meet with the Athletic Director during the school year to discuss the program.

Team captaincy may be removed during their tenure by the coach, athletic director, or headmaster. Any

team captain who violates an MIAA rule will have their captaincy removed upon confirmation of rule

violation.

Sportsmanship

Captains should set a good example of sportsmanship and demonstrate positive leadership at all times.

During athletic contests that they participate in or attend, they should cheer in support of their school’s

team rather than against the opponent.

Flyers and Handouts

Posters and flyers should be affixed to bulletin boards only. They should never be attached to the glass

walls near exit doors, or on doors throughout the school. These notices and posters should be removed

after the event takes place. All posters and notices should contain appropriate language and graphics

and be approved by the athletic director or headmaster.

8

Banquet Guidelines

Sports Banquets are a very important and essential part of the athlete’s experience. These occasions

provide an opportunity to celebrate and recognize team members at the end of the season.

The purpose of these guidelines is to assist all persons who are responsible for planning and executing

sports banquets. Each high school sports program is encouraged to hold a sports banquet/end of

season event. It is expected and encouraged that the members of each sport make the decision on

when and how to officially celebrate the season.

Each of the following should be taken into consideration:

1) Team gifts should be nominal in value. It is strongly recommended that each athlete be

charged no more than $20 per sport for team gifts. It is hoped that there will be many Tri Valley

League, Sectional and State Championships won by Dover-Sherborn teams. These

accomplishments should be acknowledged and exceptions to the guideline may be warranted.

Requests to exceed this guideline must be submitted for the Athletic Director’s approval in

advance of purchase.

2) The host should invite all Varsity team members, Junior Varsity team members, Freshman

team members, team managers, parents, friends, and select guests of the team.

3) Appropriate locations should be within 15 miles of Dover-Sherborn High School.

4) The cost for the meeting hall, dinner, and decorations should not exceed $25.00 per

attendee.

5) The High School Athletic Director must be advised of the proposed time and place of each

event as soon as possible and before the event is officially booked to avoid conflict with other

school and community activities.

6) There should be no alcohol service available for any person attending the event.

7) The event should start and end promptly. It is recommended expected that the entire

banquet and program not exceed three hours and end before 9:00pm on school nights.

Team Apparel

Team apparel is important for school spirit and to recognize team members for their accomplishments

and commitment to the school community. The Athletic Department feels these guidelines will help

ease the frustration with team orders:

1) All team orders must be approved by the Athletic Director before orders are placed.

2) Team apparel is defined as those purchases not considered part of the equipment list needed

to participate on a team.

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3) Apparel orders should be available to all members of the team, but are not mandatory for

participation.

4) Team orders should be placed before the first contest of the sport.

5) Each team is responsible for taking orders and collecting money before the orders are placed.

6) Apparel should be predominantly school colors, royal blue and white. In the case of an

apparel item that is a basic color (gray sweatshirt), the printing should contain royal blue and

white. Black is also allowed but with royal blue and white accents.

7) The DS logo is available in the athletic office. Teams may also use sport specific prints with

stock formats. All other language and graphics must be appropriate and approved by the

Athletic Director.

8) All apparel items costing over $25.00 must be available to be ordered in subsequent years for

future team members. Ideally, these items should be available for the team for at least four

years. As stated above, all team items/orders must be approved by the Athletic Director.

9) A list of local qualified vendors follows: • Erica Reitmayer. (508) 380-2437.

• Tri-Valley Sports. 106C Main Street, Medway, MA 02053 (508)533-5080.

• Statewide Sports Assts. 89D Hayden Rowe, Hopkinton, MA 01748 (508)589-5952.

Captain’s Practice

The term “captain’s practice” means a conditioning practice organized and conducted without adult

supervision, either during or out-of-season. The MIAA does not sanction, encourage, or condone

“captain(s) practices” in any sport. Captain’s practices are not permitted at Dover-Sherborn High

School. Organizers of captain’s practices will be subject to school discipline, including suspension from

athletic participation.

Awards

To receive an athletic award a student must be a member in good standing of an athletic team at the

close of the season. Being a member of a team does not guarantee an award. Awards must be earned

via criteria set forth by the coach and/or athletic director.

Role of the Athletic Director

• Measure, evaluate and report on programs

• Hire, guide, and evaluate coaches

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• Communicate philosophy and values of the program to participants, parents/guardians,

coaches, and community

• Other duties as listed in the Athletic Director’s job description

Guidelines for Parents/Guardians

When students become involved in the athletic program at Dover-Sherborn High School, they will

experience some of the most rewarding moments of their lives. It is important to understand that there

may also be times when things do not go the way you or your child wishes. At these times, a private

discussion with the coach is encouraged.

Appropriate concerns to discuss with the coach:

• Your child’s treatment

• Your child’s improvement

• Your child’s behavior

• Any scheduling conflicts

Issues not appropriate to discuss with the coach:

• Playing time

• Team strategy

• Play calling

• Other student-athletes

Certain situations may require a conference between the coach and the parents/guardians. When these

conferences are necessary, the following procedure should be followed to help promote a resolution of

the issue or concern:

• Contact the coach first. If needed, then contact the Athletic Director.

• DO NOT CALL THE COACH AT HOME. A coach’s time with family is severely limited during the

season. The family’s privacy should be respected.

• Please do not attempt to confront a coach before or after a contest. These can be emotional

times for both the parents/guardians and coach. Meetings should be scheduled away from

other students and the playing field.

Athletic User Fees and Refunds

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Once chosen as a member of a team, payment of an athletic user fee is required. However, payment of

the fee does not guarantee playing time. Fees are to be paid in the Athletic Office before the start of

the season. Checks should be made payable to: Dover-Sherborn High School, or receipt from online

payments must be printed and submitted at the time of registration. For the 2016–2017 school year,

the fee is $300.00 per student/per sport with a limit of $1,500.00 per family per year (equivalent to 5

sport teams).

When, and if, fees are changed by the School Committee, parents and students will be notified.

Refunds will be allowed under the following circumstances:

• A full refund will be given if a student is cut from a team.

• A pro-rated refund will be given if a student moves from the district during the season.

• A full refund will be given if a student is injured or ill, necessitating his/her removal from the

team prior to the first game.

No refund will be given if a student quits a team or is removed for disciplinary or

academic reasons after the first contest takes place.

The Coach

Role of the Coach

The motto of the Athletic Department is Scholarship – Citizenship – Sportsmanship and each coach is

directed to work with these priorities in mind. The MIAA Coaches’ Handbook clearly articulates the role

of coaches. The Administration and School Committee believe that it is important to share this

information with the Dover-Sherborn community.

Coaches’ Code of Ethics

A high school coach often plays an influential and important role in the life of a student-athlete. The

student athlete is participating within the school's activity program because that young person desires

to do so. Consequently, such a student is often more attentive to a coach's lessons than to those offered

by teachers in required courses. Coaches must constantly be aware of this opportunity and

responsibility. The function of a coach is to properly educate students through participation in

interscholastic competition. The interscholastic program is designed to enhance academic achievement

and should never interfere with opportunities for academic success. The safety and well-being of each

student-athlete must be the top priority for coaches at all times. In recognition of this, the following

guidelines for coaches have been adopted:

1. The coach must be aware that he/she has a tremendous influence, either good or bad, in the

education of the student athlete and, thus, shall never place the value of winning above the

value of instilling the highest desirable ideals of character.

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2. The coach must constantly uphold the honor and dignity of the profession. In all personal

contact with student athletes, officials, athletic directors, school administrators, the MIAA, the

media, and the public, the coach shall strive to set an example of the highest ethical and moral

conduct.

3. The coach shall take an active role in the prevention of drug, alcohol, and tobacco abuse and

under no circumstances should authorize their use.

4. The coach shall take an active role in the prevention of bullying, hazing, and social exclusion

of/by student-athletes.

5. The coach shall promote the entire interscholastic program of the school and direct his or her

program in harmony with the total school program.

6. The coach shall be thoroughly acquainted with the contest rules and is responsible for their

interpretation to team members. The spirit and letter of the rules should be regarded as mutual

agreements. The coach shall not try to seek advantage by circumvention of the spirit or letter of

the rules.

7. Coaches shall actively use their influence to enhance sportsmanship by their spectators,

working closely with cheerleaders, pep club sponsors, booster clubs, and administrators.

8. Contest officials shall have the respect and support of the coach. The coach shall not indulge

in conduct that will incite players or spectators against the officials. Public criticism of officials or

players is unethical.

9. Before and after contests, rival coaches should meet and exchange friendly greetings to set

the correct tone for the event.

10. Coaches may privately collect grades in order to encourage the academic success of our

student-athletes. Only coaches will collect grades.

11. A coach shall not exert pressure on faculty members to give student-athletes special

consideration.

12. It is unethical for coaches to scout opponents by any means other than those adopted by the

league and/or the MIAA .

Program Expectations at Dover-Sherborn

At Dover-Sherborn High School, each individual sport should be developed into a “program.” With

direction from the Athletic Director, the Varsity Head Coach will provide consistent structure at all levels

of the program.

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Communication

Before the start of the season and then during the season, as the situation may warrant, the Varsity

Head Coach as Program Director, with approval of the Athletic Director, will communicate in writing to

athletes and parents/guardians his/her approach to the following:

• expectations for the team and program as a whole

• team requirements such as pre-season conditioning, special equipment, practice times and

locations, and special tournament expectations

• the tryout process: timing, selection criteria, and communication of decisions

• the procedure that athletes and parents/guardians should follow in case of injury during

practice or competition.

In addition, the Head Varsity Coach is expected to develop a consistent philosophy across all levels, so

that players can move more easily between levels during the season. He/she should be familiar with

athletes at all levels. The Head Varsity Coach is also responsible for forming links with town youth

programs if they exist in his/her sport.

Student-Athlete Responsibilities

After School Help:

Student-athletes are urged to use opportunity periods. In general, official practices will begin at 3:00.

Attending extra help, detention, or other academic activities may take priority over attending practices

or contests.

Daily Team Attendance

It is extremely important that a coach be notified if a student is not going to be present at a practice or

game when the student is not absent from school. Our coaches expect their athletes to be present at all

team-related activities and may suspend a team member from contests for unexcused absences.

Students may be excused from athletic activities at the discretion of the coach. Students may be

restricted from game participation because of missed practice or game time. In some cases, a student-

athlete may be removed from a team due to attendance issues.

Absences, Tardiness, and Dismissals

When a student is absent due to injury or illness, he/she will not be allowed to practice or represent

Dover-Sherborn in a school-sponsored sports event. To be considered present for participation

purposes, a student must arrive by 11:00 am and remain for the rest of the day. At no time will an

athlete be allowed to participate in school athletics if he/she is dismissed at any time during the school

day because of illness. If a student has been absent on Friday due to illness, he/she cannot represent

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Dover-Sherborn on Saturday or Sunday without the written permission of a doctor, the Headmaster, or

the Assistant Headmaster.

Bona-Fide Team Member Rule

Loyalty to your High School Team

A bona fide member of the school team is a student who is consistently present for, and actively

participates in, all high school team sessions (e.g. practices, tryouts, competitions). Bona fide members

of a school team are precluded from missing a high school practice or competition in order to participate

in a non-school athletic activity/event in any sport recognized by the MIAA. Students cannot be given

special treatment (late arrival, early dismissal, etc.) for non-school athletic programs.

First Offense: Student-athlete is suspended for 25% of the season.

Second Offense: Student-athlete is suspended for an additional 25% of the season, and is ineligible for

tournament play immediately upon confirmation of the violation. See MIAA Rule 98 for additional

tournament restriction and Rule 88 for waiver guidelines.

Spectator Rules and Regulations

Sportsmanship & Spectator Behavior

Dover-Sherborn High School expects all parties at a contest to display the highest possible level of

sportsmanship. Players, coaches, and spectators are to treat teammates, opponents, game officials, and

visiting spectators with respect.

Dover-Sherborn High School and the Tri-Valley League (TVL) are committed to the highest ideals of

sportsmanship, as well as to establishing a healthy environment for competition. We will not tolerate

negative statements or actions towards competitors, coaches, game officials, or fans in attendance at

our events. This includes taunting, trash talking, baiting, berating players, coaches, or officials, or

actions which ridicule or embarrass. The TVL has a ZERO TOLERANCE POLICY. Offenders will be ejected,

and school disciplinary codes are also in effect.

The Principals and Athletic Directors of the Tri-Valley League stand committed to hosting events which

support the highest ideals of sportsmanship.

