Madison Park Final Innovation Plan 2012.05.21.1250

Madison Park Technical Vocational High School

Innovation School Plan

May 7, 2012

ii Madison Park Technical Vocational High School

Innovation School Plan 2012

MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL INNOVATION SCHOOL PLAN

TABLE OF CONTENTS

Table of Contents .............................................................................................................................. ii Innovation School Information Form ................................................................................................ v Autonomies and Flexibilities Being Requested ............................................................................... vi Innovation School Prospectus Certification Statement ................................................................... vii Innovation Plan Certification Statement ........................................................................................ viii Executive Summary .......................................................................................................................... ix Public Statement ............................................................................................................................... xi I. Innovation School Mission, Vision, and Statement of Need ....................................................... 1

A. Mission Statement .................................................................................................................... 1 B. Vision Statement ...................................................................................................................... 1

Goals for Faculty and Staff ........................................................................................................ 2 Goals for Student Engagement ................................................................................................... 2 Goals for Student Support .......................................................................................................... 3 Goals for Family Engagement ................................................................................................... 3 Goals for School/Learning Environment ................................................................................... 4 Goals for Curriculum and Learning ........................................................................................... 4 Goals for the Organization ......................................................................................................... 4 Goals for Partnerships ................................................................................................................ 5 Goals for Participation/Decision-Making .................................................................................. 5 Goals for Recruitment/Admissions and Marketing .................................................................... 6

C. Statement of Need .................................................................................................................... 6 D. Primary Proposed Partnerships ................................................................................................ 7

II. How Will Autonomy and Flexibility Be Used To Improve Performance and Achievement? ... 8 A. Curriculum, Assessment and Instruction ................................................................................. 8

College and Career Readiness .................................................................................................... 9 Project-Based Learning .............................................................................................................. 9 Authentic Work Experiences ................................................................................................... 10 Graduation Requirements and Course Offerings ..................................................................... 10 Extending the Use of Technology ............................................................................................ 10 Special Education Inclusion and Co-Teaching ........................................................................ 11 Supporting English Language Learners ................................................................................... 12 Assessment ............................................................................................................................... 12 Exploratory ............................................................................................................................... 13

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B. Schedule and Calendar ........................................................................................................... 15 Overview .................................................................................................................................. 15 School Calendar ....................................................................................................................... 16 New Schedule ........................................................................................................................... 16 Schedule Mechanics ................................................................................................................. 17 Eight-Period Modified Block Schedule ................................................................................... 17 Seven-Period Modified Block Schedule .................................................................................. 18 Which Schedule? ...................................................................................................................... 19 Scheduling into Small and Professional Learning Communities ............................................. 19 Class Size Considerations ........................................................................................................ 20 Other Considerations ................................................................................................................ 20

C. Staffing ................................................................................................................................... 21 Vacancies ................................................................................................................................. 21 Preferences and Evaluations .................................................................................................... 21 Positions ................................................................................................................................... 21 Support Staff ............................................................................................................................ 26

D. Professional Development ..................................................................................................... 26 Community Building ................................................................................................................ 27 Summer Professional Development ......................................................................................... 27 Consulting with Preferred Professional Development Provider(s) .......................................... 27 Instructional Leadership Team Support ................................................................................... 29 School-Wide Professional Development ................................................................................. 29 Content Area Professional Development ................................................................................. 30 Integrated Teams Professional Development (SLC) ................................................................ 30 Co-Teaching Models ................................................................................................................ 30 Small and Professional Learning Communities ....................................................................... 31 Re-visiting and Assessing Professional Development ............................................................. 31

E. District Policies and Procedures ............................................................................................ 32 Governance .............................................................................................................................. 32 Admissions ............................................................................................................................... 33 Grading and Grade Reporting .................................................................................................. 35 Code of Conduct ...................................................................................................................... 35 Parental Involvement ............................................................................................................... 36

F. Budget ..................................................................................................................................... 36 Flexible Budget Model ............................................................................................................. 37 Budget Support for Staffing, Extended Day, and Professional Development ......................... 37 Physical Plant Upgrades ........................................................................................................... 38

III. Advocacy Board ........................................................................................................................ 39 IV. Capacity of Applicant Group .................................................................................................... 39

School Faculty and Staff .......................................................................................................... 41 Students and Families .............................................................................................................. 42 Central Office Staff .................................................................................................................. 43 External Advisors ..................................................................................................................... 43

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VI. Measurable Annual Goals ........................................................................................................ 44 VII. References ................................................................................................................................ 44 VII. Attachments ............................................................................................................................. 45

Attachment 1 – Credentialing Opportunities Attachment 2 – Comparison of Seven-Period and Eight-Period Modified Block Schedules Attachment 3 – Draft Organizational Chart 2012-2013 Attachment 4 – Central Office Discretionary Services Attachment 5 – Madison Park Budget Template and Projections Attachment 6 – Record of Meetings and Events during Innovation Planning Process Attachment 7 – Madison Park Implementation Timetable (May - September 2012) Attachment 8 – Measurable Annual Goals Attachment 9 – Resumes and Letters of Support Attachment 10 – Whole School Improvement Plan

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INNOVATION SCHOOL INFORMATION FORM Proposed Innovation School Name: Madison Park Career and Technical High School*

(subject to further community input) Full/Partial Conversion or New: Full Conversion Proposed School Address (if known): 75 Malcolm X Blvd.

Boston, MA 02120 Primary Contact Name: Dr. Linda Britton Cabral Primary Contact Phone Number(s): (617) 635-9231 Primary Contact Fax Number(s): (617) 635-9326 Primary Contact Email Address: [email protected] If conversion: Existing School Name: Madison Park Technical Vocational High School Existing School Address: 75 Malcolm X Blvd.

Boston, MA 02120 Proposed Innovation School opening school year: 2012-2013 Proposed duration of innovation plan (up to five years): 3 years 4 years 5 years

School Year Grade Levels Total Student Enrollment

Total number of Staff

First Year 9 - 12 1300 192 Second Year 9 - 12 1400 205 Third Year 9 - 12 1400 205 Full Enrollment 9 - 12 1400+ 205+

Will this school serve students from multiple districts? Yes No Madison Park could serve neighboring districts if space is available in programs and no BPS students are on the waiting list. This would be in compliance with our DESE-approved Admission Policy for Chapter 74 schools/programs.

