ENTRY REPORT - Timberlane Regional School District Documents/2012-2013... · ENTRY REPORT...

ENTRY REPORT

Timberlane Regional School District

Dr. Earl F. Metzler, II Superintendent of Schools

T h e M I S S I O N o f t h e T i m b e r l a n e R e g i o n a l

S c h o o l D i s t r i c t i s t o e n g a g e a l l s t u d e n t s

i n c h a l l e n g i n g a n d r e l e v a n t l e a r n i n g

o p p o r t u n i t i e s , e m p h a s i z i n g h i g h

a s p i r a t i o n s a n d p e r s o n a l g r o w t h .

TABLE OF CONTENTS

INTRODUCTION ................................................................................................................................................................ 2

PURPOSE .......................................................................................................................................................................... 3

GENERAL GOALS OF THE ENTRY REPORT ........................................................................................................ 3

ENTRY ACTIVITIES ...................................................................................................................................................... 4

LEARN .......................................................................................................................................................................... 4

LISTEN .......................................................................................................................................................................... 4

SHARE ........................................................................................................................................................................... 4

BUILD ............................................................................................................................................................................ 4

PLAN ............................................................................................................................................................................. 4

SUPERINTENDENT’S GOALS ........................................................................................................................................ 5

GOAL 1: ASSESSMENT ............................................................................................................................................... 7

GOAL 2: COMMUNITY INVOLVEMENT AND ENGAGEMENT ..................................................................... 7

GOAL 3: CAPITAL IMPROVEMENT ........................................................................................................................ 7

GOAL 4: PUBLIC RELATIONS ................................................................................................................................... 7

GOAL 5: RETREAT ........................................................................................................................................................ 7

DISTRICT ACTION PLAN ................................................................................................................................................ 8

THE “GALLERY WALK” PROCESS: AUGUST 2012 ........................................................................................... 9

REVIEW OF RESULTS: OCTOBER 2012 ............................................................................................................ 10

GOAL SETTING: OCTOBER 2012 - JANUARY 2013 ...................................................................................... 10

ACTION PLANS: JANUARY – APRIL 2013......................................................................................................... 14

SCHOOL GOALS: JUNE 2013-2015 ...................................................................................................................... 14

HIGH SCHOOL PLANNING .......................................................................................................................................... 15

ORGANIZATIONAL CHART BEGINNING 2013-14 ........................................................................................ 16

PROGRAM OF STUDIES: .......................................................................................................................................... 18

ADVANCED PLACEMENT ....................................................................................................................................... 18

HIGH SCHOOL SCHEDULE...................................................................................................................................... 18

STUDENT PROMOTION POLICY .......................................................................................................................... 19

NECAP DATA INCLUDED ON STUDENT TRANSCRIPTS ............................................................................. 19

RESPONSE TO RETREAT ............................................................................................................................................ 20

PROFESSIONAL DEVELOPMENT ............................................................................................................................. 22

PROFESSIONAL DEVELOPMENT COMPLETED ............................................................................................. 23

PROFESSIONAL DEVELOPMENT SCHEDULED .............................................................................................. 24

This document is the product of Dr. Earl Metzler, II, Superintendent of Schools for SAU 55, serving the Timberlane Regional and Hampstead

School Districts. January 2013

Introduction

Page 2

PURPOSE This entry report is designed to assist me in developing a comprehensive view of the Timberlane

Regional School District and to secure a deep understanding of what is important to the

Timberlane Regional School Board, staff members, parents, students, community and other

stakeholders.

This report is also intended to help me develop a sense of the district’s strategic plan as well as

my future goals. This document will additionally serve as a means for the district to get to know

me, both professionally and personally, as a new member to the community.

GENERAL GOALS OF THE ENTRY REPORT1

The Superintendent will acquaint himself with the people of the Timberlane Regional School

District and the Timberlane community by visiting our seven schools on a regular basis during

the first ninety days.