The MIAA reserves the right to “warn, censure, place on probation or suspend for up to one calendar

year any player, team, coach, game or school official or school determined to be acting in a manner

contrary to the standards of good sportsmanship.” Dover-Sherborn High School also reserves the right

to impose the same penalties on spectators displaying poor sportsmanship at any of our contests, home

or away.

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Resolution of Incomplete Grades

All incompletes must be resolved by the student and the grade submitted by the teacher within one two

weeks after issuance of grades at the end of the first three terms. A fourth term or final exam

incomplete must be resolved within two weeks of the opening of the following school year. Any

exceptions must be approved by the Headmaster.

Eligibility for Extra-Curricular Activities

To be academically eligible to participate in athletics, clubs, and drama/musical performances during the

second, third, and fourth terms, a student cannot have failed more than one course and must have

passed a minimum of 30 credits for the term immediately preceding. Academic eligibility for second,

third, and fourth terms is determined at the end of first, second, and third quarters, respectively, when

report cards are distributed.

To be academically eligible to participate for the first term, a student is required to have passed 30

credits (the equivalent of five traditional yearlong courses) in the previous academic year, and to have

not failed more than one course. Eligibility for the first quarter is determined by a student’s final grades

from the previous school year.

Student-athletes may not participate in games or scrimmages until they have met these eligibility

requirements and been granted clearance by the Athletic Director.

A student entering Grade 9 from a middle or junior high school is eligible at the start of the ninth grade

school year.

Chemical Health Policy

In addition to the enforcement of the school policy, the following MIAA penalties will be enforced by the

Athletic Department.

From the earliest fall practice date, to the conclusion of the academic year or final athletic event

(whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell, or

give away any beverage containing alcohol; any tobacco product(including e-cigarettes, VAP pens and all

similar devices); marijuana (including synthetic); steroids; or any controlled substance. This policy

includes products such as “NA or near beer”.

It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for

the student’s own use by his/her doctor.

This MIAA statewide minimum standard is not intended to render “guilt by association”, e.g. many

student-athletes might be present at a party where only a few violate this standard. This rule represents

only a minimum standard upon which schools may develop more stringent requirements.

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If a student in violation of this rule is unable to participate in interscholastic sports due to injury or

academics, the penalty will not take effect until that student is able to participate again.

The MINIMUM penalties are:

First violation: When, and if, the Headmaster confirms, following an opportunity for the student

to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive

interscholastic contests totaling 25% of all interscholastic contests in that sport. For the student,

these penalties will be determined by the season in which the violation occurs. No exception is

permitted for a student who becomes a participant in a treatment program. It is recommended

that the student be allowed to remain at practice for the purpose of rehabilitation. Decimals will

be truncated, i.e., all fractional part of an event will be dropped when calculating the 25% of the

season.

Second and subsequent violations: When the Headmaster confirms, following an opportunity

for the student to be heard, that a violation occurred, the student shall lose eligibility for the

next consecutive interscholastic contests totaling 60% of all interscholastic contests in that

sport. For the student, these penalties will be determined by the season in which the violation

occurs. Decimals will be truncated, i.e., all fractional part of an event will be dropped when

calculating the 60% of the season.

If, after the second or subsequent violations, the student of his/her own volition becomes a

participant in an approved chemical dependency program or treatment program, the student

may be certified for reinstatement in MIAA activities after a minimum of 40% of events. The

director or a counselor of a chemical dependency treatment center must issue such

certification. Decimals will be truncated, i.e. all fractional part of an event will be dropped when

calculating the 40% of the season.

Penalties shall be cumulative each academic year. If the penalty period is not completed during

the season of violation, the penalty shall carry over to the student’s next season of actual

participation, which may affect the eligibility status of the student during the next academic

year.

No student, who has a current suspension for violating the Chemical Health Policy, will be

allowed to join a team after the first day of organized team activities.

Any student who has incurred a Chemical Health Violation will be ineligible to become a captain

for a period of 1 calendar year of the date of incident. Any student who is serving as a team

captain and receives a Chemical Health Violation will have their captaincy removed.

Bullying – A Statement of Propose

The Dover Sherborn Public Schools Bullying Prevention and Intervention Plan meets the

requirements of M.G.L. c. 71, S370 and is modeled after the Massachusetts Department of

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Elementary and Secondary Education’s Model Plan for dealing with bullying behaviors in our

schools. The Plan includes strategies for identifying, reporting, and responding to bullying

behaviors. This Plan is a key part of our schools’ mission “to inspire, challenge, and support all

students as they discover and pursue their full potential” and it complements our schools’

student wellness and discipline policies. Please note the use of the words “target” instead of

“victim” and “aggressor” instead of “perpetrator” are used throughout this document to be

consistent with language used by the Massachusetts Department of Elementary and Secondary

Education.

Definitions essential to the Dover Sherborn Bullying Prevention and Intervention Plan:

Aggressor is a student who engages in bullying, cyber bullying, or retaliation.

Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students of a

written, verbal, or electronic expression or a physical act or gesture or any combination thereof,

directed at a target that:

• causes physical or emotional harm to the target or damage to the target’s property

• places the target in reasonable fear of harm to himself or herself or of damage to his

or her property; • creates a hostile environment at school for the target

• infringes on the rights of the target at school or

• materially and substantially disrupts the education process or the orderly operation of

a school.

Cyber bullying: is bullying through the use of technology or electronic devices such as

telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email,

instant messages, text messages, and Internet postings.

See M.G.L. c. 71, § 37O for the legal definition of cyber bullying.

Hostile environment, as defined in M.G.L. c. 71, § 37O, is a situation in which bullying causes

the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently

severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a student who

reports bullying, provides information during an investigation of bullying, or witnesses or has

reliable information about bullying.

Staff includes, but is not limited to, educators, administrators, counselors, school nurses,

cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities,

support staff, or paraprofessionals.

Target is a student against whom bullying, cyber bullying, or retaliation has been perpetrated.

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Hazing - Massachusetts State Law

Whoever is a principle organizer or participant in the crime of hazing, as defined herein, shall be

punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction

for not more than one year, or both such fine and imprisonment. The term "hazing" as used in this

section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any

student organization whether on public or private property, which willfully or recklessly endangers the

physical or mental health of any student or other person. Such conduct shall include whipping, beating,

branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor,

beverage, drug or other substance, or any other brutal treatment or forced physical activity which is

likely to adversely affect the physical health or safety of any such student or other person, or which

subjects such student or other person to extreme mental stress, including extended deprivation of sleep

or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary,

consent shall not be available as a defense to any prosecution under this action. Added by St. 1985,

c.536; amended by St. 1987, c.665.

CH. 269, S.18 Duty to Report Hazing

Whoever knows that another person is the victim of hazing as defined in section seventeen and

is at the scene of such crime shall, to the extent that such person can do so without danger or

peril to himself or others, report such crime to an appropriate law enforcement official as soon

as reasonably practicable.

Whoever fails to report such crime shall be punished by a fine of not more than one thousand

dollars. Added by St. 1985, c.536; amended by St. 1987, c.665. CH. 269, S.19.

Hazing Statutes to be Provided; Statement of Compliance and Discipline Policy

Required

Each institution of secondary education and each public and private institution of post

secondary education shall issue to every student group, student team or student organization

which is part of such institution or is recognized by the institution or permitted by the institution

to use its name or facilities or is known by the institution to exist as an unaffiliated student

group, student team or student organization, a copy of this section and sections seventeen and

eighteen; provided, however, that an institution's compliance with this section's requirements

that an institution issues copies of this section and section seventeen and eighteen to

unaffiliated student groups, teams or organizations shall not 22 constitute evidence of the

institution's recognition or endorsement of said unaffiliated student groups, teams or

organizations.

Each such group, team or organization shall distribute a copy of this section and sections

seventeen and eighteen to each of its members, plebes, pledges or applicants for membership.

It shall be the duty of each such group, team or organization, acting through its designated

officer, to deliver annually, to the institution an attested acknowledgement stating that such

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group, team or organization has received a copy of this section and said sections seventeen and

eighteen, that each of its members, plebes, pledges, or applicants has received a copy of

sections seventeen and eighteen, and that such group, team or organization understands and

agrees to comply with the provisions of this section and sections seventeen and eighteen. Each

institution of secondary education and each public or private institution of post secondary

education shall, at least annually, before or at the start of enrollment, deliver to each person

who enrolls as a full time student in such institution a copy of this section and sections

seventeen and eighteen.

Each institution of secondary education and each public or private institution of post secondary

education shall file, at least annually, a report with the board of higher education and in the

case of secondary institutions, the board of education, certifying that such institution has

complied with its responsibility to inform student groups, teams or organizations and to notify

each full time student enrolled by it of the provisions of this section and sections seventeen and

eighteen and also certifying that said institution has adopted a disciplinary policy with regard to

the organizers and participants of hazing, and that such policy has been set forth with

appropriate emphasis in the student handbook or similar means of communicating the

institution’s policies to its students. The board of higher education and, in the case of secondary

institutions, the board of education shall promulgate regulations governing the content and

frequency of such reports, and shall forthwith report to the attorney general any such

institution which fails to make such report.

Penalty: One to three days out-of school suspension; police notification.

Team Transportation

When school transportation is provided, all team members are expected to travel with their

team. Exceptions to this policy must be requested in writing to the Athletic Director by a

student’s parent/guardian prior to the contest. At no time will a student athlete be given

permission to drive any other person.

A coach may allow students to ride home from a contest with their parent/guardian, provided

personal contact at the game site is made between the parent/guardian and coach.

When school transportation is provided, all team members are expected to travel with their team. There is value in teams traveling to and from contests with regard to camaraderie and overall team culture. A parent may transport their son/daughter home from an athletic event, provided they have turned in written notice to the coach, in person, stating they are taking their son/daughter from the contest. The contest must be completed in order to leave with a parent/guardian, as required under the MIAA Bona Fide Team Member rule. If a parent/guardian is to drive another child home, a note must be signed by that child’s parent stating they have permission to do so.

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Security of Personal Belongings

All personal belongings should be locked in a locker or team room while the student-athlete is trying

out, practicing, or playing. Each student should have a school-issued lock for his/her gym locker and

should never leave the locker unlocked or open. If you can’t lock it up, take it with you. Dover-Sherborn

High School cannot be responsible for loss of personal belongings.

Athletic Trainer and Training Room

Dover-Sherborn High School has emergency personnel trained in sports-related injuries on school

grounds to evaluate and treat high school athletic injuries as they may occur. Coverage is provided for

athletic contests and practices. Coverage is not provided on non-school days, except as scheduled by

the Athletic Director.

In case of an injury, the athlete will be evaluated and recommendations for care will be provided to the

parent/guardian. If a visit to the hospital or physician is necessary, a written medical note releasing the

athlete to return to participation (either practice or contests) is mandatory. High school athletes may

report to the training room any time after school for treatment or evaluation.

Training room courtesy is expected of all athletes. The room is an emergency facility, and will be treated

as such.

Locker Rooms and School Facilities

Student-athletes are expected to respect the locker facilities, showers, and general areas of the

athletic/school facilities, both home and away. We expect the student-athletes to take pride in their

facilities, and to leave them in good condition. No type of vandalism will be tolerated, and equipment,

clothing, towels, and other items should not be left behind in the locker room after games or practices.

In the spirit of the Dover-Sherborn High School Mission Statement, it is the student-athlete’s

responsibility to demonstrate respect for others and for the facility.

School Athletic Equipment and Uniforms

Students have an obligation and responsibility for the proper care and retention of all equipment issued

to them from the date of issue to the date of return. Students failing to turn in all issued equipment and

uniforms, or returning equipment damaged through misuse, are responsible to meet the current

replacement cost for such equipment or uniforms. Payment is required at the time of the loss, or prior

to either the next season of athletic involvement, or graduation, whichever comes first. In the event

that the equipment or uniform is found and/or returned after payment, a refund will be made. School

athletic equipment should only be worn for team activity, i.e., practice, games, spirit events.

Athletes are required to supply and carry their own water bottles. The school will provide the water.

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Season Limits

Fall practice may begin for all teams as early as the second Thursday proceeding Labor Day. Football

teams must precede their initial contact practice day with an additional three days of single non-contact

sessions. These rules pertaining to football are currently changing and updates will be given.

The winter season begins the Monday after Thanksgiving. This season usually affects the winter

vacation break and could affect the February vacation if a team or individual qualifies for post-season

tournament play.

The spring season begins the third Monday in March. The April vacation may be affected if games are

scheduled. Parents/guardians and players should check this issue with the individual coach.

All seasons: fall, winter, spring must end with the completion of the regular varsity season or, for

qualified varsity teams or individuals, upon completion of their participation in MIAA tournaments.