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AUTONOMIES AND FLEXIBILITIES BEING REQUESTED Except as specifically set forth in this document the collective bargaining agreements of Madison Park employees shall govern all of the terms and conditions of employment. Upon the ratification of successor agreements, such successor agreements shall govern all of the terms and conditions of employment of all Madison Park employees, except as specifically set forth in this document. A. Curriculum, Instruction, and Assessment - We will integrate academic and technical content and implement cross-curricular project-based learning opportunities in both our academic and technical courses. We will build curriculum so that students who have gaps in learning will have supports built into the school day, while also assigning them to course work that is on-target for grade expectations in BPS. We will use progress monitoring in the skill-building components and use the district’s predictive assessments only as needed. Technical and academic courses will include authentic assessments. We will not be required to use the district’s pacing guides and we will purchase instructional materials that better match our model. B. Schedule and Calendar - The school day will be lengthened to maximize learning time. The school year may differ from the standard BPS calendar to allow us to put in place whole-school professional development to build, refine, and assess authentic integrated curriculum units; for example, we may hold a summer retreat for teachers. Our revised calendar may also allow us to add times to meet with community and families as we seek their support of our work. The schedule will alternate a week of academic classes with a week of vocational classes for students in the 11th and 12th grades to ensure that students have enough time in vocational course work to “see” the job through real-world experiences and reflect on both academic and technical skill-building. The schedule will build time into the school day for common planning, co-teaching and meetings in Professional and Small Learning Communities C. Staffing - We are requesting flexibility in staffing to ensure that we are able to fill all teaching vacancies via an open posting process. We will look for interested, capable staff with a commitment to vocational education and curricular integration. We also request to open post all administrative positions. Additionally, we request the ability to create positions that are unique to our vocational model and program. D. Professional Development - We request the flexibility to define our own professional development program, which will mimic best practices from some of the state’s most successful vocational schools and will involve working with these partners on ongoing initiatives. We will focus on curriculum integration and authentic assessments. We will attend BPS professional development sessions upon the Superintendent’s request and invite the district to attend any site-based planned professional development that the district may find appropriate. E. District Policies and Procedures - We are requesting flexibility from district policies and procedures around admissions, hiring and structure. Additionally, Madison Park will have the option to develop an Advocacy Board, facilitated by the Headmaster. This Board will act as a strategic advocacy group that challenges district, political, industry and other constituents to work in the best interests of the school and program. The Board will include four or five industry leaders representing the school’s vocational clusters. Representation may also include students, parents, staff and other stakeholders. F. Budget - We are requesting budget flexibility so that we can opt-in or opt-out of discretionary central services and use our budget allocation in more flexible ways. Additionally, we wish to be able to compensate teachers in a flexible way for an extended day and year. We will also establish alternate funding streams to support the additional requirements of a world-class technical vocational program.

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INNOVATION SCHOOL PROSPECTUS CERTIFICATION STATEMENT Proposed Innovation School Name: Madison Park Career and Technical High School*

(subject to further community input)

Proposed City/Town Location: Boston, MA I hereby certify that the information submitted in this prospectus is true to the best of my knowledge and belief. Signature of Lead Applicant _________________________________Date ________

Lead Applicant Information

Print/Type Name: Dr. Linda Cabral, High School Academic Superintendent

Address: 26 Court St. Boston, MA 02108

Phone Number: (617) 635-9231

Fax Number: (617) 635-9326

Email Address: [email protected]

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INNOVATION PLAN CERTIFICATION STATEMENT Proposed Innovation School Name: Madison Park Career and Technical High School*

(subject to further community input)

Proposed City/Town Location: Boston, MA 02120 Names of innovation plan committee members (no more than 11 individuals) selected in accordance with state law: Affiliation Name Vote to approve Innovation

Plan

Lead applicant member: Dr. Linda Cabral Yes

Superintendent’s designee: Charles McAfee Yes

School committee member or designee: David Crane Yes

Parent who has one or more children enrolled in the school, or in the case of a new school, in the district:

Sonia Coard Yes

Teacher employed by district (selected from among volunteers) Patricia Flakes Yes

Teacher employed by district (selected from among nominees submitted by the local teacher’s union:

Michael Viggiano Yes

Member: Patrick Connolly Yes

Member: Charles Johnson Yes

Member: Emily Lebo Yes

Member. Dr. Michael Fitzpatrick Yes

Member: Rasheed Meadows Yes I hereby certify that the information submitted in this innovation plan is true to the best of our knowledge and belief and has been approved by a majority vote of the innovation plan committee. Signature of Lead Applicant Member _____________________________Date________

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EXECUTIVE SUMMARY Madison Park is applying for Innovation status as a conversion school. This document outlines a mission and vision for Madison Park that will create a culture of excellence, support, and high achievement for Madison Park students to help them succeed in college and post-secondary career opportunities. In his 2012 State of the City address, Boston Mayor Thomas M. Menino called Madison Park “one of our most important city assets,” which “should be the pathway to solid jobs and a strong future for city youth.” However, as he and Superintendent Johnson have noted, for every eleven current students at Madison Park, just one is involved in a work-based cooperative. The average student is absent for more than one month out of every year. This Innovation Plan will support Madison Park leaders, teachers, staff and students in their efforts to partner with Boston’s business and institutional community to prepare our graduates to excel in the 21st century workforce. This document will also outline the autonomies that we request to meet the mission and vision of the school and our expectations for a culture of caring, rigorous instruction, and opportunities for comprehensive, authentic work experiences. These autonomies can be revisited in future iterations of the Innovation Plan, and subsequently approved by staff and School Committee. This plan addresses six major themes, which emerged from a comprehensive review of the school: (1) increasing opportunities for students to engage in Authentic Work; (2) better integrating academic and vocational instruction; (3) adopting a new schedule; (4) restructuring admissions to reflect the school’s core mission; (5) setting high expectations for students; and (6) redesigning the ninth-grade transition. To help develop this plan, six subcommittees composed of more than 60 Madison Park teachers and staff members were organized to put forth recommendations in each area. This process has demonstrated the staff’s commitment to collaborating with the district to make Madison Park a first-class career and technical high school rather than reconstructing it without school-based input. The combination of recommendations presented in this report, many of them taken directly from teachers and staff, are critical to enhancing Madison Park’s ability to provide a high-quality career and vocational education for its students. Madison Park Technical-Vocational High School is the only vocational technical high school within the Boston Public Schools. Our mission is to provide our students with opportunities to acquire an integrated vocational and academic education. Individualized instruction, applied learning and work site experience prepare all students to succeed in technologically advanced careers and post-secondary education. We will convert to an Innovation School so that Madison Park can reach its intended goals and provide students a first-class vocational technical education. In the spring of 2011, Boston Public Schools commissioned a comprehensive review of Madison Park to clarify current performance levels and to guide our plans to improve academic growth and vocational technical success for all students. A wide-ranging team of experts in career/vocational technical education (CVTE) was assembled. The team included representatives of the Boston business community, academic and CVTE educators and administrators, and community