The Superintendent will organize a Superintendent’s Leadership Team (SLT) to examine all of

the key issues in the school system. The SLT will apprise the Superintendent of the district’s

norms which affect how it functions now and what changes are anticipated in the near future.

The SLT will identify the current strengths and weaknesses of the district, develop plans to

celebrate successes, set goals to address weaknesses and develop a District Action Plan. School

and Program Action Plans will be developed by Principals and Directors and will be linked to the

District Action Plan.

The SLT will work in concert with the School Board and Superintendent to ensure the District

Action Plan aligns with the district’s Strategic plan as well as the School Board’s goals.

The Superintendent will conduct a comprehensive safety and security review of district schools

and develop an enhancement plan. (This plan will not be considered a public document as

provided in RSA 91-A:3, II, (i).)

The Superintendent will ensure the Governance Team (School Board and Superintendent) is

united in their commitment to providing educational services to the children of the district.

The Superintendent will have an interdependent relationship with the School Board.

1 This General Goals section is based on the works of Tim Quinn, PhD, Creating an Effective Board/Superintendent

Partnership and NESDEC’s Superintendent Entry and Transition Workshop.

Page 3

The Superintendent will build a culture of trust and respect with the Governance Team.

The Governance Team will work on indicators of success for the district.

The Governance Team will work to develop strong durable linkages with the community.

ENTRY ACTIVITIES

The Superintendent will:

LEARN

Work with the SLT to analyze all assessment procedures and data collected to assist principals

and directors in the development, implementation and evaluation of school and district action

plans.

Attend local and national conferences to understand the New Hampshire Way and to network

with Superintendents from peak performing districts.

Attend SERESC, South Central Superintendents and the Commissioners of Education conferences

to learn more about common practices across the State of New Hampshire.

LISTEN

Spend time with all of the stakeholders in the district to hear about all the great

accomplishments, climate and culture priorities and to understand the challenges of the district.

SHARE

Become known in the community by sharing my leadership style, expected outcomes and

managerial and educational philosophies. Establish a positive message and urgent tone that all

children can “get smart” by working hard and establishing high standards for themselves.

BUILD

Establish strong working relationships with state and local leaders, school board members,

district leaders, school leaders, staff, students, community members and all other stakeholders in

the district.

PLAN

Develop a formal process for goal development, implementation and evaluation in “Action

Plans.”

Page 4

Superintendent’s Goals

Page 5

2012-13 GOALS FOR DR. EARL METZLER

1 ASSESSMENT

The Superintendent will provide an entry report regarding student achievement by January 2013 with a plan to improve achievement levels by January 2014.

The Superintendent will develop, implement and evaluate “Action Plans” for schools, programs and the District that link into the current School Board goals and Strategic Plan by May 2013.

2 COMMUNITY INVOLVEMENT/ENGAGEMENT

The Superintendent will attend local selectmen’s meetings as requested.

The Superintendent will incorporate recommendations from the Citizens’ Committee in his action plan for the District.

3 CAPITAL IMPROVEMENT

The Superintendent will work with the facilities team to investigate and present plans that both address Timberlane’s current needs and are mindful of the current economy.

4 PUBLIC RELATIONS

The Superintendent will post monthly messages on the Timberlane website.

The Superintendent will post updated Vimeo messages twice a month.

The Superintendent will make himself available as requested by all stakeholders in the Timberlane School District.

5 RETREAT

The Superintendent will attend an annual retreat by January 2013 with the Board to incorporate suggestions for District improvements in his goals.

Page 6

GOAL 1: Assessment Entry Report developed and presented by January 13, 2013.

District Action Plan SMART Goals developed for the 2013/2014 School Year by February 2013.

District Action Plan student achievement SMART Goals developed and implemented for the

2013/2014 School Year by June 2013.

Action Plan Templates for schools and programs developed by December 2012.

School Action Plans completed for the 2013/2014 School Year by June 2013.