Varsity Games Missed During School Vacations

No student will be prohibited from trying out for a varsity sport because of family or community service

commitments during scheduled school vacations.

The Dover-Sherborn School Community is committed to providing students with a competitive athletic

program, while encouraging an educational atmosphere that respects family commitments and

community responsibilities. While it is not possible to avoid scheduling varsity games during school

vacations, every effort will be made to schedule games to maximize the vacation time available for

family and community service activities. Coaches should be notified as soon as possible if a student

plans to miss games or practices over vacations. If a player misses a game that is scheduled during a

school vacation, that player may be benched for up to one game for every game missed, not to exceed

two games in total. No additional penalty will be imposed for missed practices under these

circumstances.

Forty hours of Service Learning is a requirement for graduation, and the spring vacation has customarily

been utilized for experiences that fulfill this requirement. Therefore, no penalty for games or practices

missed during spring break will be imposed on students who have engaged in a service-learning project,

if verification is provided to the coach. Due to spring scheduling constraints, athletic contests most

likely will be scheduled during the April vacation.

Out-Of-Season Sports Participation

Participation in out-of-season clinics, leagues, or other related sport activities is strictly up to the

discretion of the student-athlete and his/her parents. While such participation may improve a student’s

knowledge and skill, it is the student’s decision whether or not he/she wishes to become involved in

such activities. Participation in such activities will have no bearing on a student-athlete’s participation

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on a Dover-Sherborn High School athletic team. The Athletic Department encourages all students to

take full advantage of the activities offered and become involved in more than one sport.

According to MIAA rules, “Neither a coach nor any other representative of the school may require an

athlete to participate in a sport or training program outside of the MIAA defined sport season.”

Voluntary conditioning seasons open equally to all students in the school, and which are entirely devoid

of sports-specific activity, may be conducted between sessions, provided no candidate is either required

to participate or penalized for not doing so. A “candidate” is defined as a varsity or sub-varsity athlete

who participated in the high school program at some interscholastic level in part of the previous season.

Physical Education Class

All students are required to participate in their regularly scheduled Physical Education classes. Any

student who is medically excused from Physical Education may not participate in his/her practice or

game for that day.

Concussion Management

The Schools are committed to ensuring the health and safety of our student athletes. The Athletic

Director of Dover Sherborn High School shall be the person responsible for compliance of these policies

and protocols.

Definition of a Concussion

A concussion is a type of head injury that changes the way the brain normally works. Concussions are

caused by either a direct blow to the head, neck or body or whiplash injury when the head is snapped

back and then forward. Concussions involve a rapid onset of short-lived complex disturbance in brain

function that resolves spontaneously and may result in long-term neuropathological impairment. Injury

occurs when the brain slams into the skull and then “bounces” off the opposite side of the skull. The

brain may also rotate inside the skull, causing further damage. A concussion usually does not show

structural injury when the brain is imaged. It instead involves damage at the cellular level and causes

change in both cellular chemicals and activity that lead to decreased cerebral blood flow.

Signs and Symptoms of a Concussion in Sports

Symptoms reported by student athlete: Headache or “pressure” in head, nausea, balance problems and

dizziness, double vision, sensitivity to light, sensitivity to noise, feeling sluggish or slowed down, feeling

foggy or groggy, does not “feel right”.

Signs of deteriorating neurological function: A student athlete should be taken to the emergency room

if any of the following signs/symptoms are present: Headache worsens, seizures, can’t focus, looks very

drowsy or can’t be awakened, repeated vomiting, slurred speech, can’t recognize people or places,

increased confusion or irritability, weakness or numbness in arms or legs, neck pain, unusual behavior,

significant irritability, any loss of consciousness greater than 30 seconds.

23

Protocol for Concussion Management

Dover Sherborn Athletic Department requires annual training in the prevention and recognition of a

sports-related head injury, including second impact syndrome, and keep documentation of said training

on file for the following persons:

Extracurricular Athletic Activities Supervisors

Coaches

Certified Athletic Trainers

Volunteers

School Physicians

School Nurses

Athletic Directors

Parent(s)/guardian(s) of a student who participates in an extracurricular athletic activity

by way of the parent(s)/guardian(s) signature on Permission and Consent Forms.

Students who participate in an extracurricular athletic activity by way of the student’s

signature on Permission and Consent Forms.

Pre-season baseline imPACT tests are scheduled for all student athletes on contact sports teams.

Student athletes are tested in their freshmen and junior years.

Dover Sherborn coaches, athletic trainers, and volunteers will be given instruction to teach form,

techniques, and skills that minimize sports-related head injury.

Documentation of a student’s history of head injuries, including concussions, is collected with pre-

season participation forms and kept on file with the school nurse.

Documentation of an annual physical examination of students participating in extracurricular athletic

activities consistent with 105 CMR 200.000 is kept in the student’s health record, which is on file in the

school nurse’s office.

Student athletes without preseason participation forms on files will not be able to participate.

Evaluation Guidelines

Any time a concussion is suspected during practice or game, the student-athlete will be removed from

participation and will not be allowed to participate that same day.

Parents/guardians will be notified of a head injury by the coach and/or athletic trainer so the

parent/guardian may take the student to a medical provider for appropriate medical evaluation and

treatment. All head injuries and suspected concussions will be reported to the school nurse, and the

athletic trainer.

Evaluation and clearance by the family’s medical provider will be required.

24

The student-athlete will not return to play without the note from the medical provider and only after

completion of the Return to Play Protocol followed by the Athletic Trainer.

The school nurse and guidance counselors will notify academic teachers of the affected student-athlete

and provide guidelines for concussion accommodation plans.

Return to Play Protocol

In order to safely return to sport participation, the following progression will be followed with the

Athletic Trainer:

1) Student athletes show no signs of symptoms of a concussion for a minimum of 24 hours

including normal eating habits, sleeping habits, school work productivity without pain relief

medication.

2) Student athletes will be retested using the ImPACT software to assure normal neurological

function.

3) After successful results at retest, student-athletes will be ImPACT tested after exertion tests.

4) After successful exertion ImPACT tests are complete, non-contact sport specific exertion

ImPACT testing is performed.

5) Student athletes who have been cleared by a physician, and have successfully completed the

ImPACT progression may return to full practice and game participation.

6) Student athlete’s parent/guardian will be notified.

College and Career Guidance College and the Recruiting Process

One of the most important decisions facing high school students is what to do with their lives after high

school. The members of the Dover-Sherborn Athletic Department athletic director and members of the

coaching staff are willing and eager to assist all students with this extremely important decision. The

Athletic Department may be able to answer questions, contact coaches or schools, send videotapes, if

available, and write letters of recommendation. If a student’s goal is to compete athletically at the

collegiate level, it is very important to be aware of the ever-changing NCAA regulations. The Dover-

Sherborn High School Guidance Department and the Athletic Director have information on and

experience in dealing with NCAA regulations and the recruiting process.

25

Medical and Insurance Requirements

Physicals & Release Forms

All students who plan to participate in athletics must have written proof of a current physical exam

signed by a physician. In order for the exam to be current, it must be dated within one calendar year of

any athletic involvement. Physicals are good for 13 months and can run out during the season. It is

strongly recommended that an annual exam be scheduled between June and August preceding each

school year. Such an exam will cover a student for the entire school year.

Parents/guardians permission forms, which contain important emergency and insurance information,

must be completed and signed by the athlete and a parent/guardian. These forms are online at

www.familyId.com. The information provided will be disseminated to authorized personnel and

coaches, as part of our emergency protocol.

Athletes will not be allowed to participate in practices or games in any season without having a current

medical form, parental/guardian permission on file, and payment of the athletic fee for that season.

Insurance Coverage

The Dover-Sherborn School District provides insurance coverage only for those students participating in

interscholastic athletic activities. This plan does not cover expenses that are covered through the

student’s parent’s insurance company. However, expenses not covered by personal insurance may be

covered by the district’s insurance plan.

When an injury occurs, an insurance form may be picked up in the Athletic Office. The school’s insurance

form must be submitted to the insurance company within thirty days.

Athletic Advisory Committee

Mission Statement: The Athletic Advisory Committee is an advisory group for the Athletic Director.

Responsibilities include providing input on the following topics:

• Addition and deletion of teams

• Changes in athletic policies and procedures

• Athletic facility planning

• Guidance to School Committee on athletic matters

• Other pertinent athletic issues

http://www.familyid.com/

26

The Athletic Advisory Committee will be comprised of the following individuals:

• The Headmaster

• The Athletic Director

• A member of the Dover-Sherborn Regional School Committee (appointed annually by School

Committee)

• Four Dover-Sherborn student-athletes, two male and two female (appointed for two years by

Athletic Director)

• Two members of the coaching staff, representing male and female teams (reviewed annually

by Athletic Director)

• Two parents/guardian, representing Dover and Sherborn (parents may submit a letter of

interest to the Athletic Director, election process by PTO if necessary, appointment for two

years)

• An officer from the Dover-Sherborn Boosters Club (appointed by Boosters)

The Athletic Advisory Committee will meet three times a year (fall, winter, spring) or as requested by the

Athletic Director.

Dover-Sherborn Realities

At Dover-Sherborn High School, we are guided by certain realities: the relatively small size of the school

population, the facilities, the budget, availability of quality coaching, and tradition. These “realities”

must be considered when deciding what programs to start, expand, or discontinue. Programs must be

added and expanded cautiously: experience has taught us that it is easier to add a program than to

eliminate one.

The Dover-Sherborn Athletic Program strives to offer athletic and competitive opportunities to as many

participants as possible. While we are not able to offer each student-athlete the program of his/her

choice, we are committed to providing at least one sport per season that is open to all students who

demonstrate their willingness to take the program seriously.

To this end, we differentiate between Limited-Roster and Unlimited-Roster teams.

• Limited-Roster Athletic Teams (Cut Teams)

Varsity teams compete against opponents at the highest possible level; the commitment is to

field the best team. Coaches have the ability to use their judgment in picking the team. Junior

Varsity & Freshmen teams are competitive programs designed to meet the developmental

needs of participants. The purpose of these programs is to develop skills, sportsmanship, and

behaviors necessary to compete at the varsity level. Depending on the number of student-

27

athletes who go out for one of these teams, cuts may be made based off of the needs of the

coach.

• Unlimited-Roster Athletic Teams (Non-Cut Teams)

The high school provides at least one “no cut” sport per season. These are interscholastic

athletic teams, sometimes with varsity and junior varsity levels. Currently, football, cross

country running, cross country skiing, and track and field are examples of unlimited-roster

sports at Dover-Sherborn. Just because these teams are non-cut does not mean that they are

any less thought of within our athletic program.

At Dover-Sherborn High School, being a member of a team does not guarantee playing time.

Program Management

Season Review and Projection

At the conclusion of each sports season (Fall, Winter, Spring), the Athletic Director (AD) and the Athletic

Advisory Committee (AAC) will meet to review the season just completed. At the AAC Season Review,

the AD will present a roster analysis by sport, which will include:

1. Historical data by sport

2. Current sport participation numbers

3. Projection participation number for next season.

• Projected participation numbers will represent the AD and Varsity Coaches’ best

estimate at the time and will be based on the number of participants expected to return

to the sport, less any expected attrition, plus any new participants expected to join. The

AD will make reasonable efforts to obtain projection data through surveys, meetings,

and/or discussions with the current coach, captains, and youth clubs/programs, where

applicable.

Changing the Status of a Program

Discussion at the AAC Season Review may indicate the potential need to change the status of a current

program from Cut to Non-Cut. The AD may bring a recommendation to this meeting or indicate the

need to seek additional information prior to the next meeting. When ready, the AAC will vote by simple

majority on this recommendation.

There may be times in which changing the status from Non-Cut to Cut needs to be reviewed. The AD or

the varsity coach may bring a recommendation to this meeting. At that time, the AD and AAC will

review the merits of this recommendation. If additional information is needed, it should be made

available for the next meeting. When ready, the AAC will vote by simple majority on this

recommendation.

28

Expanding a Current Program

The Athletic Director will report to the AAC on the potential for a team meeting the criteria for program

expansion, for example, a Freshman Team. The information regarding a potential expansion of a

program may be ascertained at the AAC season review or brought forward from the community.

Community members interested in researching the potential for program expansion may contact the

Varsity Coach and the AD to discuss the potential for program expansion.

