End-of-Year Review Systemwide Goals 2014-2015...training from Research for Better Teaching. Elementary principals updated on key issues in coaching. All elementary materials have been

Page 1 Newton Public Schools 6/15/15 End of Year Review Systemwide Goals approved by School Committee 9/15/14

End-of-Year Review Systemwide Goals 2014-2015

Educator goals help focus teaching and self-reflection, while helping to assess impact on student learning and professional practice.

Educational Goals GOAL 1: ACHIEVEMENT FOR ALL STUDENTS We continue to adapt and refine our curriculum and instruction to reflect current research and knowledge of teaching and learning.

Objectives Select Improvement Strategies

Anticipated Outcome

Evidence

A. Continuous improvement in curriculum and instruction

At the elementary level: Implement one more unit of the new writing curriculum

Implement one or two new units (depending on the grade level) of the new reading curriculum

Begin benchmark assessment training in reading K-5 with system-wide professional development on February early release day

Will be implemented in all K-5 classrooms by the end of the 2014-15 school year.

Teachers pilot assessments to prepare for full implementation in Fall 2015.

Teachers College (Lucy Calkins) writing curriculum has been implemented in all K-5 classrooms.

New reading units introduced September 23. Literacy Specialists providing support in buildings All elementary teachers trained in Benchmark Assessment System (BAS) on February 4th release day. BAS will be fully implemented in 2015-16.



Anticipated Outcome

Evidence

At the middle school level: Develop and implement growth mindset professional development

Continue work on common assessments

Continue work on alignment to Common Core

Plan for implementing the new writing curriculum 2015-2016

Results of action research including an end-of-year staff feedback on professional development DDMs ready for pilot by June 2015

Additional units piloted during 2014-15 Plan developed by June 2015

Five sessions of growth mindset PD completed (1 snowed out). Middle school teacher feedback indicated need for restructuring of the action research aspect, and led to teacher-identified working groups on topics related to Growth Mindset and Making Thinking Visible. These groups will continue their work next year. Additional common assessments, aligned with PARCC and including more open ended questions, developed and piloted, then revised.

Engage NY math units introduced, additional materials calling for critical thinking and non-routine problem solving added to middle school math curriculum. Grade 6 Science/Tech Engineering teachers will implement new units to align with NGSS. Writing will be the focus in Grade 6 ELA and Social Studies next year.



Anticipated Outcome

Evidence

At the high school level: Continue work on common assessments

Continue work on alignment to Common Core

Continue to allow for selected program growth, particularly in STEAM areas

DDMs ready for pilot by June 2015 Additional units piloted during 2014-15 Plan developed during 2014-15

DDM work delayed. Common assessment work moving forward. Grade 9 math curriculum refinements implemented at both high schools 2014-15. Changes will continue in 2015-16. Grade 10 curriculum will be developed this summer and implemented in 2015-16. ELA Department Heads and Coordinator engaged in reviewing K-12 program, with focus on secondary. Alignment work will continue, along with working groups on specific topics. DaVinci, an interdisciplinary, science, art and math program, will be offered to 10th graders in the fall at NSHS. Additional coding instruction will be offered in grades 2 and 4 in 2015-16.



Anticipated Outcome

Evidence

At all levels: Working with administrators, foster educator collaboration including strengthening our coaching model

Continue to expand teachers’ capacity to differentiate instruction

Begin implementation of improved electronic learning platform and curriculum access system

Professional development plan for coaches Embedded in professional development plan

Transfer current digital materials to new platform by June 2015.

Math Coaches and Literacy Specialist/Coaches had two days of training from Research for Better Teaching. Elementary principals updated on key issues in coaching.

All elementary materials have been transferred from ITS Learning to Schoology. Coordinators and teachers trained in Schoology and Safari Montage curriculum management. Grade level and discipline specific courses continue to be developed in Schoology.


Objectives Select Improvement

Strategies Anticipated Outcome

Evidence

B. Intervention and Narrowing the Achievement Gap

At the Elementary Level: Pilot Leveled Literacy Intervention (LLI) in selected schools

Analysis of data embedded in LLI program

30 people trained in Leveled Literacy Instruction. LLI instruction underway this year in 11 schools. Full implementation planned for 2015-16.