Program Action Plans completed for the 2013/2014 School Year by June 2013.

GOAL 2: Community Involvement and Engagement Attended local selectman’s meetings in Atkinson, Danville, Plaistow and Sandown by January

2013.

Consulted with the recently formed Citizens’ Committee for recommendations.

GOAL 3: Capital Improvement Develop a strategy for Capital Improvement to be presented as a Warrant Article for approval in

the spring of 2014.

GOAL 4: Public Relations Continue to post monthly messages to improve communication.

Continue to post Vimeo messages twice a month to improve communication.

Meet with local police chiefs to explore a common Memorandum of Understanding. Have

Memorandum of Understandings signed by all four police chiefs by March 2013.

GOAL 5: Retreat Provide school board guidance to go from “Good to Great” and become a peak performing school

district.

Page 7

District Action Plan

Page 8

DISTRICT ACTION PLAN

As the new Superintendent of Schools, the greatest gift the administrative staff could give is a

clearly defined picture of the needs of the district. The following goals are a result of what was

presented by Timberlane administrators on behalf of the district.

TIMBERLANE DISTRICT GOAL SETTING 2013-15

The “Gallery Walk” Process: August 2012

In August of 2012, the full administrative team of the Timberlane Regional School District met

for a day. The outcome was to examine the work in which the district was currently engaged,

and to use a facilitated approach to district goal setting. The aim was to give each administrator

and director input into developing and prioritizing goals. This collaborative process yields more

ownership, relevance, and meaning into the action plans. Administrators reviewed eight

categories encompassing the major work of the district, which included:

1) Assessment and Data,

2) Curriculum and Common Core Standards,

3) Response to Instruction,

4) Instruction,

5) Climate and Communication,

6) Technology,

7) Student Support Services, and

8) Facilities and Grounds

Each category was written on poster paper and positioned around the room in stations like a

gallery. In small groups, administrators rotated around the room in 10-15 minute segments

answering specific questions. The small groups were comprised of administrators from various

levels that added to diverse dialogue. Administrators identified a) “what was working?” b) “what

wasn’t working?” c) “what resources were needed?”, and d) “what do you need to learn, or what

professional development do you need?” Each group wrote their responses on poster paper,

adding to the group’s responses preceding them.

Once these ideas were written on poster paper, the administrators and directors prioritized their

items. Each person was able to put three “dots” next to the items of greatest importance. Using

color-coded dots, the responses were tracked by three departments: elementary, secondary and

district. The district goals would be develop from the priorities that emerged. This process

allowed administrators to give input into goal setting, allowed for cross-school conversations,

and promoted a team approach in developing priorities.

Page 9

Review of Results: October 2012

The full administrative team met in October

to review the results of the Gallery Walk

done in August. Administrators and

directors reviewed the data showing the

areas receiving the highest to lowest

priorities. The areas which received the

highest priorities were: 1) Climate and

Communication, 2) Response to Instruction,

3) Assessment and Data, and 4) Facilities &

Grounds. The Superintendent’s Leadership

Team agreed that District goals would be

written for these four areas, and technology

and professional development would be

embedded into the action plans.

Goal Setting: October 2012 - January 2013

Administrators and directors selected one of the four groups to join:

1) Climate and Communication, Facilitators: Deb Armfield, Winfried Feneberg, John Holland

2) Response to Instruction, Facilitator: Beth Rincon

3) Assessment and Data, Facilitator: Kelli Killen, Roxanne Wilson

4) Facilities & Grounds, Facilitator: George Stokinger

A member of the SAU Office facilitated the groups to ensure consistency of work. Each group had

representation from all school levels: elementary through secondary. Their task was to discuss:

What work have we done in this area? What are we already doing?

What do we need to work on?

How do the District Strategic Plan, SINI plans, DINI plans, and School Board Goals tie into

this area?

What knowledge or skills do we need to learn?