The Varsity Coach and the AD will explore the potential for a new level based on the following criteria:

• Additional data on student-athlete interest/ability

• Support of the Varsity coach for expanding the program

• Availability of competitive opponents through a comprehensive review of programs within

the Tri Valley League and outside the league (if necessary)

• Availability of qualified coaches

• Appropriate facilities

• Cost and funding options

• Negative effects on other programs

• Estimated length of time the team might exist (sustainability)

The AD will present the findings at an AAC meeting. At any point during this analysis, the AD and

Headmaster, together, can decide to end the process.

After sufficient discussion at its next meeting, the AAC will vote by simple majority to

1) recommend to the Regional School Committee the addition of the new team,

2) deny the new team, or

3) request additional information.

After reviewing the overall athletic budget in conjunction with the Headmaster, the AD will determine

what, if any, additional cost a participant on the expanded team will pay above and beyond the standard

athletic fee. This will be included in the proposal forwarded to the school committee. Any additional

funds beyond the athletic fee must be collected prior to the start of the team’s season, or a promissory

note provided by a club or organization. Unfunded teams are expected to pay the direct costs of the

program in addition to participants paying the Athletic Fee.

29

Deleting a Current Team/Program

Discussion at the AAC Season Review may indicate the potential need to delete a current team/program.

Prior to the next AAC meeting, the AD will determine the following for the proposed team/program:

• Additional data on student-athlete interest/ability and program sustainability (next 2+ years)

• Program options (8th grade waivers, cooperative teams, etc.)

• Availability of competitive opponents through a comprehensive review of programs within the

Tri-Valley League and outside the league (if necessary)

• Availability of qualified coaches

• Appropriate facilities

• Cost and funding options

• Negative effects on other programs

• Title IX and balance of programs

• Historical significance

At any point during this analysis, the AD and Headmaster together can decide to end the process.

After sufficient discussion at its next meeting, the AAC will vote by simple majority to 1) recommend to

the Regional School Committee the deletion of the team/program or 2) request additional information.

Adding a New Program

All requests to establish a new sports program will be brought to the AD at least one year in advance of

the proposed participation. The AD will work with the student groups to 1) help them gather

information needed to determine if adding a new program is merited and 2) present these findings to

the AAC.

The information will include:

Interest and availability of student athletes

Availability of opponents

Availability of qualified coaches

Availability of appropriate facilities

Cost and funding options

Negative effects on other programs

30

Sustainability/future projections

Title IX and balance of programs

“Varsity” vs. “Club” status

At any point during this analysis, the AD and Headmaster together can decide to end the process.

The information above will be brought to the AAC for review. After sufficient discussion, the AAC will

vote by simple majority to 1) recommend to the Regional School Committee the addition of the new

program, 2) deny the new program, or 3) request additional information.








Date: June 2, 2016

Re: June 7, 2016 – Agenda Item #7

In the attached document you will find a draft of the 2016-2017 School Year Goals for your review.

1

1The Public Schools of Dover and Sherborn

District Goals 2016-17

Focus Area: Wellness

Goal:

Continue to explore and implement research-based strategies to develop student

skills with regard to resiliency and stress reduction

Rationale:

As a school district, the social-emotional learning of students has been at the

forefront of our discussions and the discussion of our statewide colleagues. The

Massachusetts Association of School Committees (MASS) released a position

paper, March 2016, that speaks directly to this topic. “We need to strike a balance

between the quest for high academic standards with the importance for

maintaining a supportive and positive school culture. We have a duty to develop

student who are socially competent and emotionally grounded.”p.2

The 2015 research conducted by the MetroWest Health Adolescent Health Survey

indicates that 37% of Dover-Sherborn High School students reported that their

life was very stressful in the past 30 days, an increase from 31-32% in 2010 and

2012 respectively.

In an effort to develop student skills in the areas of resiliency and stress

reduction, we will focus on the following building-based efforts:

Building-based goals

Action steps Benchmarks Expected/Anticipated Outcome I.e. report out on survey data “Best practices” - continue, monitor Was it effective? How will we know?

CH: Address student wellness by creating a Positive Behavioral Interventions and

May 2016: Introduce PBIS to staff and start developing shared expectations for

Administrators and staff will develop vehicles to communicate

1 DRAFT

2

Supports (PBIS) system, increasing positive social behaviors and developing shared expectations among students, staff, and the community.

positive social behaviors. September and October 2016: Explicitly describe positive social behavioral expectations with students and parents.

positive social behavioral expectations to students and parents.

PH: To foster student wellness by working to cultivate a safe, inclusive, accessible, caring, and engaging learning environment

1) Continued implementation of the Challenge Success CARE tenants for the 2016-2017 school year. Specifically, PBL and authentic assessment… Provide teacher training in Resiliency: Ambassador Program DSEF Grant

Notes: Alternative and

Authentic Assessments Use multiple forms of

assessments in each unit

that are aligned with the

learning goals Allow students to self-

assess and engage in

peer review and revision

when possible. Revise late work and

“zero” policies. Allow students to do test

corrections to show they

understand their

mistakes. Modify the grading

system, such as using

narrative assessments. Refrain from grading the

first assignment(s) each

semester; write

comments, mark

incorrect answers and

allow for revisions, so

that students focus on the

learning instead of the

grade… Revision and

redemption Consider using student-

lead conferences,

portfolios, or exhibitions

of mastery as summative

assessments instead of

tests.

Notes: Project and Problem-Based

Learning Diversify teaching

strategies to include

rigorous project/problem-

based learning as part of

each unit. Modify curriculum and

school assignments to make

them more relevant to

students’ lives. Provide opportunities for

student voice and choice. Add a service-learning

component to an existing

unit to increase student

engagement and

understanding of the topic.

MS: To address student wellness by working to cultivate a safe, inclusive, and nurturing

Eliminate the A+ from our grade scale.

Provide staff with

By opening of school year eliminate the A+ from our grade scale.

3

environment training on food allergies and the possible social/ emotional impact they can have on children. Investigate an alternative to eating in the cafeteria. Coordinate homework-free weekends/ vacations with the High School. Schedule three Teacher/Parent Forums during the school year, topics to be determined. MS Administrator and a faculty member will attend “Challenge Success” training at Stanford University. Extend DARE Program to include Introductory 6th Grade Meeting.

Training will be provided at our initial faculty meeting.

By October, create an alternative to eating in the cafeteria. By opening of school two homework-free weekends will be scheduled.

MS Teacher representatives for CSP will coordinate fall, winter, and spring with their parent counterparts.

By the first weekend in October they will have returned from the training.

Our resource officer will meet with the 6th grade to introduce the program

HS: The continued implementation of wellness initiatives that consider student learning and well-being.

1) Continued implementation of the Challenge Success program for the 2015-2016 school year. We will send a 2nd cohort of DS educators, students, administrators,and parents to the

Challenge Success benchmarks 1)September/ October 2016

1) Creation of a discussion based Teacher Advisory group to shared CS practices and ideas

2) Continued parent and student

4

Challenge Success conference at Stanford University to increase awareness and CS involvement K-12 2) School-based PD will be focused on exploring and coordinating assessment practices and project-based learning/assessment. 3) The creation of a HS master calendar of events to create general awareness for the HS community. Transition Program Research and develop a framework for a formal transition program that will assist students who are having social, emotional and/or physical issues that are preventing them from attending school and completing academic requirements.

2) September, 2016-June, 2017 3) August/Sept. 2016 Transition Benchmarks: 1) By December, 2016 we will conduct site visits to successful transition programs in like high schools. 2)January-March, 2017: Develop our plan and a RFP for funding.

advisory groups to facilitate CS programming

3) Student Survey in late May from Challenge Success to measure changes from 2014 CHallenge Success Student Survey

4) Creation of parent and faculty surveys for feedback on the Challenge Success initiative

5) At least three dedicated times for focused PD on assessment practices and sharing

6) “Big event” Master calendar available to faculty online

TRANSITION: 1) Design a

transition model that will fit the DS culture based on program visitations and BRYTE program guidance

2) Create a proposal with funding needs and sources including, grant writing and budget considerations

5

to launch a transition program in August 2017

6

Focus Area: Academics

Goal 2: Teaching and Learning

Design, develop, and implement learning resources to create equitable and

accessible learning experiences for all students

Rationale:

As students progress through our classrooms, they present different ways of

learning. In response to this, our educators look to expand teaching resources

and strategies to enhance curriculum, instruction and assessment. The district

has used Understanding by Design to craft our units and now looks to research-

based instructional strategies, such as Universal Design for Learning (UDL)-the

what, the why and the how of learning-, project-based learning, and varied ways

of assessing learning to support student access to high-quality teaching and

learning.


Action steps Benchmarks Expected/Anticipated Outcome

CH: Enhance curriculum through the work of Professional Learning Communities (PLCs).

Teams/departments will select units or materials to revise, tied to Understanding by Design (UbD) and Professional Learning Community (PLC) practices. Staff will explore Project Based Learning (PBL) and be encouraged to develop units that incorporate PBL.

Oct. 31, 2016: Teams/departments will select a curriculum area to examine and revise. November 31, 2016: Staff will be introduced to Project Based Learning.

PH: Expand teaching resources and strategies to enhance curriculum and instruction in order to afford equitable and accessible learning experiences for all

1) Develop a collective understanding of Universal Design for Learning among PH educators.

2) Work with

educators and

PD Curriculum revision Tech Plan

7

students through professional development and coaching

students to cultivate

conversations that

raise awareness and

culturally responsive

behaviors

3) Research and

implement technologies for classroom use that foster critical thinking, complex problem solving, collaboration and multimedia communication

MS: Address the variety of academic needs our students face by working to create an environment that meets students at their individual levels and supports their personal growth and academic progression

1. Research and implement technologies for classroom use that foster critical thinking, complex problem solving, collaboration and multimedia communication 2. Train staff on RtI

Curriculum leaders will document appropriate research technologies that can be used within grade level and/or content areas

Throughout the year, faculty meeting time will be used to train staff on the implementation of RTI practices to best help struggling students. Data will be kept on the number of students who are provided these interventions. In addition, faculty meeting time will also be used to share exemplars of collaboration between special education liaisons and general educators. We will also

8

3. Assess student reading using the Fountas and Pinnell Benchmark Assessment System, with results used to inform instruction 4. Continue to implement reading strategies to stretch comprehension in all content areas

highlight strategies to support high-performing students such as compacting the curriculum and offering differentiated assessments.

ELA teachers will use the Fountas & Pinnell Benchmark Assessment System to assess their own students based on results of their MCAS scores or SRI results. The results of the assessment will be used to inform instruction and possible intervention. Dianne Stuart, a Heinemann consultant for Fountas and Pinnell, will be contracted to train our ELA staff on “The Continuum of Literacy Learning” during our November full PD Day. In addition to her work with our LBLD students, Ann Larsen will work with teachers to implement reading strategies to stretch reading comprehension with all students in

9

all content areas.

HS As a school and by department review our current assessment practices, explore and ultimately implement varied means of assessment.

Build off of Denise Pope’s presentation in May, 2016 around “Authentic Assessment”. This will occur during dedicated PD days and faculty meetings focused on assessment practices and sharing.

September, 2016 - June, 2017

1) A pre and post (Fall/Spring) faculty survey around individual assessment practices will occur. 2) Review, explore and shared current practices in assessment. Through faculty meetings and PD time we will hold “Assessment Symposiums” for faculty departments to present current assessment practices.

10

Focus Area: Curriculum

Goal 3: Curriculum Revision Cycle

Conduct a formal curriculum review of K-12 Science, Technology, Engineering

and Computer Science, as outlined in the DS Curriculum Review Cycle

Rationale: Over the past few years, our educators have aligned their curriculum

units with the Understanding by Design format, where goals are identified and

learning outcomes clearly aligned to state frameworks. A comprehensive review

cycle was put forth to the School-based Teams and School Committees and

Communities that for the first time will review the curriculum vertically,

Kindergarten to grade 12. This review will highlight the strengths of our

curriculum but also serve to identify any action items for the future, for example

new resources, different instructional strategies, or assessments.


Action steps Benchmarks Expected/Anticipated Outcome

1. Convene team of grade level/science/technology/engineering/computer science representatives from each school 2. Review curriculum documents in designated areas of curriculum alignment, instruction, assessment 3. Develop and distribute student (grade 4, 7 and 10), educator, administrator, and family surveys 4. Analyze data from curriculum reviews and surveys, develop

1. Team assembled, one representative per K-5 grades, MS and HS Science Department, Technology/Engineering/Computer Science educators and special educators 2.Curriculum surveys completed, information analyzed by curriculum leaders/department chair/leadership 3. Curriculum review completed, action steps identified by elementary, middle and high school 4. Curriculum Review Report published and presented to School

1. September 1, 2016 2. September 28, 2016 3-4. November 1, 2016

November 2016 - A comprehensive written report of the K-12 Science/Technology/Engineering and Computer Science curriculum, with articulated action steps and outcomes defined.