At the Middle School Level:

Examine Response to Intervention (RTI), including its effectiveness and develop systems and protocols including a timeline

Continue and expand the Calculus Project. Support students from summer program during 2014-2015 school year Monitor course placement and achievement of summer 2014 students

Program data and determine strategy for refinement

Greater enrollment in summer program

Course placement of Calculus Project students

Not yet completed. Plan to be developed in 2015-16. Program refinements taking place and assessment will be completed in 2015-16 Significant private funding helps stabilize the program through at least 2018. Class of 2019 (entering 9th) – 19 students Class of 2020 (entering 8th) – 32 students Class of 2021 (entering 7th) – 40 students 50 students out of 51 participated in the academic year tutoring. 32 attended consistently twice per week from October through May. Of the 20 entering 9th graders, 2 are registered for Honors, 10 for Accelerated ACP, 7 for ACP, and one for SIMMS. Our data specialist at NNHS will monitor achievement of participants versus students who were invited but did not attend.


At the High School Level: Continue efforts to move students from underrepresented subgroups to higher-level course.

Review data from NNHS pilot and report in Fall 2014. Pilot at NSHS during 2014-15 school year

Newton North presented very positive first year data to SC in Fall of 2014. Data for current year will be assessed shortly. Newton South has examined the number of students of color and students who are low-income at each level in different disciplines. They are currently clustering students in AP history classes and will begin clustering students in other disciplines in 2015-16.

District Wide Identify Data Analytics Program and draw timeline for implementation (See Management Goal 2B)

See Management Goal 2B


GOAL 2: SUPPORT POSITIVE SOCIAL AND EMOTIONAL LEARNING It is important that Newton not only have excellent academic programs but also recognize that social emotional learning is essential to academic success.

Objectives Select Improvement Strategies Anticipated Outcome Evidence

A. Continuous Improvement in Curriculum and Instruction

At the Elementary Level: Identify one district-wide social/emotional learning program Review recommendations from the Elementary RTI subcommittee

Program will be identified by Jan 2015.

Select one or two recommendations for implementation in 2015.

Responsive Classroom identified as the district-wide SE learning program; additional staff training began in March 2015 and will continue into the summer and next year.

District Leader of Social and Emotional Learning hired November 2014.

At the Middle School Level:

Pilot Advisory Program at Brown Middle School

Begin subcommittee work for Social & Emotional Learning (SEL) for middle schools

Initial assessment completed by spring 2015 including end-of-year survey on school connectedness connected to YRBS. Report completed by spring 2015

First year Advisory curriculum ("cookbook") completed. Revisions to year 1 curriculum and development of 7/8th grade curriculum planned for Summer 2015. Advisor reflection PD groups conducted periodically throughout 2014/2015 year to share effective practices, address challenges, make continuous improvements and strengthen fidelity of Advisory model and adherence to Advisory mission and goals.

District SEL team is working with middle schools to examine current SEL practices and develop priorities. Responsive classroom approach for middle schools will be piloted. Youth mental health first-aid training for grades 5-12 will be offered.


Continue Mindfulness training for adults and implement for students

Administer Youth Risk Behavior Study (YRBS) in November 2014

Continue staff training by Benson Henry Institute for Mind Body Awareness. Teachers share results from classroom trials.

Report on YRBS Fall 2015

Training conducted over the course of the year. YRBS administered in Fall 2014 – Results will be presented to School Committee in Fall 2015.

At the High School Level: Continue vibrant program

of on-campus presentations to address numerous topics

Initiate Social and

Emotional professional development for staff, including Mindfulness Training.

Administer Youth Risk

Behavior Study (YRBS) in November 2014

Programs will be implemented throughout 2014-15. Report in Fall 2014 First major programming: professional development for all high school staff on professional half-day in December - (Benson Henry Institute for Mind Body Awareness) December 2014. Report on YRBS Fall 2015

Extensive programming designed by students and staff was offered throughout the year. Significant professional development offered to faculty of both high schools including a joint PD day on 12/4, which focused on Growth mindset, Mindfulness Training and other relevant topics. YRBS administered in Fall 2014. Results will be presented to School Committee in Fall 2015.