From this discussion, the groups created goals for their area and then action plans that would

include steps for the intended outcomes. The timelines for the goals were 2-3 year goals that

would have an ending date of June 2015.

The full administrative team meets in late January to review the goals from each of the four

subgroups. The full group will give input and feedback before the goals are finalized.

Page 10

CLIMATE AND COMMUNICATION

SMART Goal 1.

In order to improve district-wide communications, an internal flowchart will be established to ensure the accuracy, consistency and timeliness of information to all stakeholders. Effectiveness of the flowchart will be measured by a survey of administrators and staff, resulting in a favorable response by at least 80% of respondents.

Activity/ Strategy Intended Outcomes Measurement of

Success Goal

Alignment Progress Notes

1.1

Evaluate current communication practices in and between schools and the SAU

Determine where practices align and overlap and eliminate duplication of effort.

Identify ineffective means of communication

Identify effective means of communication

Obtained relevant information related to communication in and between schools and the SAU

Bulleted lists of effective and ineffective modes of communication

See Needs Assessment

1.2

Create a district-wide template for meeting minutes that includes Action Items and create a transparent system for making those minutes available. Explore a transition to Google Docs

Consistent format for the dissemination of information to all stakeholders with Action Items clearly identified.

Determining the most appropriate and accessible locations for posting and access

Creation of the template

locations for posting

Provide Google Doc demonstration at Administrative meeting


1.3 Identify who should be in attendance at various administrative meetings.

Improve communications

Eliminated wasted time

Survey

list of meeting attendees


SMART Goal 2.

In order to improve district-wide communication, a calendar system will be developed for the purpose of coordinating; annual professional development, assessment, school and district meetings, committee meetings, and school level events. Effectiveness will be measured by a survey of administrators and staff, resulting in a favorable response by at least 80% of respondents.


Success Goal


Page 11

CLIMATE AND COMMUNICATION


Success Goal


2.1 Current calendar processes for the District and Schools will be reviewed

Define effective practices

Identify gaps in communication

Obtained information related to the school and district calendar practices


2.2 Create a district-wide calendar process that is consistent and accessible to all stakeholders

Coordinate Assessment Calendars with blackout periods

Coordinate committee calendars

Coordinate Professional Development Calendars and allow for advanced notice of trainings

Coordinate School and District Events

An articulated calendar process that provides information related to Assessments, Professional Development, and school and district events


2.3 Create a protocol, with time lines that will articulate who adds information to calendars, and how they are shared and made public

Avoid overlap and duplication of efforts

Ensure accuracy of information

An articulated process for calendar creation and sharing


RTI WORKGROUP

SMART Goal 1.

The District framework for RTI is written, articulated and implemented district-wide as measured by staff professional development and student progress monitoring data, resulting in increased student achievement.


Success Goal


1.1

Finish writing RTI frameworks with NH Responds

To generate a document that all staff can access

Copy of framework given to every staff member; is used in mentoring training for new staff

Complete by June 2013

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RTI WORKGROUP


Success Goal


1.2

District-wide roll out of RTI framework (RTI SAU team)

All staff hear same message; all staff receive a copy of the document. All new staff hires receive training/plan as part of mentoring

Staff can articulate framework

Complete by September 2013

1.3 Each school completes needs assessment

Each School develops action plan

Determine focus of their RTI work

Each school will build capacity for implementation of RTI

Written product

Written product

Completed by January 2014

Completed by Spring 2014

SMART Goal 2.

Tier 2 instruction is articulated and implemented in each school and measured by student progress monitoring data, supported by staff development resulting in increased student achievement.


Success Goal


2.1 Each school will define the scientifically based intervention programs /strategies to be used at Tier 2

Consistency and efficacy of Tier 2 interventions

Written product and classroom observations

Completed by June 2014

2.2 Each school will define the progress monitoring tools and materials to be used at Tier 2

To be able to measure effectiveness of intervention

Written product and observation of PLC discussions

Completed by June 2014

2.3 Each school will determine staff professional development needs based on the interventions and monitoring tool used

To ensure that all staff have the necessary training to implement Tier 2 strategies with fidelity, and to collect and interpret progress monitoring data accurately

Record of staff training; classroom observation

Completed by September 2014

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ASSESSMENT AND DATA SMART Goal 1. Timberlane will have a comprehensive assessment system by June 2013.