11

written report including action steps for distribution to building leadership, staff and School Committee(s)

Committees, school staff








Date: June 2, 2016


In the attached document you will find a draft version of the Dover Sherborn High School and Middle

School School Improvement Plans for your review.

The School Improvement Plan

for


2016 – 2017

Presented to the Dover-Sherborn Regional District School Committee

by the


School Council

2

High School

School Council

2015-2016 Members

Marijane Benner Browne Sherborn Parent Representative/Co-Chair

Ben Browne Grade 11 Student Representative

Chris Estabrook Faculty representative

Stephen Cone Grade 12 Student Representative

Olivia Johnson Grade 12 Student Representative

Heather Matiros Sherborn Parent Representative

Luke Matiros Grade 11 Student Representative

Aryana Moghaddam Grade 9 Representative

Richard Robinson School Committee Liaison

John Soraghan Dover Community Representative

John G. Smith Headmaster, Co-Chair

Robert Williamson Faculty Representative

3

Dover-Sherborn High School Mission Statement

Dover-Sherborn High School is a community of learners

whose goal is to inspire academic excellence

and a commitment to personal and civic responsibility.

We engage in the learning process with honesty, creativity,

dedication, and respect,

and seek to cultivate an atmosphere of freedom and trust

in a safe and nurturing environment.

SCHOOL-WIDE EXPECTATIONS FOR STUDENT LEARNING

ACADEMIC

Dover-Sherborn High School graduates will demonstrate the

ability to:

1. Read effectively

2. Write effectively

3. Speak effectively

4. Solve problems effectively

5. Design and create effectively

6. Perform effectively

SOCIAL

Dover-Sherborn High School graduates will demonstrate:

1. Respect for individuals, school and community by:

adhering to school policies

practicing common courtesy

practicing safe behavior

maintaining a clean facility

2. Responsibility for their behavior by:

investing in their education

acting with integrity

accepting consequences for their actions

4

3. Sensitivity to diversity in opinions, abilities, learning styles,

lifestyles, and cultures by:

fostering supportive relationships

practicing respectful disagreement

4. The ability to work collaboratively by:

assuming productive roles

interacting cooperatively

achieving shared goals

CIVIC

Dover-Sherborn High School graduates will demonstrate:

1. Civic responsibility by:

accepting the role of an individual in a democratic society

actively participating in school

adhering to school policies

serving the community

2. A global perspective by:

identifying links, commonalities, and differences among world

cultures

demonstrating the ability to communicate in a language other

than English

recognizing their role as world citizens

5

The School Improvement Plan for Dover-Sherborn High School 2016-2017

Initiative Reasoning Person(s)

Responsible for

Implementation

Funding Timeline Evidence of

Accomplishment

1. Plan and implement a high

school based transition

program for students that have

been hospitalized or have

endured a physical, emotional

or social event that would

require additional supports

upon their return.

Data from the last two

years has indicated an

increase in the number

of hospitalizations as

well as the number of

physical ( concussions

and other sports related

injuries) and emotional (

anxiety, depression,

school avoidance and

other attendance issues)

cases that prevent

students from

appropriately accessing

and keeping up with our

rigorous curriculum.

High School

Administration

High School

Faculty

Budget

Grants

from

Metrowes

t

Grants

from

DSEF

Summer/Fall

2016-

Determine a

potential

location for

the program

Fall 2016-

Develop

protocols for

entrance and

exit to the

program

Winter/Spring

2016-2017

Request

additional

staffing

Determined location of the

program

Formal written plan with

entrance and exit criteria

submitted to Regional

School Committee for

approval

Approved funding for

positions needed to staff to

the program.

A program that would

accept students in the fall of

2017.

6


Responsible for Implementation


Accomplishment

2. Engage the full faculty in a

discussion of our current

assessment practices in

order for teachers to

research, expand and

implement different types

of assessments in their

classrooms.

Through the continued

implementation of Challenge

Success, we are examining our

current assessment strategies to

ensure we are providing varied

ways for students to show they

have mastered the content and

skills necessary for each course.

Faculty

Building-Based

Administration

Challenge Success

Team

Budget

Grants

Focus the

majority of

our 2016-

2017

professiona

l

developme

nt sessions

to

assessment

practices

Student feedback

showing teachers

consistently

implementing a

variety of

assessment

strategies

Faculty feedback

through surveys as

well as Department

Head input

Additional project

based learning

assessments added

to the curriculum

of our teachers



Fundin

g

Timeline Evidence of

Accomplishment

3. Continue to explore

research based strategies

through the Challenge

Success lens. Develop

student skills with

regard to resiliency and

stress reduction through

parent, teacher and

student education.

Feedback from students, parents

and teachers indicate that more

work is needed to be done to

ensure that unnecessary stress is

reduced for students in order for

them to be the most productive

students they can be. In addition,

continued work with regard to

student resiliency so that students

will be more comfortable with

taking academic risks.

Building-

Based

Administration

Faculty/ Class

& Club

Advisors/

Coaches

Challenge

Success Team

Budge

t

Grant

s

Ongoing and

multi year

Training of

additional staff and

community in the

Fall 2016 Challenge

Success Conference

activities

Spring 2017

Challenge Success

survey that will

indicate areas where

student stress has

been reduced and

7

Student

Council

Community

Groups

Parents/Guardi

ans

other areas where

student resiliency

has been developed.




Accomplishment

4. Research, plan and implement a

comprehensive safety plan with

additional safety features for

our school and campus

Feedback from parents,

faculty and local law

enforcement indicate that

while our current open

campus is enjoyable for

our students, it does reveal

safety concerns for

students, faculty and staff.

Building-

Based

Administration

Central Office

Administration

Regional

School

Committee

Local Law

enforcement

School

Community

Faculty

Budget

Grants

Ongoing

An updated safety plan to

address various forms of

evacuation, lock downs and

overall campus safety.

Exterior surveillance on

parking lots as well as

outside doors.

Research and feasibility of

a card swiping system for

students and faculty.

8

The School Improvement Plan

for


2016 – 2017

Presented to the Dover-Sherborn Regional District School Committee

by the


School Council

Middle School

School Council

2016-2017 Members

Anita Sebastian Faculty Representative

Wendy Lutz Faculty Representative

Kelsey Ferranti Faculty Representative

Julie McKee Faculty Representative

Victoria Kane Parent

Lori Krusell School Committee Liaison

Leslie Schutte Parent

Paul Venton Community Representative

Hongmei Wang Parent

Ellen Bendremer Parent

Scott Kellett Headmaster

Dover-Sherborn Middle School Mission Statement

The mission of the Dover-Sherborn Middle School is to meet the needs of all students through a nurturing

and challenging learning environment where students, parents, and teachers embrace our core values to

ensure excellence and success now and in the future.

Dover-Sherborn Middle School’s Core Values

E = r³

Excellence = responsibility, respect, results

Responsibility: do your work, be prepared; be honest; be in control of your actions; take care of your belongings; be a role model

Respect: be kind to others; be prepared to help others; understand the differences between you and other people, and accept those differences; respect the property of

others and the school building; behave properly at all times

Results: pursue challenges in learning; set goals; always put your best effort into your work; seek new friendships; perform acts of kindness; become more self-

confident; ensure student success; make a positive difference

The School Improvement Plan for Dover-Sherborn Middle

School 2016 - 2017

Students


Responsible for

Implementation


Accomplishment

The middle school will address the

variety of academic needs our

students face by working to create

an environment that meets students

at their individual levels and

supports them in their personal

growth and academic progression.

Since the student

needs at DSMS

are changing

rapidly, teachers

will benefit from

learning new

strategies that

will help them

serve these

diverse learning

styles.

Building-based

Administration

Central

Administration

Team Leaders/

Curriculum

Leaders/ Faculty

Support Staff/

Paraprofessionals

Budget

Title I

Grant

Continuing

initiative

Teachers will research

technologies for use

within grade level

and/or content areas and

compile a list of

appropriate

technologies. The use of

these technologies

should focus on

student-centered

learning environments

that foster critical

thinking, complex

problem solving,

collaboration, and

multimedia

communication.

Throughout the year,

faculty meeting time

will be used to train

staff on the

implementation of RTI

practices to best help

struggling students.

Faculty meeting time

will also be used to

share exemplars of

collaboration between

special education

liaisons and general

educators.

We will also highlight

strategies to support

high-performing

students such as

compacting the

curriculum and

offering differentiated

assessments.

ELA teachers will use

the Fountas & Pinnell

Benchmark

Assessment System to

assess their own

students based on

results of their MCAS

scores or SRI results.

The results of the

assessment will be

used to inform

instruction and

possible intervention.

Dianne Stuart, a

Heinemann consultant

for Fountas and

Pinnell, will be

contracted to train our

ELA staff on “The

Continuum of Literacy

Learning” during our

November full PD

Day.

We will further

develop our

relationship with Ann

Larsen from Landmark

School Outreach to

create the best learning

environment for

students with an LBLD

profile.

Ann Larsen will work

with teachers to

implement reading

strategies to stretch

reading comprehension

with all students in all

content areas.

The middle school will address

student wellness by working to

cultivate a safe, inclusive, and

nurturing environment.

The work that

has been done

with Challenge

Success to date

has been

beneficial to our

students and

staff. Our staff

understands that

this program is

not about

eliminating

academic rigor

but rethinking

how we do

things to

develop well

balanced

students. Given

the high tech

society in which

we live, this is a

significant task

that can only be

successful with

the collaboration

of parents,

teachers, and

administrators

working in

unison.

Building-Based

Administration

DSRS-Regional

Administration

Team

Team Leaders/

Curriculum

Leaders/ Faculty

Budget

POSITIVE

and DSEF

Grant

Monies

Continuing

initiative

By opening of school

year eliminate the A+

from our grade scale.

At an initial faculty

meeting provide staff

with training on food

allergies and the

possible social/

emotional impact they

can have on children.

By October, create an

alternative to eating in

the cafeteria.

Middle School will

coordinate homework-

free weekends/

vacations with the

High School.

Schedule three

Teacher/Parent Forums

during the school year.

MS Administrator and

a faculty member will

attend “Challenge

Success” training at

Stanford University.

Extend DARE

Content Review and Research of

Science/Technology/Engineering/

Computer Science

This is needed

given the

adoption of the

new state

science

standards and

the districts

curriculum

review cycle.

Building-Based

Administration

DSRS-Regional

Administration

Team

Science

Curriculum

Leader/ Science

Department

Budget

POSITIVE

and DSEF

Grant

Monies

Year 1 of a

four year

plan

Program to include

Introductory 6th Grade

Meeting.

October of 2016,

survey administration,

staff, students, and

families on perceived

needs of Science

department.

November of 2016,

review Spring of 2016

Science & Technology

MCAS results.

By February of 2017, a

report will be written

based on review of

curriculum road-maps

alignment with new

frameworks with a

focus on appropriate

pacing, instructional

strategies, and

assessment tools.

By August of 2017,

develop an action plan

noting the needs in the

area of curriculum,

instruction,

assessment, leadership

and/or professional

development.








Date: June 3, 2016

Re: June 7, 2016 Agenda Item # 9

In the attached document you will find the proposed five year technology plan for your review.

Educational Technology Plan

For your review and comment, attached is the draft of The Public Schools of Dover and Sherborn five

year Educational Technology Plan 2011-2016, which was distributed at the last School Committee

meeting. Crafted collaboratively with community members, district and building leadership and staff, the

plan outlines next steps for educational technology. Upon approval, this district plan will be used to craft

each school-based technology plan supplement-also crafted by a team of educators and administrators at

each school and presented to the School Committees in October.


Educational Technology Plan Future Ready Learning

20162021

Mr. Anthony Ritacco, Director of Technology Mr. William McAlduff, Jr., Interim Superintendent

Dr. Karen LeDuc, Assistant Superintendent

Table of Contents ___________________________________________________________________________

Introduction Technology Advisory Committee Districtwide Technology Committee Technology Mission, Vision and Guiding Principles Setting the Context I. Learning II. Teaching III. Leadership IV. Assessment V. Infrastructure

DRAFT 042516 1

Introduction The Public Schools of Dover and Sherborn strive to be “future ready,” where we inspire, challenge and support our students and educators in a global environment where today’s competencies critical thinking, complex problem solving, collaboration, multimedia communication, managing projects using appropriate digital tools and resources are at the forefront of teaching and learning. To accomplish this, we present the 20162021 Education Technology Plan with a focus on five specific areas: Learning, Teaching, Leadership, Assessment, and Infrastructure. These areas are outlined below and provide a roadmap for our work over the next five years. Led by the Director of Technology, in concert with educators, the Administrative Leadership Team, the Region Technology Integration Specialist, the Districtwide Technology Committee, and the Technology Advisory Committee (TAC), this plan assesses the current use of technology and outlines future goals. It also provides authentic learning experiences where students are immersed in learning and where educators collaborate to integrate technology to support all aspects of the Dover Sherborn K12 curriculum. The Public Schools of Dover and Sherborn Educational Technology Plan is informed by Future Ready Learning: Reimagining the Role of Technology in Education (National Education Technology Plan, January 2016, U.S Department of Education http://tech.ed.gov/netp/.)