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representatives. The review team analyzed the data concerning Madison Park, including student demographics, academic performance, MCAS results, and student success in earning certifications. The team also met and interviewed Madison Park personnel and students and district leadership. The team paid particular attention to exemplars of career and vocational education in Massachusetts, which demonstrate how high-quality CVTE can produce outstanding student performance. The review team concluded that Madison Park needs to be able to operate in ways similar to the best vocational schools around the state and that the school, in responding to district initiatives, had drifted from its mission of providing an integrated model of vocational and academic programming for its students. The report states that “the school needs to work to graduate at least 90% of its incoming freshmen with job skills and certifications in occupations that meet their interests, aspirations and talents, and that will enable them to sustain a comfortable standard of living. Reforms need to be put in place to elevate the quality of the school’s vocational technical majors in order to provide meaningful opportunities to engage in authentic work and acquire the skills demanded by the 21st century economy. At the same time, academic and vocational courses need to be far more rigorous and integrated, thus enhancing the relevance of classes. Students would be more engaged, excited about the hands on learning environment and their prospects for future employment.” (Symonds, Bottoms, & Fiztpatrick, 2011) Specific recommendations identified governance, schedule, admission process, industry relationships, curricular integration, and raising expectations as priority areas for strategic redevelopment. Most of these recommendations would require the school to have significant flexibility through Innovation status from district policies and regulations, including in the areas of Curriculum, Instruction, and Assessment; Schedule and Calendar; Admission Practices; Budget; Staffing; Professional Development; and Governance. By clarifying its mission and vision and charting a path toward achieving these aspirations, Madison Park hopes to address the challenges it currently faces around student engagement and achievement. Madison Park has an attendance rate of 86.4%, compared to the district rate of 92% and a state rate of 94.6%. The average number of days absent at Madison Park is 23.4. In the district, that number is 13.6, and it is 9.3 for the state. On the most recent Grade 10 state MCAS assessments at Madison Park, 67% of the students scored in the Failing or Needs Improvement range on the ELA compared with a district rate of 33% and a state rate of 16%. At Madison Park, 69% scored in that range for Math compared with a district rate of 38% and a state rate of 23%. We recognize that these statistics are data points, and that they can and will be improved when Innovation status is realized and the entire school community not only believes that all Madison students can achieve at high standards, but also acts according to these beliefs. The district has identified a large network of allies who are willing to help Madison Park realize its vision. The Superintendent has welcomed Mayor Menino’s support in pulling together industry champions. At the state level, the Massachusetts Association of Vocational Administrators has agreed to support the school in vocational and academic studies by supporting administrators and teachers as they visit other campuses and work across classrooms to collaborate on Professional Development and share best practices.

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Career Vocational Education must respond to both industry needs and student interests. These needs and interests change more quickly now than ever before, with technology reshaping every occupation and creating new and emerging career pathways. Transformation will require the ability to respond to these challenges with clear goals and targets and a common understanding among school-based staff, faculty, stakeholders and other constituents. By working together, and holding students, faculty, staff, and other stakeholders accountable to our ambitious mission and vision, we will ensure that Madison Park provides all students the skills that they need to achieve college and career success.

PUBLIC STATEMENT Madison Park Technical/Vocational High School is applying for Innovation status as a conversion school. In his 2012 State of the City address, Mayor Thomas M. Menino called Madison Park “one of our most important city assets,” which “should be the pathway to solid jobs and a strong future for city youth.” However, as he and Superintendent Johnson have noted, for every eleven current students at Madison Park, just one is involved in a work-based cooperative. The average student is absent for more than one month out of every year. This Innovation Plan will support Madison Park leaders, teachers, staff and students in their efforts to partner with Boston’s business and institutional community to prepare our graduates to excel in the 21st century workforce. Today, Madison Park serves 1,400 students in grades 9-12, bridging academic and vocational programs to help students develop the skills they need to excel in tomorrow’s economy. Innovation School status will allow us to:

1) Create considerably more opportunities for students to do authentic work by partnering with the business community.

2) Integrate academic and vocational education. 3) Adopt a new schedule with a week of vocational classes, followed by a week of academics. 4) Establish a new admissions protocol. 5) Improve the overall culture of the school by increasing expectations and support to fully

engage all student groups, including English Language Learners and students with disabilities.

6) Reinvigorate the ninth grade transition to spark interest in the vocational strands, improve attendance, and keep students engaged and challenged.

7) Ensure that Madison Park is known citywide as a rigorous, demanding school that keeps students on-track to graduate on-time and produces consistently high-quality graduates who are well-prepared for college and career success.

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MADISON PARK TECHNICAL VOCATIONAL HIGH SCHOOL INNOVATION SCHOOL PLAN

I. INNOVATION SCHOOL MISSION, VISION, AND STATEMENT OF NEED

A. MISSION STATEMENT

The mission of Madison Park Technical Vocational High School is to provide our diverse student population with the opportunity to acquire an integrated vocational and academic education. Individualized instruction, applied learning and work site experience prepare all students to succeed in technologically advanced careers and post-secondary education.

B. VISION STATEMENT

We believe that our school community must hold strong to the belief that all students can and want to learn to high standards. To help students achieve success, our teachers will become content and instructional experts through robust professional development, with ongoing opportunities and supports for the continued development of their leadership skills. Their practice will be strengthened through the support of many community partnerships. Our goal is to reach and engage all students in our academic and technical classrooms. By doing so, we will meet the benchmarks in the Acceleration Agenda within four years by increasing the percentage of Grade 10 students passing both ELA and Math state assessments to 90%, increasing the four-year graduation rate to 80%, increasing threefold the percentage of our students earning industry credentials and increasing our positive placement rate (related employment, related military service, or post-secondary education) after graduation to 90%. Our diverse urban student population represents a range of economic, social, racial, educational, and cultural backgrounds. As a result, we seek to provide our students with consistency and continuity to create a strong sense of community and a culture of high expectations. The foundation of this support will be our school’s organizational structure, which begins with practices that hold all members of the community accountable while building strong supports at the classroom, program, department, and school levels. We will build a culture of achievement and wraparound supports that can assist all students in meeting success in our programs. Our school structure will allow us to have Small Learning Communities where small, cross- content clusters of teachers who share the same students meet to plan integration and discuss student progress and strategies for student support. We will also have Professional Learning Communities (PLCs) where teachers who teach in similar content areas meet to discuss curriculum, standards, share best practices, provide professional development and support



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professional growth. These teams ensure that each student receives a standards-based and integrated academic and vocational experience in every class across the school. We believe today’s global economy demands that all people must think both creatively and analytically, work with diligence both alone and with others, and possess the ability to share ideas clearly with varied audiences. In our quest to help develop lifelong learners, we encourage our students to engage actively in and assume responsibility for the learning process. Our students will participate in an intensive, sequential technical curriculum that is integrated with an academic curriculum; differentiated instruction, enabling students of all abilities to learn and achieve together; and alternative methods of assessment to evaluate student outcomes. To reach our unique potential as a school community, we have developed the following goals:

Goals for Faculty and Staff • Expect and support all students to complete quality work in every course, during every

grading period, and provide supports and interventions so that all students reach proficiency

• Develop and utilize culturally responsive instructional practices and participate in relevant workshop sessions aligned with this expectation

• Display commitment and competence to course, unit, and lesson design aligned with the Common Core standards and frameworks

• Implement an integrated curriculum with opportunities for project-based learning • Use research-based instructional strategies to maximize student learning, engagement,

and achievement • Develop individual and collective capacity to implement a problem-solving, restorative

approach to classroom management and discipline to productively address a wide array of adolescent behaviors

• Promote positive relationships between and among students and adults as the basis for supporting students’ personal and academic growth goals

• Promote relationships with families, community and industry partners that enhance instruction and opportunities to engage in project-based and authentic work experiences

• Practice social, emotional and instructional strategies that support our vision for BPS graduates, as expressed in the Acceleration Agenda

Goals for Student Engagement • Maintain a Student Government Association (SGA) that is representative of each

vocational technical program and the freshman class and that includes four officers and a teacher advisor