Activity/ Strategy Intended Outcomes

Measurement of Success

Goal Alignment

Progress Notes

1.1

Update the current District-wide Assessment list.

To develop consensus of what we assess and why.

Updated list

1.2

Update what each school is assessing beyond the District list.

To develop consensus of what we assess at each school and why.

Updated list

1.3 Survey teachers to determine what data they have, what data they need, and do they know where to find it.

To ensure that Teachers get the opportunity to give input into the assessment plan.

Analysis of the teacher surveys

1.4 Establish a common vision and prioritize the elements for the components of the comprehensive assessment system PK-12.

To ensure that there is consensus about the district assessment plan, and the plan entails the elements needed in order to use the data for decision-making.

To decide what data elements need to be collected, and what needs to be displayed, (ie: demographic data, performance data: summative, formative, RTI, local, and State assessments.)

Completed document that includes the vision and elements of the district plan.

1.5 Analyze the necessity of each data element and determine priorities and/or gaps.

To make the assessment plan as useful as possible to be able to see student growth, and includes all important elements.

Completed analysis of the elements.

SMART Goal 2.

Timberlane will establish a data management system for district data that will display individual student growth, by 2014.

Page 14

ASSESSMENT AND DATA

Activity/ Strategy Intended Outcomes Measurement of Success

Goal Alignment

Progress Notes

2.1 Decide what elements from the Assessment plan will be displayed, and to which audiences.

Ensure that the essential data is easily accessible, user friendly, in one place, and fits the needs of the district and various audiences.

Completed document with recommendations on how to collect, record, organize, & display the data efficiently.

2.2 Align data system to common core standards and HS competencies, so individual growth of a child can be monitored, and it is easily accessible.

Ensure that student growth data is displayed as part of the data management plan, so student growth can be monitored.

The data management system meets the criteria and has been developed.

2.3 Examine existing data management systems and recommend a plan that will satisfy District criteria and needs.

To find the most effective way to report student growth over time and district demographic data.

To use technology in efficient ways.

The data management system is defined, described and recommended.

2.4 Create a professional development plan regarding the implementation of the District Assessment Plan and Data Management System for 2014-15.

To ensure all staff have training for implementation. They will know what data is collected, when, why, how, and how to analyze and use the data for making decisions.

A PD planning document is completed as planned.

SMART Goal 3. A communication plan will be developed by June 2014, in order to share relevant data with staff, administrators, school board, and public.

3.1

Work with the communication subcommittee to create a communication plan for rolling out the District Comprehensive Assessment and Data Management Plan.

To educate and inform, staff, administrators, school board, and the public regarding the new data management system.

Minutes of meetings and trainings that occurred.

Page 15

FACILITIES AND GROUNDS SMART Goal 1. Timberlane will revise the Capital Improvement Plan by September 2013.

Activity/ Strategy Intended Outcomes

Measurement of Success

Goal Alignment

Progress Notes

1.1

Reconvene the Timberlane Facilities Committee to set a work plan schedule to meeting

To create meetings to the CIP is reviewed and revised by the appropriate representatives of school board, district and schools.

Schedule of meetings Strategic Plan Goal #7

1.2

Analyze the old CIP. Add or revise for current needs looking at safety, learning spaces to meet 21st Century needs, and program needs

To review the old plan and revise with current needs

Note of meeting discussions

Strategic Plan Goal #7

1.3 Obtain Board approval for new CIP by September 2013

To gain Board approval so CIP can be implemented

Board vote Strategic Plan Goal #7

SMART Goal 2.

Structures will be put in place to address curb appeal concerns at each school by June 2013.