DRAFT 042516 2

http://tech.ed.gov/netp/

Many thanks to those who contributed to the writing of this plan.

Technology Advisory Committee

NAME

POSITION AFFILIATION

Anthony Ritacco Director of Technology The Public Schools of Dover and Sherborn

Karen LeDuc Assistant Superintendent The Public Schools of Dover and Sherborn

Dianne Pappafotopoulos Technology Integration Specialist The Public Schools of Dover and Sherborn

Lauren Doherty Member of Dover School Committee


Frank Hess Member of Sherborn School Committee


Clare Graham Member of the Dover Sherborn Regional School Committee


William Stangel Community member

Ted Mosher Community member AZ Tech Group

Sushil Kumar Community member Pegasystems

DRAFT 042516 3

Districtwide Technology Committee

NAME

POSITION AFFILIATION

Anthony Ritacco Director of Technology The Public Schools of Dover and Sherborn

Karen LeDuc Assistant Superintendent The Public Schools of Dover and Sherborn

Dianne Pappafotopoulos Technology Integration Specialist and Technology Educator


John Smith Headmaster DoverSherborn High School

Lori Aligheri Technology Integration Specialist and Technology Educator

DoverSherborn High School

Paul Butterworth Librarian DoverSherborn High School

Carly Eckles Mathematics Educator DoverSherborn High School

Brian Meringer Assistant Headmaster DoverSherborn Middle School

Kim Phelan Social Studies Educator DoverSherborn Middle School

Adam Wiskofske Science Educator DoverSherborn Middle School

Olive Woodward Librarian DoverSherborn Middle School

Barbara Brown Principal Pine Hill Elementary School

Teresa BienAime Technology Educator Pine Hill Elementary School

Nicole Darrah Grade 5 Educator Pine Hill Elementary School

Laurie Ryan Librarian Pine Hill Elementary School

Laura Dayal Principal Chickering Elementary School

Cheryl Chase Librarian Chickering Elementary School

Stephen Harte Technology Integration Specialist and Technology Educator

Chickering Elementary School

Natalia Shea Occupational Therapist Chickering Elementary School

DRAFT 042516 4

Technology Mission, Vision and Guiding Principles Mission To inspire, challenge, and support all students as they discover and pursue their full potential. Vision The Public Schools of Dover and Sherborn are committed to providing our students with the best possible education. As a system we seek to identify, implement and maintain best practices in the technology arena to enhance teaching and learning. The use of technology is seamlessly integrated in all aspects of schools’ operations both instructionally and administratively. We believe that all members of the school community should be able to:

Use appropriate technology as one of the tools for teaching and learning.

Have access to appropriate technology throughout the system.

Use technology to enhance creativity, communication, collaboration, critical thinking, classroom management, differentiation, problemsolving and project based learning.

Adhere to the Digital Citizenship and the Internet Acceptable Use Policy and understand the ethical issues related to using technology.

In order to realize this vision, we must continually respond to changes in technology through an ongoing process of review, reflection and evaluation of the effective use of technology. This process includes maintaining a strong technology infrastructure, providing ongoing technical support, and investing in a comprehensive and continuous technology professional development program. Guiding Principles Technology is a tool that supports today’s skills including information seeking, analysis, reasoning, problem solving, communication, interpersonal, collaborative, and selfdirection.

Technology supports the diverse learning needs of all students and heightens operational and instructional efficiency among personnel (see Learning and Teaching goals).

All personnel must be supported in their use of technology with working, uptodate technology, timely technical support, and continuous, meaningful, high quality professional development and coaching (see Teaching, Leadership, Infrastructure

DRAFT 042516 5

goals).

Meaningful technology use encourages active, independent, and lifelong learning (see Learning and Teaching goals).

Technology helps facilitate learning by expanding it beyond the walls of the classroom (see Infrastructure goals).

Students and all personnel will have access to the tools and technology necessary to fulfill their respective role (see Infrastructure goals).

Setting the Context The Public Schools of Dover and Sherborn Technology Action Plan Numerous national and state technology planning initiatives have provided a framework for this District Technology Plan and Action Plan. The National Education Technology Plan (NETP), January 2016, Future Ready Learning: Reimagining the Role of Technology in Education, http://tech.ed.gov/netp/ sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers. It is framed in the areas of learning, teaching, leadership, assessment, and infrastructure. Our action plan will mirror these areas, with assessment and infrastructure providing the building blocks for teaching, learning and leadership. The International Society for Technology and Education (ISTE) is the leading professional organization for computer teachers and educational technology leaders. In 2008, ISTE published standards for students, educators, administrators and technology coaches. These standards, while currently under review, have been incorporated into the teaching and learning at Dover Sherborn, see link: http://www.iste.org/standards/istestandards. Additionally, ISTE outlines 14 essential conditions to effectively leverage technology for education, http://www.iste.org/standards/essentialconditions, which mirror the NETP focal points of shared vision, shared leadership, student centered learning, robust infrastructure and assessment. The Massachusetts Department of Elementary and Secondary Education (MA DESE), in 2008, published technology literacy standards and expectations for students and educators http://www.doe.mass.edu/odl/student.html and also published Local Technology Plan Guidelines, http://www.doe.mass.edu/odl/planning.html, through 2015. The Public Schools of Dover and Sherborn are fully aligned to these documents. A draft of the updated Masssachusetts Technology Literacy Standards and Expectations http://www.doe.mass.edu/odl/student.html was also used in this plan.

DRAFT 042516 6


http://www.iste.org/standards/iste-standards

http://www.iste.org/standards/essential-conditions

http://www.doe.mass.edu/odl/student.html

http://www.doe.mass.edu/odl/planning.html

http://www.doe.mass.edu/odl/student.html

Each of these documents informed the District Technology Plan, with the tenets of the NETP framing the Action Plan. Five areas were identified for our focus: Learning, Teaching, Leadership, Assessment, and Infrastructure. Each is outlined below with an essential question, goals, objectives and an action plan.

DRAFT 042516 7

I. Learning Essential Question: How do we inspire, challenge and support today’s learning? All learners will have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, ethical participants in our globally connected society. (NETP Section 1: Learning) Goals:

1.) Design, develop, and implement learning resources to create equitable and accessible learning experiences for all students (NETP Section 1: Learning, bullet 2 and 3, p. 82).

WHAT HOW RESOURCES OUTCOME TIMELINE

I.1.a Use technology to develop critical thinking, complex problem solving, collaboration, and multimedia communication skills, incorporating such in Aspen curriculum documents

a. Educators will research technologies for use within grade level spans and/or content areas b. Educators will pilot technologies to determine applicability c. Professional development will be provided for all technology and resources d. Department / grade levels will work together to revise curriculum and update curriculum maps in Aspen

Apps, software, webbased tools, webinars, workshops and other resources

a. Publish a compilation of “go to” technologies K12 b. Research, pilot and publish technologies for use within grade level spans and/or content areas C. Ensure that curriculum documents meet the Guiding Principles (p.1) established in the DS Tech Plan for Future Ready Learning

a. 2016 2017 b. 20162017 c. 20172021

I.1.b. Investigate learning resources (i.e. as Universal Design for Learning, projectbased learning, etc.) to

a. Research and review learning resources b. Develop lesson/unit plans that

a.Universal Design for Learning b. Project Based Learning

a.Research, review, and pilot identified resources

a.2016 2018 b.2017 2019

DRAFT 042516 8

http://www.cast.org/our-work/about-udl.html#.Vsx7mn0rLIU

http://www.cast.org/our-work/about-udl.html#.Vsx7mn0rLIU

http://bie.org/about/what_pbl

http://bie.org/about/what_pbl

ensure equity and accessibility of the learning experience

incorporate learning resources

c. Open Educational Resources d. IT Staff e. Building Staff

b.Use the resources to ensure equity and accessibility of the learning experience

DRAFT 042516 9

https://www.oercommons.org/

https://www.oercommons.org/

II. Teaching Essential Question: How do we inspire, challenge and support educators for today’s classroom? Educators will be supported by technology that connects them to people, data, content, resources, expertise and learning experiences that empower and inspire them to provide more effective teaching for all learners. (NETP Section 2 Teaching.) Goals:

1.) Design professional learning opportunities to support and develop educators as fluent users of technology to increase their digital literacy and to create compelling learning experiences that improve learning, assessment and instructional practices; develop creative and collaborative problem solvers; and increase social awareness (NETP Section 2: Teaching bullet 1, p. 83).


II.1.a. Design professional learning opportunities to support and develop educators as fluent users of technology; creative and collaborative problem solvers; and socially aware professionals

a. Develop educators’ understanding of current research supported practices and best use of emerging online technologies to support learning b. Incorporate PD for teachers to deliver curriculum content that addresses more studentcentered classroom experiences c. Develop expectations for technology integration in the classroom (that align with available resources) to enhance teaching and learning for all students

a. Tiers of Technology Integration Rubric b. SAMR Model Substitute, augment, modify, redefine c. Provide models of best practices for teaching and learning

a. Create and implement studentcentered learning environments that foster critical thinking, complex problem solving, collaboration, and multimedia communication b. Create and use a districtwide searchable database to communicate and share technologyrich, studentcentered teaching resources.

20172019

II.1.b. Provide educators with professional

a. Offer differentiated professional development

a. Educators, tech specialists, online resources

a. Create compelling learning

20172019

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http://www.teachthought.com/the-future-of-learning/technology/5-levels-of-technology-integration-in-curriculum/



http://www.schrockguide.net/samr.html

development experiences to increase their digital literacy and to create compelling learning experiences to improve learning, assessment and instructional practices

throughout the year through a variety of methods (online courses, workshops, individual assistance, weekly technology “tryout” exercises) b. Offer ongoing PD in areas of need as based on our tech plan goals c. Promote outside conferences and PD to reinforce curriculum goals d. Look for opportunities to share, collaborate and investigate outside professionals/experts to visit classrooms to further student learning on specific curriculum topics e. Provide PD opportunities on ProjectBased Learning and Universal Design for Learning and other relevant instructional strategies

b. Internal/ external technology workshops, and conferences

experiences through Project Based Learning and Universal Design, and other related technologies, as documented in Aspen maps, blogs

DRAFT 042516 11

III. Leadership Essential Question: What role does leadership play in supporting technology to inspire, challenge and support teaching and learning in schools? Goals:

1.) Develop funding models and plans for sustainable technology schoolbased plans through the technology plan supplement (NETP Section 3: Leadership, bullet 3, p. 84).

2.) Develop clear communities of practice for leaders and educators at all levels that act as a hub for setting vision, understanding research, and sharing practices (NETP Section 3: Leadership, bullet 4, p. 84)


III. Goal 1. Develop funding models and plans, through schoolbased technology plan supplements, for sustainable technology hardware, software, and infrastructure

a. With buildingbased technology team develop and publish technology plan supplements that include action steps, funding sources for sustainable hardware, software and infrastructure

MA Digital Literacy Standards DS and National Education Technology Plan (NETP 2016) Massachusetts Curriculum Framework DS Tech Plan Supplements

a.Update and publish the District Technology Plan and Supplements b. Create a funding model to include action steps, funding sources for sustainable hardware, software and infrastructure that is identified in the Tech Plan Supplements

20162017

III. Goal 2. Develop clear communities of practice for leaders and educators at all levels that act as a hub for setting vision, understanding research, and sharing practices

a. Convene buildingbased technology leadership team, inclusive of administrators and educators to set vision, understand research and share practices

a. A consistent calendar of technologyrelated meetings with educators, tech specialists and administrators b. Ongoing PD

a. Ensure that the Tech Plan and Supplements are working, uptodate and viable to the teaching and learning community.

2016 and ongoing

DRAFT 042516 12

http://www.doe.mass.edu/odl/standards/itstand.pdf






http://www.doe.mass.edu/frameworks/current.html



b. Establish buildingbased cohesive communities of practice to create cycles for sharing most recent research and effective practices

b. Enable teachers and students to enhance technology skills for effective teaching and learning.