• Cultivate leadership skills in the SGA and in the students at large, by serving as a resource for all students on the MPTVHS campus

• Represent student voice, ensuring that it is not lost in the larger conversations by the district, administration and staff



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• Create an environment that ensures students are active participants in the implementation of the Innovation Plan for Madison Park

• Structure activities so that the SGA participates in the Innovation Plan by: o Reading and reviewing the approved Innovation Plan o Assigning representatives to participate on any future committees and/or

subcommittees related to the implementation of the Innovation Plan o Creating a variety of processes for receiving input and communicating updates to

the larger student body at MPTVHS

Goals for Student Support • Find ways to engage all students in their education by helping them to identify and

pursue their interests, talents, and passions so as to graduate on time and be ready to enter a career and to pursue further study

• Establish clear norms and expectations that are reinforced consistently and equitably across the school

• Develop a strong Student Support Team and processes that guide discipline and provide personalized support in a learning context that emphasizes accountability, restorative consequences, supports and interventions

• Develop culturally and developmentally responsive practices that welcome and affirm differences in our population

• Promote and develop programs that support students’ diverse learning, cultural, educational, language, social, behavioral, and health and safety needs, especially by providing supports for our population of students with disabilities and English Language learners

• Develop a strong, centralized Guidance and Career Center, providing ongoing guidance to individual students and groups, which addresses competencies for Academic-Technical Development, Personal-Social Development, and Workplace Readiness Development of students, as described in the (Massachusetts Department of Elementary and Secondary Education, 2010)

• Work with students to develop individual, flexible career plans that address academic, technical and career pathways and evolve into exit strategies with appropriate post-secondary choices

• Promote and develop effective authentic experiences, such as internships, shadowing, mentoring, cooperative placements, employment, and apprenticeships, that are well-connected to school-based technical and academic learning activities

• Provide exposure to post-secondary opportunities that motivate and encourage student participation in lifelong learning

• Encourage and support student participation in non-traditional career pathways

Goals for Family Engagement • Develop strong, sustained, and collaborative relationships with families that involve

them across the school community, especially in the learning activities of their children • Create systems for ongoing communication among families, staff, and faculty



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• Provide opportunities for families to have active roles in school decision-making, particularly through the, Parent Councils, Program Advisory Committees and other entities

• Engage families in learning opportunities through involvement in Parent University and other family-centered programs

• Embed a variety of family and student engagement strategies that are based on data and connected to student academic achievement into the Whole School Improvement Plan

• Achieve a “Family-Friendly Schools Certification,” as outlined in the Acceleration Agenda, by identifying effective engagement practices linked to student learning and character development

Goals for School/Learning Environment • Create an environment that clearly reflects the mission and vision of the school and

allows for the promotion and celebration of student and staff achievements • Reorganize and plan for the physical plant, including the entrance points, to make

Madison Park a more welcoming environment and emphasize its mission and vision • Reorganize and plan for the physical plant so that it allows for technical training in

current, new, and emerging career pathways • Provide students exemplary role models for excellence, high achievement and

individualized support • Educate students and staff to recognize, respect, and appreciate the cultural and gender

differences that influence individual behavior • Reinforce civic and social responsibility • Build appropriate work habits in students and staff that reflect the expectations of the

work site

Goals for Curriculum and Learning • Recognize and adapt content to multiple methods of knowing and learning • Build personalized student-centered learning environments • Maintain high standards for student performance and utilize competency-based

instruction • Integrate academic, vocational and work-site curricula • Promote individualized instruction and inclusion models for our diverse population,

including students with disabilities and English Language Learners • Use multiple forms of performance assessments and curriculum initiatives • Promote collaboration among academic, guidance, career development, and vocational

disciplines • Provide comprehensive professional development to support vocational and academic

programs, along with opportunities for self-development and reflection.

Goals for the Organization • Review and refine the school-wide health and safety plan for students and employees in

all settings



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• Build Small Learning Communities that allow teams of teachers to work with clusters of students to promote student needs and successes

• Build Professional Learning Communities to allow teams of teachers in related content areas to work together to promote student needs and successes

• Maintain the building facility so it reflects our commitment to our mission and vision and is clean and safe

• Provide staff and students with the equipment, materials, technology, and supplies that are necessary to develop specific vocational and academic skills

• Provide mechanical equipment and physical facilities that meet the highest standards required for personal health and safety

• Provide staff training that supports the needs and goals of the school and the professional development of its educators, using data and input from the school community

Goals for Partnerships • Develop a process that clearly invites parents and families into our community as the

most important partners in our work • Recruit and develop an executive team of industry partners and other stakeholders. • Develop a comprehensive team of partners representing local industry clusters and post-

secondary opportunities to impact the operation, direction, and support of vocational programming

• Promote and develop, in conjunction with industry partners, effective work-site experiences, cooperative education and internships that are well-connected to school-site vocational and academic classes

• Explore ways for our partners to contribute to the learning environment through consultation, expert instruction, donations, and fund raising

• Provide enrichment and recreational opportunities for students through co-curricular and extracurricular activities, including athletics, club offerings, the arts, leadership opportunities, and social activities

• Help students develop their individual talents and skills through diverse programs suitable to varied abilities and interests

• Establish and oversee clubs, organizations, and partnerships that celebrate diversity

Goals for Participation/Decision-Making • Structure the Student Government Association, the School Site Council, the Instructional

Leadership Team, the Faculty Senate, the Program Advisory Committees, the General Advisory Committee and the Administration Teams so that their collaboration and input are used to improve school, program, and student operations, opportunities and performance

• Promote cohesion and shared planning among all disciplines and within Small Learning Communities

• Motivate parents and students to exercise their roles and responsibilities in setting school policy and promoting a successful school operation

• Develop and maintain close collaborations with industry, community, business, and college partners to advise on program implementation and development.



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Goals for Recruitment/Admissions and Marketing • Promote and adhere to an admissions policy that will support and attract students

interested in pursuing a vocational and technical career path. • Fully inform students, parents, and the community of the academic and vocational

opportunities, requirements, and expectations for Madison Park through a well-developed marketing plan.

• Through an ongoing public awareness program, promote a strong, positive image of vocational/technical education and of Madison Park as a technically and academically rigorous school

• Work to develop a feeder system in the middle school grades that will ensure that students who are intentional about pursuing Career and Technical Education apply to Madison Park

C. STATEMENT OF NEED

Vocational technical education offers a valuable pathway to success for students interested in a post-secondary career. Consistent with our Acceleration Agenda goal to graduate all students from school prepared for college and career success, we recognize the need to offer a high-quality vocational option for students within Boston Public Schools. Madison Park Technical Vocational High School is currently the only state-approved vocational high school in the Boston Public Schools, and we will ensure that it provides the best possible technical and academic training to its students, including by modeling the best practices seen in regional vocational/technical high schools throughout the state. While each regional vocational technical high school is considered its own school district, with a school committee, superintendent, and considerable flexibility to address its own needs, Madison Park is bound by district guidelines. At times, these guidelines make it more difficult for Madison Park to carry out a high-quality vocational-technical curriculum. Madison needs to be restructured in a way that reflects the best practices for a vocational-technical school in governance, curriculum, schedule, and other areas. Such restructuring would give Madison Park more flexibility to respond to the needs and interests of students, local industry, and the community at large. The comprehensive review of Madison Park commissioned by BPS and conducted by a team of experts in career and vocational technical education laid out many of the key needs of a vocational-technical school. In particular, this review identified six high-priority areas for Madison to address:

1. Create more opportunities for authentic work. 2. Integrate academic and vocational education. 3. Adopt a week-on/week-off schedule of academic and vocational work. 4. Adopt a new admissions protocol. 5. Raise expectations for all students. 6. Enhance the 9th grade exploratory experience.