Activity/ Strategy Intended Outcomes Measurement of Success

Goal Alignment

Progress Notes

2.1 Increase emphasis on grounds appearance at each school with TRSD personnel and PTA efforts

To determine who is responsible for grounds work and ensuring communication is clear

Notes of meetings and any follow up plans

2.2 Establish grounds maintenance plan for routine work items and special work orders

To ensure there is a work plan and a reporting process that is efficient

Review of work plan and work orders

2.3 Principals will conduct monitoring reviews of grounds at the end of the month from May-September and give feedback to Business Admin.

To ensure follow through of maintenance plan

Emails of any concerns

Page 16

Action Plans: January – April 2013

The action plans will be finalized by April 2013.

Progress monitoring will be done in December and June of each year.

School Goals: June 2013-2015

School goals will be created to align to the District goals, but can also include other goals that do

not fall under one of the four categories listed under District goals.

The intended outcome is to keep the focus on the major areas of concern in the next two to three

years.

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High School Planning

Page 18

TIMBERLANE REGIONAL HIGH SCHOOL

This chapter is in response to the Board’s request to review the current organizational chart at

the high school and develop and implement a new organizational chart, including, but not limited

to responsibilities delineated by job titles. The following is reflective of this work.

ORGANIZATIONAL CHART BEGINNING 2013-14

Page 19

A C A D E M I C S

ARTS & HUMANITIES ACADEMY

BUSINESS & ICT ACADEMY

STEM ACADEMY STUDENT SERVICES

Advanced Acting Baking & Pastries Algebra I & II Guidance

Am Val Film/Music Basic II Algebra Lab Health & Wellness

Am. Literature Basic Prog I & II AP Biology Media Services

American Studies C++ Prog I & II AP Calculus Section 504

AP English Child Development AP Chemistry Student Assistance Prog

AP European History College Accounting I & II AP Computer Science Summer School

AP Government Contemp. Culinary Arts AP Enviromental Science Virtual Learning

AP Studio Art Creative Sewing AP Physics Vocational Education

AP US History Designing Homes Applied Biology Alternative Program

AP World History Desktop Publishing Architectural Drawing Special Education

Creative Book Transform. Economics Autocad I & II Adjustment Counseling

Creat Writ Wkshop I & II Entrepreneurship Biology ASD

Current Issues Exploring Teaching Botany ED

Drawing Food Service Mgmt Chemistry Intensive Needs

English I Game Program/Animation Comp Int Manufacturing Learning Centers

Expository Writing Gourmet Foods Digital Electronics Reading Center

Film Studies Intro to Business Engineering Design Related Services

Gender In Lit Intro to Java Engineering Drawing TEP

Government Today Marketing Environmental Science Transition Services

Graphic Design Microsoft Office Essentials Foundations of Algebra II

Graphic Novel Literature Personal Money Mgmt Geometry

Illust & Cart Practicing Teaching Human Anat/Phys OPERATIONS

Improvisation Public Speaking Intro Meteorology Communications & PR

Inter Art 2-D, 3-D Sports/Entertain Mgmt Marine Biology Facilities

Intro Art Web 2.0 Oceanography Finance

Introduction to Theater Web Page Design Physical Science Food Service

Journalism World Languages Physics Personnel

Law

Pre-Calculus Student Attendance

Painting MUSIC Prin of Engineering Transportation

Photography I & II Band Prob. & Stats

Playwriting Chorus Space Science

Portfolio Writing Concert Choir Trigonometry

Pottery I & II Guitar II Wood Tech I & II

Psychology Guitar Orchestra Zoology

Reading Intro Guitar

Short Story & Its Writer Jazz Band PHYSICAL EDUCATION

Sociology Orchestra Competitive Fitness

US History Select Ensemb Fitness Education

World History Survey Music Health Ed

World Literature Theory I & II Health II

World Studies

Intro. to Team Sports

ALT/CONT ED Personal Act/Life Skills

Driver Education

Evening Division

Page 20

Program of Studies:

The administrative team at the request of Dr. Metzler met to discuss the issue of a misalignment

in the Program of Studies centered on the number of science credits needed to graduate. The

current Program of Studies Science credit requirement was not aligned with a 2008 policy

change moving the requirement from 2 to 3 credits. Administration met with Guidance and the

Director of Secondary Education to make the necessary changes to align the credits and also

ensure that multiple pathways would be made available for any and all students to reach the 3

credit requirement. New Science Electives as well as a new AP Science course were added to the

program of studies, and the 3 credit requirement would be applicable to the current Sophomore

class (Class of 2015), with the classes of 2013 and 2014 graduating with the 2 credit

requirement, bringing the Program of Studies in line with the 2008 policy change. This decision

also had no budgetary or staff related impact and would allow for maximum flexibility for Juniors

and Seniors moving forward while allowing current Sophomores and Juniors to meet the new

requirement without limiting their options in other disciplines.

Advanced Placement

At the request of Dr. Metzler, a restructuring of the Advance Placement System at the High School

was considered. The three issues to be looked at were:

A) Requiring all students who take an Advanced Placement course to sit for the requisite

Advanced Placement Exam.

B) If a student took the course but not the exam the GPA weight of the course would be

reduced from AP to ACC

C) The school would pay the exam fee for any student taking an AP Exam after having taken

the course

These questions were raised to all teachers of AP Courses at the High School for their input and

response. They overwhelmingly supported having all students who took the course take the

exam, but were mixed on the weighting issue. They also agreed that if we were to require the

exam we should also help to pay for it.

The concerns about weighting were then taken to the full Guidance Staff. In their opinion, the

issue of changing the weight of the course was unfair and could get very convoluted over time

and they advocated to not having that be a part of the restructuring of the AP Program. Taken

with the mixed reaction of the staff members who teach AP courses, it was decided to make two

out of three of the suggested changes. A policy was created that requires all students who take an

AP course to sit for the exam and that the school would pay any fees related to the taking of those

exams.

High School Schedule

In response to repeated suggestions by both teachers and students that the high school 8 period

schedule makes for a hectic day, and in an effort to extend class periods to accommodate deeper

learning and teaching, we have begun to investigate various schedule possibilities for the high

school. I have asked Scott Strainge, Director of Secondary Education to investigate this issue by

working closely with the High School Administrative Team to pursue possible solutions and

Page 21

scheduling models. He has begun talking to the Administrative Team, will engage the Teacher

Leaders and the Teacher Climate Committee as well as student leadership teams to solicit

opinion and ideas. Scott will also speak with surrounding school districts regarding their current

class schedules. Scott has made it clear that as we move forward with this important work any

schedule will look to lengthen class time in order to maximize teaching and learning, maintain

student flexibility and options for scheduling, while avoiding any negative impact on our most

successful programs.

Student Promotion Policy

This issue of Social Promotion was addressed by the high school guidance and administration by

the implementation of a policy requiring all students to earn a minimum of five (5) credits per

year in order to be promoted to the next grade level. If a student does not achieve five credits in a

given year they remain at their current grade designation (Freshman/Sophomore

/Junior/Senior) until they have earned the proper amount of credits for promotion through

remediation or course completion in summer school, evening division, or credit recovery. This

will have no impact on a student’s ability to register for courses at the next grade level but will

have implications in the area of student privileges and eligibility for state testing.

NECAP Data Included on Student Transcripts

In an effort to raise the level of importance that students put on the NECAP Test, it was proposed

that student NECAP scores be placed on their transcripts. To gauge the potential impact of this an

email was sent to New Hampshire High Schools asking who already engaged in this practice and

if they did why, and what were the results. Response was mixed. WE then surveyed New

England area colleges via e-mail asking if NECAP scores were taken into consideration during the

application process. The overwhelming answer was no. After looking at all of this information

and discussing it among the Guidance and Administrative staff, it was decided that students

could request that NECAP Scores be placed on their transcripts if they so desired.