DRAFT 042516 13

IV. Assessment Essential Question: How do we continue to improve assessments using the data effectively and appropriately to communicate what students know and are able to do? Goals:

1.) Create and implement technology based assessments across all disciplines. (NETP Section 4: Assessment, bullet 4, p. 85)

2.) Implement models of assessment that include ongoing gathering and sharing of data for continuous improvement of teaching and learning, while updating privacy practices and policies to ensure protection of student information. (NETP Section 4: Assessment, bullet 1, p. 84)

3.) Design, develop and implement communication pathways that give students, educators, families and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. (Aspen, Google, eblasts, Apps for assessment, Social media, etc.) (NETP Section 4: Assessment, bullet 3, p. 84)


IV. Goal 1. Create and implement technology based assessments across all disciplines

a. Convene teams of educators to determine and administer common measures b. Document common measures in curriculum maps c. Expand the use of ongoing, formative, and embedded assessments d. Record and communicate formative and summative data through various apps and software in the classroom

MSPA How to information: Other district examples of DDM Actual assessments: 1.Teachercreated assessment 2. Aspen or Google 3. Approved apps and online tools, see software map

a. Publish online lists, accessible to teachers, of all approved software apps and online tools b. Create a process for teachers to request or suggest new apps or online tools to be added to the approved list. c. Ongoing updated common measures in all curriculum maps. d. At least one PD workshop per academic year

20162018

DRAFT 042516 14

https://secure2.cpsd.us/mspa/about_mspa.php

e. Provide ongoing support and training to strengthen teachers skills in how to interpret data to better meet students needs

which includes at least one component of training on the use of an assessment app or online tool, or on the interpretation of student data

IV. Goal 2. Implement model of assessment that includes ongoing gathering and sharing of data for continuous improvement of teaching and learning, while updating privacy practices and policies to ensure protection of student information

a. Implement Massachusetts Student Privacy Alliance(MSPA) b. Work collaboratively with administration and technology department to assure secure environment within the school building c. Provide professional development for educators and information for families around privacy and information protection

a. MSPA b. Sample: See Wayland’s approach, with very helpful links

a. Revisit and revise, as needed, Acceptable Use Policy (AUP) to include a district policy statement on student privacy b. Publish web page, accessible to parents and staff, with statement of district policy on student privacy, including a list of relevant web resources c. Clear statement of district policy on student privacy in each individual school's handbook d. At least one PD workshop or faculty meeting devoted to providing training on student privacy

20162018

DRAFT 042516 15



http://www.wayland.k12.ma.us/administration/technology_department/student_data_privacy




and protection of information

IV. Goal 3. Design, develop and implement communication pathways that give students, educators, families and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices

a. Research and implement a variety of communication tools to provide feedback, i.e. Aspen, Google b. Provide professional development for educators to implement the communication tools to provide feedback c. Provide information to families on how to use the communication tools

a. Aspen, Google

a. Publish instructional document on accessing the Aspen portal for families b. Publish instructional document on accessing student gmail accounts c. Publish instructional document on accessing Google Classroom d. Publish instructional documents on any other relevant technologies used for student feedback or family communication

20172019 and ongoing

DRAFT 042516 16

V. Infrastructure Essential Question: How do we ensure that technology integration inspires, challenges and supports the academic community? Goals:

1.) Ensure that students and educators have broadband access to the Internet and adequate wireless connectivity (NETP Section 5: Infrastructure, bullet 1, p. 85)

2.) Ensure that every student and educator has at least one internet access device and

appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in (and out of) school (NETP Section 5: Infrastructure, bullet 2, p. 85)

3.) Support the development and use of openly licensed educational materials to promote

innovative and creative opportunities for all learners and accelerate the development and adoption of new open technologybased learning tools and courses (NETP Section 5: Infrastructure, bullet 3, p. 85)

4.) Draft and implement sustainable plans for infrastructure, hardware and software

concerns that include upgrades of wired and wireless access as well as device refresh plans and sustainable funding sources while ensuring the safety and protection of student data (NETP Section 5: Infrastructure, bullet 5, p. 86)


V. Goal 1. Ensure that students and educators have broadband access to the Internet and adequate wireless connectivity

a. Monitor bandwidth speeds and upgrade when necessary. b. Monitor and upgrade all wireless connectivity as needed. c. Provide and maintain a redundant ubiquitous high speed connection to both wired and wireless internet.

a. IT Staff b. Educators and Tech Specialists c. Apps and softwares

a.Continue to stay current with the latest network and broadband speeds. b. Maintain at least 200 MB of speed to the internet. c.Maintain at least 1 GB of speed internally and

a.2016 and ongoing b.20162017 c.20182019

DRAFT 042516 17

10GB from IDF’s to MDF.

V. Goal 2. Ensure that every student and educator has at least one internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in (and out of) school

a. Expand and encourage the use of BYOD and ensure we maintain devices for all to use in the classroom. b. Upgrade and maintain Acceptable Use Policy (AUP) c. Investigate take home technology for student use

a. IT Staff

b. Educators and Tech Specialists c. Airwatch reporting d.Tech Plan Supplements

a.Inventory of all devices b. Budget for additional technologies, as needed

a. 20162021 b. 20162021

V. Goal 3. Support the development and use of openly licensed educational materials to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technologybased learning tools and courses

a. Research and use the best open source softwares for curriculum deployment. b. Continue to develop and use the software map developed for each school. c. Continue to use the Massachusetts Student Privacy Alliance to ensure the applications students use are safe and protected.

a. IT Staff

b. Educators and Tech Specialists

c. MSPA

a. Create a process for teachers to request or suggest new apps or online tools to be added to the approved list.

b.Continue to update the software map for each district.

a. 20162017 b.20162021

V. Goal 4. Draft and implement sustainable plans for

a. Continue with buildingbased hardware

a. Tech Plan Supplements

a.Use the MSPA website to ensure that all

DRAFT 042516 18



infrastructure concerns that include upgrades of wired and wireless access as well as device refresh plans and sustainable funding sources while ensuring the safety and protection of student data

replacement cycle to ensure all devices stay up to date b. Update comprehensive map and database of connectivity, device access, use of open licensed educational resources, and their uses across the country

b. IT Staff c. MSPA

apps have been vetted.

DRAFT 042516 19









Date: June 2, 2016


The following communications and information are included on the Consent Agenda. The items are on

the Consent Agenda will be approved by the Committee in its entirety unless a member asks that a

particular item be put on hold for further discussion.

Consent Agenda A.R.

Appointment of DS Regional Treasurer

Approval of Minutes- February 24th

and May 3, 2016

Athletic Department Spring Coaching Donations


Memo from

Interim Superintendent Bill McAlduff

The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity,

religion, national origin, sexual orientation, disability, or homelessness


From: William McAlduff, Jr., Interim Superintendent

Date: June 3, 2016

RE: Appointment of DS Regional Treasuer

*************************************************************************************

I am recommending that the Dover Sherborn Regional School Committee vote to appoint Mr. James

Eggert, as Treasurer for the Dover Sherborn Regional Schools for the 2016-2017 school year.

Thank you.

DRAFT

Dover-Sherborn Regional School Committee Meeting of February 24, 2016

Members Present: Michael Lee, Chair Dana White, Vice Chair Clare Graham, Secretary

Richard Robinson Lori Krusell

Also Present: Bill McAlduff, Interim Superintendent Karen LeDuc, Assistant Superintendent John Smith, HS Headmaster Scott Kellet, MS Headmaster

1) Call to Order Mr. Lee called the meeting to order at 6:33 pm in the Dover Town Hall.

2) FY17 Proposed Budget

• Operating Budget - Mr. McAlduff recommended the following additional reductions to the FY17 Budget totaling $184,736: $9,500 from Equipment & Furniture; $9,760 from SPED Secretary salary due to proposed additional position request being rescinded; $26,080 due to Circuit Breaker reimbursement for in-district IEP; $21,000 from Textbooks due to use of FY16 funds for purchase; $7,800 for ropes course elements due to use of FY16 funds for purchase; $20,000 from Ice Rental based on estimated receipts from the Girls Ice Hockey co-op team; $10,000 from Athletic uniform purchasing, $25,000 from Workmen’s Compensation to reflect FY16 actual spending plus 15% increase; and $55,596 from Health Insurance based on 2 placeholder plan changes instead of five. Not reflected in these reductions are the adjustments to Health Insurance based on the rates set by West Suburban Health Group yesterday. The rates are below the anticipated 13% and the reduced cost will be presented at the March 1st meeting. Mr. McAlduff proposed an increase to the Athletic and Student Parking Fees in an effort to increase revenue to offset the operating budget. Athletic fees would increase from $275 per sport ($1,375 family cap) to $300 per sport ($1,500 family cap) for an approximate increase in revenue of $21,000. Parking fees would increase from $275 per student to $300 for an approximate increase in revenue of $3,000. The proposal will be discussed and voted on at the March 1st meeting.

3) FY17 Dover Sherborn Regional Schools Budget Hearing - The Public Hearing was called to order at 6:34 pm. Ms. White and Mr. Lee made a presentation on the FY17 budget starting with a trend analysis of the Regional Schools budgets from FY10-FY16. Historically budgets have been built very conservatively, accounting for all known items at a “worst case” scenario level. E&D has been used to offset the budget which does not reflect the true costs of operating the Regional Schools. After the original draft FY17 Budget was presented, both Sherborn Advisory and Dover Warrant recommended discontinuation of conservative expense budgeting supplemented with E&D and to build the budget based on historical spending. Version 2.0 of the FY17 Budget included reductions totaling $500,000 to many budget lines to achieve zero variance at year end as long as no unforeseen events occur. Version 3.0 presented this evening includes an additional $184,000 in reductions. The Administration expects the FY17 Budget to be in deficit by year end and that most, if not all, of the $250,000 of E&D included in the budget will be spent. Incremental FY17 Expenses for General Education, Administration, and Facilities include: 0.4 FTE addition to current 0.6 FTE HS science teacher; additional QPO stipends for the Educator Evaluation system required by state mandate; addition of 3 athletic teams in operating budget (Freshman Boys soccer, Freshman Girls soccer, and JV Golf); additional

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purchases to fund FY17 Technology plan; and 5 additional hours/week to administrative assistant position supporting the MS Guidance office. Incremental FY17 Expenses for Special Education include: education assistant for rising 6th grade student; 0.5 FTE increase of SPED Teacher due to increasing requirements of IEP’s (no benefit impact); 4 hours/week of additional OT services; and 0.4 FTE increase in team chairs (no benefit impact). The Public Hearing was closed at 7:49 pm.

4) E&D Discussion with Dover Warrant and Sherborn Advisory - Mr. Lee explained that the projected E&D balance, after using $250,000 towards reducing the FY17 Budget assessments to the towns, ranges from $1.875 million to $2.042 million. The estimated maximum allowed in the E&D account (5% of the FY17 Budget) is $1.173 million. The Administration recommended using $38,300 of projected FY16 surplus to purchase items previously included in the FY17 budget: textbooks - $21,000, ropes course renovation - $7,800, and MS/HS furniture - $9,500. Other recommendations for use of excess E&D included: pay some/all of FY17 capital request; refund to member towns; apply additional E&D to further reduce 2017 operating assessments, increasing the FY17 budget deficit to an amount greater than $250,000; and/or reauthorize Regional Transportation Reserve Fund to absorb any budget forecast errors given transition to trend line budgeting. Further discussion of these uses for E&D will be discussed at the meeting next week.

5) Adjournment at 9:22 pm Respectfully submitted, Amy Davis

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Dover-Sherborn Regional School Committee Meeting of May 3, 2016

Members Present: Michael Lee, Chair Dana White, Vice Chair Clare Graham, Secretary

Richard Robinson Lori Krusell Carolyn Ringel

Also Present: Bill McAlduff, Interim Superintendent Karen LeDuc, Assistant Superintendent John Smith, HS Headmaster Scott Kellet, MS Headmaster

1) Call to Order Mr. Lee called the meeting to order at 6:30 pm in the Middle School Library.

2) Community Comments – None

3) Reports

• DSMS Headmaster's Report - Ms. Caffrey and Mr. Kellett highlighted recent and upcoming events at the Middle School.

• DSHS Headmaster's Report - Mr. Smith highlighted recent and upcoming events at the High School including an update of the NEASC process. At a recent meeting with George Edwards, the new Executive Director for NEASC, Mr. Edwards indicated that NEASC is examining ways to reduce the number of visitors, the number of specific standards to address, as well as ways to incorporate work that is already being require as a result of state mandates in the NEASC review process. Due to NEASC addresses the Administrations concerns about the process, Mr. Smith provided a potential timeline for DSHS’ re-entry in the NEASC Accreditation Process.