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By focusing on these six high-priority areas, we aim to address some of the challenges in student achievement and engagement that Madison Park currently faces. Madison Park has an attendance rate of 86.4%, compared to a district rate of 92% and a state rate of 94.6%. Madison Park students are absent an average of 23.4 days each year. In the district, that number is 13.6, and it is 9.3 for the state. On the most recent Grade 10 state MCAS assessments at Madison Park, 67% of the students scored in the Failing or Needs Improvement range on the ELA, compared with a district rate of 33% and a state rate of 16%. At Madison Park, 69% scored in that range for Math compared with a district rate of 38% and a state rate of 23%. Finally, as Madison Park works to boost students’ technical and academic achievement, it will also need to improve how it informs the community about its unique opportunities and requirements through more collaboration with our middle schools, our local industry, and our families.

D. PRIMARY PROPOSED PARTNERSHIPS

Madison Park is not relying on external partnerships to develop or oversee its conversion to an Innovation School, nor is any partner or group of partners responsible for operating Madison Park once it becomes an Innovation School. However, we recognize the importance of identifying industry champions and other external partners who will advise and support the school during and after its conversion to an Innovation School. With the Mayor’s promised support, BPS will focus on developing partnerships to provide programmatic expertise in five areas: Technology and Business Services, Health and Human Services, Transportation, Construction Technologies, and Hospitality and Service Industries. We have already begun this work, and a group of professionals from the hospitality and tourism industry are currently working with the city to pull together their substantial resources to support student success at Madison Park. The Massachusetts Association of Vocational Administrators (MAVA) has also offered to provide Madison staff with access to their teachers, administrators, and the practices being implemented in their schools. These schools will also share professional development ideas and opportunities with us. We will hire a Partnership Coordinator who will work with our local industry partners to ensure that all Program Advisory Boards at Madison Park are made up of individuals who speak for and represent students, parents, local employers and post-secondary partners. These boards will make recommendations on programmatic improvements that will create positive outcomes for our students. We also will work with Educators for Social Responsibility for a two-year period to build administrator and faculty leadership and responsibility through intensive professional development on the implementation of their program, Creating a High-Performing, High-Achieving Classroom and School.



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II. HOW WILL AUTONOMY AND FLEXIBILITY BE USED TO IMPROVE SCHOOL PERFORMANCE AND STUDENT ACHIEVEMENT?

A. CURRICULUM, INSTRUCTION, AND ASSESSMENT

The Boston Public Schools Acceleration Agenda lays out specific targets for high schools, including Madison Park. Of particular importance are the targets for skillful and analytical reading and writing, proficiency in Algebra by grade eight, academic language mastery and fluency for English Language Learners, significant academic growth for students with disabilities, on-track graduation by grade 10, high school graduation, and college readiness and preparation for post-secondary success. Madison Park must make additional strides to improve academic achievement both to meet the goals and targets expressed in the Superintendent’s Acceleration agenda and to make Madison Park competitive with other regional vocational/technical high schools around Massachusetts. We believe that flexibility in curriculum, instruction and assessment will allow us to increase the pace of the improvement process. While we are seeking flexibilities in certain areas, however, our curriculum will also align with the Common Core standards; this alignment process will be ongoing during the initial implementation stage of the Innovation School. As listed below, Madison Park proposes to make some programmatic changes that do not require the flexibilities of Innovation status and some changes that do require Innovation School autonomy. Proposed changes that do not require Innovation Status:

1) Freedom to design integrated and project-based curriculum 2) Freedom to design new courses and new competency-based classes that provide

students with authentic work experiences inside and outside of school 3) Freedom to address the needs of students with learning differences through co-

teaching and other models of inclusion 4) Freedom to use technology throughout the curriculum to address the additional

requirements of a technology-rich vocational learning environment 5) Freedom to modify the ninth-grade Exploratory transition program

Proposed changes that do require Innovation Status:

1) Freedom from district-prescribed curriculum and pacing guides 2) Freedom to use appropriate assessments for vocational students and the option to use

district assessments only as needed to determine whether students are on track toward meeting MCAS benchmarks



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College and Career Readiness: The Intersection of Standards and 21st Century Skills Although difficult to measure, research has shown that students leaving secondary settings need to be able to do more than achieve on standardized assessments to succeed in the next phase of life. Communication, collaboration, problem-solving, goal-setting, flexibility and persistence must be combined with foundational and advanced academic and technical course work (Conley & McGaughy, 2012). We know from reports by employers in our state that these skills are just as important for employees to possess as competence in specific academic or career-focused tasks (Massachusetts Business Alliance for Education, 2008). There is no setting where this should be easier to achieve than in a Career and Technical High School. Students, faculty, and staff have at their disposal space, equipment, materials, and expertise to develop a learning model where academic skills converge with these identified 21st century skills. We will incorporate direct teaching and learning of these skills and allow our students multiple opportunities to develop them through a curriculum model that allows students to apply knowledge through real-world instruction and authentic experiences. Our goal is to build 21st century skills intentionally through a strong student development model designed to help students make informed educational, vocational, and personal decisions. This includes providing opportunities for students to develop conflict resolution strategies, communication skills, self-esteem, values, time management, and techniques for personal planning and studying; it also includes career guidance, portfolio development, and transition planning and preparation for post-secondary goals. We will pair student development with ample opportunities to apply knowledge through project-based units and authentic work experiences. We will work with colleagues in Career and Technical Education and our instructional staff to determine ways to measure and assess these skills in our curriculum.

Project-Based Learning: Curriculum Integration Across Vocational and Academic Disciplines Vocational technical education requires students to integrate vocational learning in their academic classes, while a seamless connection to the vocational and technical programs of the school strengthens the academic core curriculum. Teachers will plan interdisciplinary lessons across academic and vocational areas in order to embed project-based learning activities throughout the curriculum. Achieving this goal will require educators at Madison Park to receive targeted professional development to build their capacity for implementing project-based lessons. We envision that in each vocational program, there will be one project that meets this goal during the first year of the new Innovation School. We will expand the number of projects in subsequent years, so students gain more experience engaging in projects that span multiple classrooms. As mentioned earlier, significant professional development will expand educator awareness of effective teaching practices and increase the capacity of staff to support students. The school will expand the use of Instructional Rounds to share and analyze practices across the school and to increase the use of research-based instructional methodology in every



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classroom. Many teachers in Boston are familiar with the Collaborative Coaching and Learning framework, which will strengthen professional learning in school communities.