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Response to Retreat

Page 23

RETREAT

Pursuant to the 2012-13 Goals for Dr. Earl Metzler, the Board and Superintendent held a retreat

on January 12, 2013 to incorporate suggestions for district improvements. The retreat resulted

in identifying the following areas as needing improvement. Each item/project has been

designated as short-term (by end of August 2013) or long-term (after September 2013).

ITEM/PROJECT TERM

1. Website reconstruction Short

2. Brief Governance Team of all school and district changes/improvements Short

3. Research reasons for parental school choice regarding homeschooling and private school, with a focus on transitional years

Short

4. Review and recommend district re-organization Short

5. Generate job descriptions for district Long

6. Update and improve evaluation process of instructional staff Long

7. Implement student exit evaluation of instructional staff for the purpose of self-reflection only

Long

8. Implement electronic drop box for staff suggestions Long

9. Review of shared practices program for teachers to demonstrate learning strategies (PLC enhancement)

Long

10. Research on intramural program at middle and high schools Long

11. Enhance Evening Division program Short

12. Create parent email data base and plan Short/Long

13. Reinstitute summer work (reading list, etc.) for high school students Short

14. Reinstitute leveling at high school (2 levels 3 levels) Long

15. Research for business partnerships Long

16. Review discipline procedures with Climate Committee at high school Short

17. Implement college fair planning Long

18. Enhance SAT prep courses Short/Long

19. Implement college workshops for parents and students (junior/senior years) Long

20. Address special needs program at middle and high schools (attendance/ SRO at the middle school/ student assistance program)

Short/Long

Page 24

Professional Development

Page 25

PROFESSIONAL DEVELOPMENT COMPLETED

The New Hampshire Way - NHSAA

Critical NH Issues in School Finance

Stewardship and Ethics

NH Finance Laws and Regulation

NH Practitioner BA

Financial Practices and Timelines

09/17/12

Bradley F. Kidder Educational Law Conference - NHSAA

Right to Know Law

Developing Evaluation Tools and Goals for School Boards and Superintendents

Hearings and Appeals

Off-Duty Behavior on Employments and Handling Complaints and Investigations of Employee

Misconduct

Understanding the Different Roles of School Boards and Administrators in the Day-to-Day

Operations of School Districts

10/10/12


Critical NH Issues in Personnel Management

Stewardship and Ethics

Personnel Policies and Regulations

NH Practitioner HR

Personnel Practices and Timelines

Legal Issues in Personnel Management

10/15/12


Critical NH Issues in Special Education

10/29/12

New Hampshire Local Government Center-Sharing the Vision

Communicating Effectively with the Media

Legislative Updates

Municipal Management Computers and the Right to Know Law 11/14/12

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PROFESSIONAL DEVELOPMENT SCHEDULED

Rochester Supes Academy

Leadership Training for Intensive and Standard Schools

1/29/13 – 1/30/13

Legislative Priorities – Part I – NHSAA

Tax Credit Scholarships

Default Budget Legislation

Retirement

Adequacy Aid

NHDOE Rulemaking

02/04/13

Update on the National Healthcare Program and Impact on NH – NHSAA

02/04/13

National Conference on Education – AASA

Making the Most of Teacher Evaluation

Courage Leadership Conversations

Coming Together to Raise Achievement

What Our Students Need Today

Cyber Ethics: From Policy to Practice

Where Failure Is Not an Option: Creating High Performance Schools

Infusing Literacy Across the Curriculum

02/21/13 - 02/23/13

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School Board’s essential questions and notes:

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ENTRY REPORT - Timberlane Regional School District Documents/2012-2013... · ENTRY REPORT...

Documents

Transcript of ENTRY REPORT - Timberlane Regional School District Documents/2012-2013... · ENTRY REPORT...