• Assistant Superintendent Report - Dr. LeDuc updated the Committee on the following: 1) Curriculum Review Cycle - the comprehensive cycle and process for review was provided. Next year’s target curriculum will be Science, Technology, Engineering and Computer Science and 2) Educational Technology Plan - Over the past months, the District-wide Technology Team, comprised of central office and building leadership/educators, worked to draft the National Educational Technology Plan 2016-2021.

• Interim Superintendent Report - In response to the public comments on 8th grade PE letter grades at the March meeting, Ms. Ringel has engaged in follow-up conversations and meetings including one with staff members, school administrators, and parents. Mr. McAlduff plans to collect additional information and present a report at the June meeting with recommendations for further study and/or action.

4) Financial Reports

• Audited Fiscal Year 2015 Financials - The Audit was presented and discussed. There are no material weaknesses or significant deficiencies in the report. The School Net Pension Liability has significantly increased due to the implementation of GASB 68 (the liability previously appeared in the footnotes). Ms. Graham made a motion to accept the Audited Fiscal Year 2015 Financials as presented. Ms. Ringel seconded. 16-16 VOTE: 6 - 0

• Monthly Financial Report - The Status of Appropriations as of April 30th was presented. The salary variance remains unchanged from the last report. A preliminary projection of all operating expenditures through June 30th has been done and an approximately $850,000

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favorable budget variance is anticipated. One adjusted for the $250,000 one time use of the Regional Transportation Revolving Fund this amount is $600,000. The majority of this variance is attributable to health care savings of $330,000, utility savings of $110,000, and Custodial Services savings of $60,000.

• Utility Contracts - The Region has entered into a new natural gas energy contract effective upon the expiration of the current contract (June 2017). The contract was locked in now due to the rate being the lowest offered in ten years.

• Capital Sub-Committee Report - A report from Weisman Roofing Company details numerous repairs needed that are the cause of leaks in the buildings over the last six months. Mr. Kelley has gotten two additional written estimates for the scope of work. The sub-committee recommend that the RSC approve the payment of up to $30,000 for the purpose of repairing the roofs as identified in the Roof Assessment Report to be funded from the E&D Account. There was discussion about the repairs to be done and the use of E&D. Mr. Robinson made a motion to approve the payment of up to $30,000 for the purpose of repairing roofs to be funded from the E&D Account. Ms. Graham seconded. 16-17 VOTE: 6 - 0

• Athletic User Fees - The administration provided information on the number of athletic fee waivers (22) and family cap waivers (7) for the 2015-16 school year.

5) Draft of 2016-17 Student Handbooks - The changes to the 2016-17 High School and Middle School Student Handbooks were presented for discussion. A vote will be taken at the June meeting.

6) Consent Agenda

a) RSC Meeting Minutes of February 24 and March 1, 2016 - The second page of the February 24th minutes were missing from the packet so approval will be held until the June meeting.

b) WSHG appointment - Mr. McAlduff as representative for DS Regional Schools

c) Donation DSMS Music Department - A family has anonymously donated a French Horn to the middle school.

d) Girls Ice Hockey Trip to Martha’s Vineyard - 2017 MLK Weekend tournament

e) Eagle Scout Request - Permission to build a bridge (approximately 20 ft long x 5 ft wide) over the dried up river along on of the trails in the back fields.

Ms. Graham made a motion to approve the Consent Agenda excluding the minutes of February 24, 2016. Ms. White seconded. 16-18 VOTE: 6 - 0

7) Communications a) MARS Annual Meeting Notification and Agenda b) EDC Letter Confirming 2016 YRBS Participation c) Flyer on Prescription Drug Safety d) Dover School Committee Minutes - January 19, 2016 e) Sherborn School Committee Minutes of February 9, 2016

8) Adjournment at 9:40 pm Respectfully submitted, Amy Davis

John Smith Ellen Chagnon

Headmaster Director of Guidance

Ann Dever-Keegan Jeff Parcells

Assistant Headmaster Athletic Director




9 Junction Street

Dover, MA 02030

Phone: 508-785-1730 Fax: 508-785-8141

To: John Smith, Headmaster

From: Jeff Parcells, Athletic Director

Date: May 5, 2016

Re: Donations for Spring Coaches

The following donations have been made to pay some of our volunteer coaches for our Spring

2016 Athletic Program.

From the DSHS Baseball Team Account- Tibbetts (Boston Private Bank and Trust)

-Check #1306 Dover-Sherborn High School $2750.00 For Varsity Asst. Coach: Gavin Mish

From the DSHS Softball Team Account (Santander)

-Check #1011 Dover-Sherborn High School $2200.00 For Varsity Asst. Coach: Val Cook

From the Friends of DS Sailing (Bridgewater Credit Union)

-Check #1011 Dover-Sherborn High School $2800.00 For Varsity Asst. Coach: Meredith Dart








Date: June 2, 2016


The following communications are for member’s information.

DSEF Grants 2016-2017

Class of 2016 Matriculation Report

Enrollment Report

Dover School Committee Minutes NONE

Sherborn School Committee March 8, 2016

2016-17ApprovedDSEFGrants

ChickeringArtistinResidence $20,000FLESResearchandPresentation $8,320UkeleleProgram $1,980AuthenticEditingandRevision $4,200WaterBottleRefilling(2stations) $4,200

PineHillBrimmingwithBooks $17,500FuturisticLab-Makerspace $15,333

MiddleSchool3DPrintingfor6thGrade $5,499SpeakerandTravelingMuseumExhibitsforSocialStudies $2,500Chromebooksfor8thgradescience-BeyondthehourofCode $2,640AgentsofChange:FullSTEAMAhead $6,934EllisIslandWorldCulture $4,750StandUp,StayintheroomandStayFocused $6,000TheWorldiscomingtoUSILABoston2016 $2,220

HighSchoolDSHSGoestoSpace $1,765GlobalCompetencyCertificate $2,000AP&HonorsArtatRISD $600MockTrialClub $2,000PotteryWheels $4,067RopesCourseClimbingTower $8,400ArtsEnrichment $2,000RoboticsTeam $4,250VisualArtist $5,200ExpansionCollegeCounseling $4,000SeminarDay2017 $15,000GLSENMassEducatorRetreat $650

DistrictSocialNormingCampaign $8,000CulturallyResponsiveAwarenessandPractices $10,000ChallengeSuccess $25,000

TOTAL $195,008

Matriculation Class of 2016 As of 6/1/2016

The University of Alabama 1

American University 1

The University of Arizona 1

The University of the Arts 1

Babson College 2

Beloit College 1

Bentley University 1

Boston College 5

Boston University 2

Bowdoin College 2

Brandeis University 1

Brown University 4

Bucknell University 2

University of California, Los Angeles 1

Champlain College 1

University of Chicago 1

Colby College 3

College of William and Mary 1

University of Colorado at Boulder 1

Connecticut College 4

University of Connecticut 1

Cornell University 1

Dartmouth College 1

University of Delaware 1

Denison University 2

Dickinson College 1

Duke University 1

Elon University 3

Emmanuel College 1

Emory University 1

The University of Findlay 1

Framingham State University 1

Franklin and Marshall College 1

Furman University 1

The George Washington University 1

Georgetown University 3

Gettysburg College 2

High Point University 4

Hobart and William Smith Colleges 1

Ithaca College 1

Johns Hopkins University 1

Kenyon College 1

Lafayette College 1

Lehigh University 2

Lesley University 1

Loyola University Maryland 2

Universiteit Maastricht, Netherlands 1

University of Maryland, College Park 1

Massachusetts Bay Community College 2

Massachusetts Institute of Technology 1

University of Massachusetts, Amherst 7

University of Massachusetts, Dartmouth 3

McGill University 1

Merrimack College 2

University of Miami 2

Michigan State University 1

University of Michigan 1

Middlebury College 3

Mount St. Mary's University 1

Muhlenberg College 1

University of New England 1

University of New Hampshire at Durham 1

New York University 4

Nichols College 1

University of North Carolina at Wilmington 1

Northeastern University 1

Northwestern University 1

Norwich University 1

Pratt Institute 1

Princeton University 1

Providence College 4

Purdue University 2

Quinnipiac University 1

Regis College 1

University of Rhode Island 1

Rochester Institute of Technology 1

Rutgers University, New Brunswick 1

Saint Anselm College 2

University of San Diego 1

Santa Clara University 1

Skidmore College 1

University of South Carolina 1

University of Southern California 1

Southern Methodist University 2

Springfield College 1

Suffolk University 2

Syracuse University 1

Trinity College 2

Tufts University 1

Tulane University 1

Union College 1

Vanderbilt University 1

University of Vermont 6

Villanova University 1

University of Virginia 1

Wake Forest University 4

Washington and Lee University 1

Wentworth Institute of Technology 1

Wesleyan University 2

Westfield State University 3

University of Wisconsin, Madison 1

Worcester Polytechnic Institute 1

Yale University 1

Other Post Secondary 2

Gap Year 2

Undecided 2

Not Graduating 2

Year of Graduation Grade Level Metco Dover Sherborn Total Notes

2016 12 2 82 90 174 includes 3 former students 2 Dover, 1 Sherborn

2017 11 4 76 77 157 Sherborn count includes 1 foreign exchange

2018 10 2 89 77 168

2019 9 4 87 65 156

2020 8 4 101 73 178

2021 7 3 102 72 177

2022 6 2 106 67 175

2023 5 21 643 521 1185

JUNE 2016 ENROLLMENT REPORT

APPROVED MAY 10, 2016

Sherborn School Committee Meeting of March 8, 2016

Members Present: Anne Hovey Greg Garland Frank Hess

Frank Hoek Scott Embree

Also Present: Bill McAlduff, Interim Superintendent Karen LeDuc, Asisstant Superintendent Terry Green, Director of Special Education Barbara Brown, Principal Frank McGourty, Assistant Principal

1) Call to Order Ms. Hovey called the meeting to order at 6:34 pm at the Sherborn Town Hall.

2) Principal's Report - Dr. Brown spoke of the work updated the Committee on recent and upcoming events. Dr. Brown also gave an update on the work done to date on the goals within the School Improvement Plan.

3) Public Hearing on Proposed FY17 Budget - Ms. Hovey opened the Public Hearing at 6:50 pm. Mr. McAlduff reviewed the presentation on the FY17 Budget starting with a review of the budget development process in light of increasing enrollment at Pine Hill. The final proposed budget of $6,411,147 includes: two additional regular education teachers; expansion of the FLES program to the 3rd grade; assumption of 32 more students than FY16; request from Advisory to budget closer to actuals, increases the Circuit Breaker reimbursement assumption from 40% to 60%; and possibility to request a Reserve Fund transfer for additional FTE’s if needed.

4) Discussion and vote on FY17 Budget There were questions from the audience, School Committee, and Advisory for the Administration. Mr. Hess made a motion to approve the FY17 Budget for Sherborn Public Schools in the amount of $6,411,147. Mr. Hoek seconded. 16-06 VOTE: 5 - 0

5) Monthly Financial Report - Mr. McAlduff presented the Status of Appropriations as of February 29, 2016. The salary variance of $79,543 once adjusted for non-encumbered salary is $41,828 or 0.87% of the budgeted salary total. This is down slightly from that previously reported as Custodial Salaries is currently running over budget due to overtime required to oversee capital projects.

6) School Choice - Massachusetts General Law Chapter 76, Section 12 requires local school committees to vote annually as to whether or not the district will participate in School Choice. Mr. Hess made a motion to have the Sherborn Public Schools not participate in School Choice for the 2016-17 school year. Mr. Embree seconded. 16-07 VOTE: 5 - 0

7) Consent Agenda

a) Meeting minutes of February 9 and 25, 2016 - in section 7 of the February 9th minutes, correct the spelling of Mr. Hoek.

Mr. Garland made a motion to accept the Consent Agenda. Mr. Embree seconded. 16-08 VOTE: 5 - 0

8) Communications

APPROVED MAY 10, 2016

a) Dover Sherborn Regional School Committee minutes of January 5, 2016

b) Dover School Committee minutes - none

9) Adjournment to Executive Session at 8:07 pm not to return to Open Session for matters pertaining to collective bargaining.

Respectfully submitted, Amy Davis

Documents

Dover-Sherborn Regional School Committee Meeting … will begin working on their Readers' Convention projects soon in order to host sixth graders at this annual event which will be