Objectives Select Improvement

Strategies Anticipated Outcome Evidence

B. Interventions

At the Elementary Level: Continue and expand Elementary Stabilization Program (ESP) services and consultation to keep more students in their home schools.

Greater number of students and staff supported in their home schools.

Since January 2015 - 63 student consultations (32 became direct service with students; two became direct service/support for two different classrooms, and one to support the whole school).

At the Middle School Level: Implement ‘Signs of Suicide’ at one grade level

All students in one grade level will participate in the SOS program by June 2015.

Completed grade seven May 2015.

At the High School Level: Implement ‘Signs of Suicide’ program. In 2014 – 2015, all grade levels included.

Students in all four-grade levels will participate in the SOS program by June 2015.

Completed all four-grade levels March 2015.

At the District Level: Continue training in Question Persuade Refer (QPR) technique

Strengthen relationship with Newton Cares

QPR Citywide Train the Trainer - September 2014. Year-end report on integration of city and school professional development and services.

Ten school staff trained as “Train the Trainers.” Newton administrators leading and participating in regular meetings.


GOAL 3: IMPLEMENT ALL STATE AND FEDERAL ACCOUNTABILITY MEASURES In an age of accountability, we have a responsibility to support our teachers as they balance the needs of their students and meet the challenges of state and federal measures.

Objectives Select Improvement Strategies Anticipated Outcomes Evidence

A. Implement external accountability measures as required

• Implement PARCC in grades 3-8: continue with science MCAS in grades 5 and 8

• Continue with MCAS only at grades 9 – 12

• Begin Phase II work with

Educator Evaluation Instrument: 2014-2015, student surveys will be piloted

• Continue work on District Determined Measures and negotiate contractual language

• Begin implementation of the Massachusetts Kindergarten Entry Assessment

• Successful implementation of PARCC including technology.

• Develop student survey in

educator evaluation subcommittee. Use DESE model language as starting point.

• Subcommittee will continue

discussion of impact of DDM’s on educator ratings. Negotiation team (school committee, school department and NTA) will negotiate language around this impact.

• Piloting of two subtests by June 2015

• PARCC tests administered March, April, and May. The thirteen schools that chose the computer-based option received training to ensure they were prepared to use the technology.

• MCAS Science administered in grades 5, 8, and 9.

• MCAS English and Math administered in grade 10.

• Student survey deadline has been extended.

• DDM discussions have been

delayed

• Subtests administered in Sept 2014. Other options available for September 2015, discussions in progress.


Objectives Select Improvement Strategies Anticipated Outcomes

Evidence

B. Support our educators as we meet increasing external demands

• Continue pilot of improved electronic platform for supervisors and educators to use in evaluation process

• Support a new cohort of

educators in attaining Sheltered English Immersion (SEI) endorsement through the RETELL course.

• Develop alternative

routes to SEI endorsement.

• Assess results of pilot and recommend steps for 2015-16

• Data on course completion

and endorsements received and reviewed

• Implement and assess

Newton developed SEI course

• Teachpoint chosen as electronic platform for evaluation. Demonstrated at June 10, 2015 Administrative Council meeting. System-wide training planned for September/October 2015.

• 150 teachers completed the

RETELL course and will receive the endorsement.

• Two courses offered and

completed. Resources for self study available to teachers on the Staff Resources page of NPS website.


Managerial Goals GOAL 1: IMPROVING AND EXPANDING SCHOOL FACILITIES As the long range planning for improved school facilities moves into the implementation phase, it will be important to continually update the Plan and to focus both on mid-range projects and Preschool educational space.

Objectives Select Improvement Strategies Anticipated Outcome Evidence

A. Up-to-date Teaching and Learning Facilities

• Update Mid Range and Long Range Plans with current enrollment data

• Plan for

Preschool space, short term and long term

• Short term

projects include movement of Zervas projects for funding

• Use the City CIP process from July 2014-June 2015 to incorporate additional school projects including Preschool, Williams, and Peirce.

• Request design and

initial funding for the movement of Zervas modular classrooms to the high school for required program space, which will in turn create more preschool space at the Education Center.