Authentic Work Experiences Authentic work takes place when individuals work at real jobs. This can take place in both academic and technical courses. It is easy to recognize authentic work when students are out of the building at job sites, clinical placement, in internships or in cooperative education. However, authentic work can also happen in the school building in programs that work with customers or produce products that are used in the school, the community or industry. Authentic work that is project-based integrates academic and technical content and may be co-constructed to address power standards found in multiple content areas. This could include building a survey, conducting the survey, analyzing and reporting the data, and preparing a project to address the data on, for example.

Graduation Requirements and Course Offerings As a conversion Innovation School, Madison Park will meet the state and local requirements for graduation. Additionally, Madison Park already has a structured curriculum for students seeking vocational and technical credentialing and certification. As an Innovation School, Madison will be able to offer more students nationally recognized credentialing and certification upon graduation by increasing course offerings and the rigor of the vocational curriculum (see Attachment 1 for description of vocational program offerings and credentials). In addition to its current course offerings, Madison Park will expand access to electives to allow for extra support, enrichment, and college and career preparation. We will expand our Advanced Placement offerings, since research shows that participation in AP classes, regardless of test scores, increases rates of success in post-secondary education (Mattern, Shaw, & Xiong, 2008). We will offer MCAS and SAT preparation classes for interested students. Electives, which will be included in a student’s overall GPA, may be tailored to their vocations (i.e., anatomy and physiology for nursing students). In compliance with Common Core, physical education will be a requirement. A change to the student handbook will reflect this new requirement. Madison Park will also continue and strengthen its partnerships with schools such as Benjamin Franklin, Bunker Hill Community College, Roxbury Community College, and Wentworth Institute of Technology that offer dual-enrollment opportunities for college classes. Our goal is to provide students with a strong foundation of academic and vocational programming through integrated, interdisciplinary, co-taught learning environments. The following sections provide more detail on the structure and philosophy of Madison’s proposed core offerings.

Extending the Use of Technology Madison Park will require a uniquely designed framework for curriculum, instruction and assessment to meet the needs of its students. The philosophy of instruction and assessment is rooted in the need for students to develop 21st century skills required to meet the demands of a persistently evolving technological workforce. To that end, the following text from the



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article, Why Integrate Technology into the Curriculum?: Reasons Are Many, offers a critical rationale:

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective technology integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals. (The George Lucas Educational Foundation, 2008)

Additionally, Madison Park seeks to meet the needs of diverse learners, as we have prominent populations of students in special education and English language learners in our community. Therefore, we recommend the following to meet our needs:

Special Education Inclusion and Co-Teaching As an Innovation School, Madison Park seeks to meet the academic needs of all students. In addition to the structural, procedural and cultural goals previously mentioned, the staffing and scheduling models outlined in this document will also facilitate the inclusion of special education students in mainstream classrooms. Inclusion and authentic co-teaching are models of supporting students that require significant planning and professional development. With support and resources from the district’s Office of Special Education and Student Services, we will reexamine student Individualized Education Plans as needed to support inclusive education. Research supports that including special education students in core classes and exposing them to rigorous, high-quality learning experiences will increase their capacity to achieve at high levels, effectively closing achievement gaps (Walsh, 2012). Madison Park intends to implement authentic co-teaching and further include special education students in mainstream classrooms in the first year of its innovation status. These efforts will require professional development to increase student and adult expectations. Planning for implementation will begin as soon as the summer of 2012, when teachers and other responsible stakeholders will receive training from a preferred service provider to create shared cultural norms and enhance the instructional capacity of staff members to produce successful inclusive environments. Such training includes, but is not limited to, studying the available research around inclusive models, visiting other schools and districts that implement co-teaching well, organizing the staff to work collaboratively and plan co-taught lessons, and modifying the master schedule to raise student achievement in a supportive educational milieu. The staff must also work with families and students to ensure that Individualized Education Plans continue to comply with IDEA and Massachusetts guidelines for special education service delivery. Co-taught classrooms include one certified special education educator working together with a certified content area professional. The content area professional may be a vocational



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teacher. Co-teaching an integrated curriculum may also include a vocational program-certified teacher working with a content area-certified teacher. Therefore, many combinations of educators may work together to meet the needs of the students in a given classroom.

Supporting English Language Learners It is also important to provide appropriate resources for students who require support for learning content in English. In a collaborative or co-teaching setting, the ESL teacher “pushes into” the general education classroom to collaborate with the teacher. Co-teaching involves two credentialed professionals who are partners in the instruction of the lesson. We will ensure that qualified and licensed English as a Second Language (ESL) teachers are meeting the needs of our learners by following district, state and federal guidelines with fidelity. Additionally, we will make every effort to increase the number of dual-certified ESL teachers at Madison. Students will receive ESL according to their English Language Development Level and teachers qualified to teach English Language Learners will instruct these classes.

Regarding support and professional development for implementation, we will require targeted support from the Office of Special Education and Student Support and the Office for English Language Learners. Even though we will work with outside professional development providers, we welcome the district support on these very critical areas of student support. Working collaboratively to support these specific student needs will ensure our students have the best chances of success.

Assessment Madison Park remains committed to increasing student achievement on statewide and national assessments. By offering a high-quality vocational and technical curriculum and increasing the frequency and quality of teacher collaboration, students will experience the rigorous instruction and high-order engagement required to increase proficiency on assessments and improve graduation rates. Passing the MCAS is a core requirement for high school graduation, and proficiency on this exam is a stated goal of the Acceleration Agenda. Improving academic and vocational service delivery will make Madison Park competitive with other successful vocational and technical high schools in Massachusetts and help our proficiency levels approach 100%. Additionally, Madison may take advantage of the district-wide formative assessment programs that Boston Public Schools offers to all schools. By embedding assessments in core classes at regular times during the school year, teachers, administrators and support personnel will have multiple data points to support frequent cycles of inquiry, and ultimately help students meet the goal of MCAS proficiency. Also, embedded SAT and AP benchmark assessments will inform students in a timely manner whether they are meeting expectations, allow mid-course corrections, and increase the likelihood that students acquire the proficiencies needed for post-graduation success. Preparation for the Accuplacer® and vocational certifications may also be embedded during the school day and in after-school programs.



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Madison Park will have standing committees of teachers, administrators and support staff that review assessment data and integrate it into the fabric of their daily practice. By knowing how students are doing and pairing this information with appropriate supports and interventions, we will improve student success. At the same time, putting systems in place that help teachers to respond appropriately to challenges with their own practice and to challenging interactions with students allows members of the community to create a trusting, collaborative environment for professional learning, problem-solving, and student-focused, asset-based support and instruction.