• Mid- and Long-Range Plan updated to inform School and City CIP. Revisions included advancing Lincoln-Eliot and Preschool. CIP approved with these changes

• Preschool included in CIP. Funding

approved for feasibility study and for future facility along with mid-range projects.

• Zervas modular review conducted and

two modulars deemed in good condition for future use. First priority for use is for High School Stabilization Program. Funding is deferred as of spring 2015.


• Include Preschool space in CIP for FY15-16 5 Year Plan

• Include Williams

and Peirce mid-range projects in CIP for FY15-16 5 Year Plan

• Note Lincoln Eliot

as next large, long range school project

• See #2; Preschool space has been studied, with short-term need determined for 2015-16. With the anticipated acquisition of Aquinas School, both short- and long-term Preschool space can be addressed through the City’s Capital Improvement Plan, which is amended for this purpose.

• The 2015-16 CIP first included Williams

and Peirce mid-range projects. With the anticipated acquisition of Aquinas School, a full review of mid-range projects will be conducted during 2015-16 to re-examine needs for additional classroom space.

• Lincoln-Eliot (see #1) was moved ahead

as the next priority after Cabot School for long range renovation/expansion/replacement and approved in the 2015 CIP by School Committee and BOA. With the anticipated acquisition of Aquinas School, Lincoln-Eliot will remain a high priority. The next revision of the CIP will address timing and funding.


Objectives Select

Improvement Strategies

Anticipated Outcomes

Evidence

B. Develop a process and a plan for student assignment changes in order to match enrollment to new, enlarged elementary schools

• Create a timeline that will allow for needed transition of students to the Zervas School in 2017, with review of plans for Angier in 2016 and Cabot in 2018-19.

• Create Taskforce to

study and recommend student assignment solutions

• Define staffing

support needs to match scope of work

• Present proposed scope of work, timeline, and process in September 2014 to SC.

• SC to adopt Student Assignment Plan by Fall 2014.

• Taskforce to be formed by November 2014.

• Study of student assignment plan options, criteria for evaluation of options, and community input, during December 2014-April 2015.

• SC consideration of options April 2015

• Student Assignment Plan adopted by June 2015.

• The Student Assignment process was developed and approved with the formation of the Student Assignment Working Group (SAWG). A timeline was developed to allow for student assignment changes to be determined by Summer/Fall 2015.

• The SAWG was appointed and began work in November 2014. The scope of work has focused on relieving capacity at overcrowded schools by taking advantage of space at new and renovated schools. From January 2015 through June 2015, the SAWG has established evaluation criteria, studied data, created various scenarios, conducted public hearings and sought input, and is making its recommendation on June 15, 2015.

• The position of Manager of Long-Range Strategic Planning was created and filled in support of the multiple school projects, the continued development of the Long-Range Facilities Plan, and leadership of the Student Assignment process. Consultant support was procured for the purpose of added expertise and support in developing scenarios, proposals and solutions using GIS/Mapping technology.


Objectives Select

Improvement Strategies


Evidence

C. Protocol For Elementary School transitions to new facilities

• Determine staff support needs for oversight of planning and construction of new facilities.

• Define roles and responsibilities during project timeline.

• Study Angier/Carr move from June 2014 to September 2014.

• See above: The position of Manager of Long-Range Strategic Planning was created and filled in support of the multiple school projects, the continued development of the Long-Range Facilities Plan, and leadership of the Student Assignment process. The role includes the liaison function to school principals involved in school project planning and logistics for moving between school buildings.

• In collaboration with Elementary

Education, plans were developed for the timing and logistics of Angier’s move from Carr to its new building, including provisions and time for packing and assistance for classroom teachers in setting up in the new facility. Consultant services were provided for Zervas School to assist with the inventory of all furniture and equipment at the current school as part of the planning for the move to Carr in January 2016.


• Recommend

process for Angier move to new school in late 2015.

• Develop standards

for school moves and transition to new facilities.

• Refine protocol for all

future school moves to swing space and new facilities.

• Collaboration between Central Office and school administrators and staff resulted in a plan for school moves including timing, support, and communication. Joint faculty meetings between Angier and Zervas allowed for the sharing of information as part of the planning process.

• See #11: Recommendations are

becoming more standardized and repeatable for future moves establishing an effective move protocol.


GOAL 2: CONTINUE TO IMPROVE OUR CAPACITY TO MANAGE DATA EFFECTIVELY TO IMPROVE TEACHING AND LEARNING



Evidence

A. Identify a new Student Information System (SIS) and begin implementation

• Assemble a working group to review product lines and services

• Present two options to stakeholders for feedback

• Identify the optimal product and develop implementation plan

• SIS identified Fall 2014, ready for use in July 2015

• The SIS working group reviewed numerous SIS products and developed the rubric for an acceptable product for Newton.

• The committee has forwarded the recommendation of purchasing Skyward SIS to the purchasing department at Newton City Hall.

B. Identify a data analytics tool that interfaces smoothly with new SIS

• Assemble a task force to review product lines and services

• Present two options to stakeholders for feedback

• Identify the optimal product and develop implementation plan

• Identify product by Spring 2015, ready for use in July 2016

• Now that the SIS search has come to an end and we have begun preparing for the implementation process. We will continue to look at ED-FI and the other options offered that would work our new SIS.

GOAL 3: INCREASE THE DIVERSITY OF FACULTY AND STAFF, INCLUDING LEADERSHIP POSITIONS


Objectives Select Improvement Strategies Anticipated Outcomes Evidence

A. Enhance recruitment strategies

• Examine the recruiting strategies that lead to diversity hiring this year

• Continue to develop partnerships with universities and other entities

• Use digital tools to expand recruitment networking

• Report will be provided to School Committee in December 2014

• Increased partnerships by four in FY14, and will increase by at least four new partnerships in FY15.

• Enhance the use of LinkedIn by adding a corporate page. Develop NPS Facebook page. Expand use of Applitrack to optimize networking features

• Report was delivered on Nov. 15, 2014

• Established four new diversity exciting partnerships with local colleges and have worked on collaboration around our diversity goals.

• Corporate pages created for both LinkedIn and Facebook. All NPS staff has been invited to join our pages so that we may improve our social networking.

B. Ensure that Newton is a desirable place to work with a diverse group of educators

• Follow the recommendations of the Commissioner’s Task Force to support and retain a diverse educator workforce specifically #5 Hiring and Retaining Diverse Educators

• Goal is to hire 20 educators of color in 2015. Integrate the DESE’s cultural proficiency and competency assessments into our staff professional development.

• Established a Newton Diversity Hiring Committee and Mission Statement. Report on results of hiring will be given to SC in the fall.


• Examine Exit Interview Feedback for 2013-14

• Provide support to employees seeking promotional opportunities

• Provide overview in November 2014. Increase participation for exit interviews process by email.

• Provide mentoring opportunities for aides seeking teaching positions

• The Retirement/Resignation process has been updated to include a personal email address to send exit interview link electronically.

• In partnership with administrators, HR department has reached out to aides and conducted Q & A sessions including licensure with aides aiming to become teachers.


COMMUNITY GOALS Our aim is to engage both the parent and non-parent communities through both face-to-face communication and digital means.

Objectives Select Improvement Strategies Evidence

A. Work to engage

the community

• Conduct a parent meeting in each school over the course of the school year to share relevant information and hear ideas, questions and concerns.

• Discussion of Mindset with parents

• Communication will be a major focus of the Student Assignment Plan

• Work with the School Committee to engage the community about NPS issues where input is essential.

• Meetings to take place in each school during 2014-15

• Parent book discussion

• Plan to communicate

regarding Student Assignment Plan

• Plan and implement

communication with non-parent community

• Meetings conducted in every school during the 2014-15 school year.

• Discussion was held in March 2015.

• Communication has been

ongoing throughout the school year.

• Communication subcommittee is designing a plan.


• Work in

partnership with School Committee to communicate with the non-parent community.

• Examine options

to gather information from stakeholders through two-way communication.

• Continued

communication with stakeholders by digital means including the district website, and frequent and accessible District News.

• Plan to gather information from stakeholders

• Re-design district website

• Parent survey has been designed and is to be distributed.

• New design went into effect

January 2015.

Documents

End-of-Year Review Systemwide Goals 2014-2015...training from Research for Better Teaching. Elementary principals updated on key issues in coaching. All elementary materials have been