Exploratory Technical and vocational high schools are obligated to provide students with experiences in a number of different programs before students commit to a major. Madison Park will use its curriculum and scheduling flexibility to offer a ninth grade exploratory experience for all students. One of the recommendations that we received from the recent Madison Park review was to reinvigorate the exploratory program so that students participate in authentic work experiences in Grade 9 that will engage and motivate them to stay the course into a technical major and graduate from high school. In the current exploratory program, students spend their freshman year exploring each of Madison Park’s vocational-technical programs. After spending time in each subject from September through May, they submit their preferences and are assigned to a major; they spend the following three years working within these majors to gain proficiency in their fields. The current exploratory program took this form for two reasons. First, Madison Park faculty and staff generally believe that many of our entering ninth-graders are not aware of the career pathways that are offered at the school. Therefore, students should explore and experience all programs before narrowing their options. Second, DESE guidelines on exploratory programs recommend that students should explore as many fields as possible and that the program should last from 180 to 250 hours before students choose a major program of study. We propose to alter the timeline for the exploratory program to offer students more time to refine their choices and select a major that meets their interests, while still giving them a chance to experience all possible career pathways at Madison Park (see diagram below). Under the new model, students will have a double period each day devoted to exploratory. In the first and second quarters, they will spend one week in each vocational program, during which time teachers will engage students through integrated, project-based, authentic work. At the end of the second quarter, students will rank their preferences and be assigned to three preferred programs for the third quarter. Students will spend three weeks in each of these programs, exploring the content more deeply in preparation for choosing their major at the end of the third quarter. After they receive their majors (assigned based on preference as well as a rubric of student performance and effort), students will spend the fourth quarter in



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their majors, giving them a clear sense of what their vocational work will entail in sophomore year and beyond. This exploratory program provides the required number of hours for a DESE-approved exploratory program and continues to allow students to experience all of the career options that Madison Park has to offer. At the same time, by offering more in-depth work in three programs during third quarter, students can make a more informed choice of major, and working in this major during fourth quarter helps students feel invested in their majors and eager to return for 10th grade.

Figure 1 - Illustration of Ninth Grade Exploratory Changes

To maximize the benefits of the exploratory experience, we expect teachers to commit to making the exploratory experience stimulating and engaging for all students. We will provide professional development during the first summer of the plan, as well as ongoing PD, to help teachers build their exploratory lessons and integrate their programs. Sharing, evaluating, and revising lesson plans for exploratory periods should be a component of SLCs in the schedule. Additionally, after the first year of the Innovation Plan, once we have more students in the building who are intentional about vocational technical education and have an idea of what they would like to study before they enter Madison Park, we will reexamine this schedule and determine if there is a better structure for the exploratory program. This may mean a week-on/week-off schedule and a shorter exploration time to allow students to enter their chosen programs of study earlier. In addition to these plans to revamp our exploratory schedule and timeline, we will also look for ways to expose ninth-grade students to the technical and vocational programs at Madison Park. Our ninth-grade students currently spend most of their day in a location that is physically isolated from the rest of Madison’s student population. Additionally, this location is not near any of the technical spaces. Historically, many ninth grade students did not

1 2 3 4

Explore all vocational options

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Explore all vocational options

Explore 3 preferred programs

Participate in selected major

5 6 7 8

Current

Proposed

Selection of Major

Selection of Major



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appreciate that they were in a vocational high school, while many of their teachers had little or no awareness of the programmatic offerings in the technical programs. We must plan to address these issues by implementing a comprehensive space utilization and feasibility study. The purpose of this study is to review the building set-up and determine how we might adjust the location of classrooms, better utilize space, and upgrade the physical plant. Until these building issues are reviewed, we can mitigate the distance of the ninth grade program by making adjustments to classroom locations. In addition, we can introduce the technical programs to ninth graders with relatively few additional resources. By showing videos in the freshman cafeteria of students experiencing the exploratory and capturing what upperclassmen are doing in the shops, we can increase interest in our technical programs. Additionally, display cases full of shop projects completed by freshman could be installed in the corridors. We also plan to hang large pictures of students engaged in technical projects in stairways and on walls throughout the area. Every academic teacher in Grade 9 could plan projects that have students visiting and using the shop spaces and services. For example, a physics lesson could occur in Automotive, an algebra lesson could be built around calculating the body mass of a burn victim in Health Services, and an English class could use the visual design studio to design a brochure for a poetry reading. These are characteristic benefits to a curriculum designed around integrating academic and vocational teaching and learning. Finally, career interest and aptitude assessments and interpretations must be integral components of the Grade 9 experience to help students choose their majors and begin to plan for college and career success. Ninth-grade students will create Career Plans and participate in meaningful seminars that assist them in choosing programs and planning for the future.

B. SCHEDULE AND CALENDAR

Overview Madison Park requires schedule and calendar flexibilities to meet our needs and realize our vision of preparing students for powerful post-secondary experiences that get them ready for life beyond Madison Park. At the same time, we realize that to implement these schedule and calendar changes with fidelity, we will require flexibility from the collective bargaining agreements, as well as budget flexibility to fund sustainable changes in staffing to support our academic program and master schedule. This section seeks to outline the proposed schedule and calendar changes more specifically and to explain why these changes are needed to improve the learning environment at Madison Park. As an Innovation School, we require the following flexibilities:

1) Flexibility for the Headmaster, with input from the staff and ILT, to establish a master schedule to be revisited every year that meets the needs of students and the overall program of the school



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2) Flexibility to create an optimal master schedule that allows teachers and students a “week in, week out” alternating format of vocational and academic courses

3) Flexibility from the time constraints of collective bargaining agreements so that teachers, administrators and support staff can be scheduled for an extended day and year

4) Flexibility from collective bargaining agreements and budgetary standards to compensate staff for an extended school day and year

School Calendar Madison Park Technical Vocational High School will exceed the Boston Public Schools’ calendar, increasing both the number of school days and the instructional hours required by state law. The staff will attend all contractual after-school professional development and will be scheduled into no more than seven days of professional development days to plan and prepare for the upcoming school year. This year, staff will participate in three days of professional development at the end of June 2012, after school has closed for the year. Also, staff will participate in two to three days of professional development during the last two weeks in August 2012.

New Schedule In Madison Park’s first year as an Innovation School, the school will adopt a “week in, week out” schedule for upperclassmen, like those currently used by many technical high schools. This schedule allows us to increase opportunities for curriculum integration, authentic work and professional development during common planning times for staff to improve effectiveness and work to meet the needs of all students. Juniors and seniors will have one full week of vocational instruction, including related classes, followed by one full week of academic instruction. Freshmen and sophomores will not be on the “week in, week out” schedule, so that they fulfill their core requirements in English, math, history, science, and physical education (or another elective), and that they complete two periods of vocational instruction every day. By participating in a double period of vocational instruction each day, ninth and tenth grade students will gain a strong understanding of what a vocational technical education means. They will also have an opportunity, at least in fourth quarter of ninth grade and beyond, to engage deeply in a major that they have chosen, even before they transition to more in-depth vocational training during the “week in, week out” schedule. In future iterations of this Plan, considerations will be made to extend this opportunity to underclassmen. Despite this, we believe that the eight-period day offers the best way to highlight the vocational nature of the school and prepare students for more extended periods of vocational education, including out-of-school internships and co-ops. Moreover, since students choose their majors, they retain some of the benefits of an elective, namely free choice and expressed interest in the subject matter. We anticipate that activities such as community organizations, arts experiences, and clubs offered after school will also allow students to explore areas of interest, even when they may not have time to take elective classes in those areas.



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Schedule Mechanics We propose two models that will meet our primary scheduling goals:

1. “Week-in, week-out” for juniors and seniors 2. Offers freshman the opportunity to have two periods of Exploratory 3. Common Planning Time for SLCs/PLCs to be scheduled for all teachers 4. Budget Sustainability: Teacher utilization ≥ 67%

Eight-Period Modified Block Schedule The eight-period, modified block schedule illustrated in Figure 2 is designed to offer a combination of shorter periods and longer blocks. All eight blocks meet on Mondays, and on Tuesdays through Fridays, there are two long blocks of 99 to 102 minutes each with intermittent segments of 48-minute classes. Every Monday, students will leave early so that staff can meet for professional development; this PD time can be extended when combined with contractual professional development hours In this schedule, academic teachers teach five out of eight periods and vocational teachers teach six out of eight periods. Because of the scheduling flexibility and the positioning of the extended blocks, there is no concern regarding teachers teaching in consecutive extended blocks.

Figure 2 - New Madison Park Schedule (Eight-Period Modified Block – Both Weeks)

Monday (Students released at 2:00 PM Staff PD from 2:00 to 3:00 PM twice per month) Tuesday/Thursday (Ends at 3:00 PM) Wednesday/Friday (Ends at 3:00 PM)

Period Start End Min Period Start End Min Period Start End Min HR 7:40 AM 7:47 AM 7 HR 7:40 AM 7:47 AM 7 HR 7:40 AM 7:47 AM 7 1 7:50 AM 8:30 AM 41 1/2 7:50 AM 9:32 AM 102 1 7:50 AM 8:38 AM 48 2 8:34 AM 9:15 AM 41 2 8:41 AM 9:29 AM 48 3 9:18 AM 9:59 AM 41 3 9:35 AM 10:23 AM 48 3/4 9:32 AM 11:11 AM 99 4 10:02 AM 10:43 AM 41 4 10:26 AM 11:14 AM 48 Lunch A 10:43 AM 11:08 AM 25 Lunch A 11:14 AM 11:39 AM 25 Lunch A 11:11 AM 11:36 AM 25 5A 10:43 AM 11:24 AM 41 5A/6A 11:14 AM 12:56 PM 102 5A 11:14 AM 12:02 PM 48 6A 11:27 AM 12:08 PM 41 6A 12:05 PM 12:53 PM 48 5B 11:08 AM 11:49 AM 41 5B/6B 11:39 AM 1:21 PM 102 5B 11:39 AM 12:27 PM 48 6B 11:52 AM 12:33 PM 41 6B 12:30 PM 1:18 PM 48 Lunch B 12:08 PM 12:33 PM 25 Lunch B 12:56 PM 1:21 PM 25 Lunch B 12:52 PM 1:18 PM 25 7 12:36 PM 1:17 PM 41 7 1:21 PM 2:09 PM 48 7/8 1:21 3:00 99 8/ER 1:20 PM 2:00 PM 41 8 2:12 PM 3:00 PM 48



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Seven-Period Modified Block Schedule The seven-period, modified block schedule illustrated in Figure 3 is also designed to offer a combination of shorter periods and longer blocks on alternating days. All seven blocks meet on Mondays, Wednesdays and Fridays, while the other days feature extended periods (three on Tuesdays and four on Thursdays). Every Tuesday, students will leave early so that staff can meet for extended professional development; this PD time can be extended when combined with contractual professional development hours. Teachers will teach five out of seven periods a day. There will be every effort made to ensure that no academic teacher is scheduled for three extended blocks in a row without a break. In any event, if this does occur, no teacher will be required to teach three extended blocks in a row without a break. For example, in the sample below, extended blocks occur on Tuesdays and Thursdays. The proposed schedule, associated times, along with the student early release day follows:

Figure 3 - New Madison Park Schedule (Seven Period Modified Block – Both Weeks)

Monday, Wednesday, Friday (Ends at 3:00 PM) Period Start End Min HR 7:40 AM 7:49 AM 9 1 7:52 AM 8:47 AM 55 2 8:50 AM 9:45 AM 55 3 9:48 AM 10:43 AM 55 Lunch A 10:43 AM 11:08 AM 25 4A 11:11 AM 12:06 PM 55 4B 10:46 AM 11:41 AM 55 Lunch B 11:41 AM 12:06 PM 25 5 12:09 PM 1:04 PM 55 6 1:07 PM 2:02 PM 55 7 2:05 PM 3:00 PM 55

Tuesdays and Thursdays (Students released at 1:24 PM

Staff PD from 1:24 to 3:00 PM twice per month) Period Start End Min HR 7:40 AM 7:49 AM 9 1/2 7:52 AM 9:30 AM 98 4/3 9:33 AM 11:11 AM 98 Lunch A 11:11 AM 11:36 AM 25 6/5 A 11:39 AM 1:17 PM 98 6/5 B 11:17 AM 12:55 PM 98 Lunch B 12:55 PM 1:20 PM 25 ER/7 1:23 PM 3:00 PM 97

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Which Schedule? Each schedule meets the stated goals above: (1) “week-in, week out” for juniors and seniors, (2) freshman having the opportunity for two Exploratory periods, (3) common planning time for PLCs and SLCs, (4) budget sustainability as long as teacher utilization remains at least 67%. It is also true that the eight-period schedule allows for PLCs and SLCs to meet during the day provided that academic teachers teach five out of eight periods and vocational teachers teach six out of eight periods (because of the balance between vocational teachers teaching at 75% and academic teachers teaching at 63%, the teacher utilization remains at or above 67%). There are two schedules offered in this proposal because we believe in the value of the eight-period schedule to invest in developing teachers in their learning communities, despite the reduction in per class learning time for students. In this way teachers work together more often to collaborate and build a strong learning organization by engaging in learning during the school day and after school. The seven-period schedule offers fewer transitions for students during the school day and more per class learning time, but does not offer teachers consistent opportunities to work together in SLCs or PLCs during the day. Both schedules offer time after students are released early to work together in any configuration they would like. We resolve to recommend the eight-period schedule that teachers have been developing over the course of this school year, provided that it requires no additional budget allocation to be implemented with fidelity. Should there be an adverse impact on budgeting for the upcoming school year, we will move forward with the seven-period schedule. A scheduling committee must convene immediately after the planning phase ends in order to build a master schedule for every teacher to assess feasibility of both schedules. Regardless of the schedule that is ultimately chosen, each teacher will receive a draft schedule before the end of the school year. Finally, should the seven-period schedule be chosen, we recognize that we will be giving up planning and collaboration opportunities for teachers that would occur during the school day. We do not prefer this option but recognize that it may be necessary to ensure cost controls. We will revisit the schedule each year. See Attachment 2 for a comparison of the two models.

Scheduling into Small and Professional Learning Communities Students will be scheduled in Small Learning Communities (SLCs) according to their vocations, and teachers will have time to meet in SLCs during the school day in order to ensure that integration takes place between academic and vocational curricula. An SLC will consist of an ELA teacher, a math teacher, a science teacher, a history teacher, and multiple vocational teachers, clustered by competencies (e.g., construction or health care). SLCs will support individualized, differentiated learning by facilitating curriculum integration and



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providing students with a tight-knit community; this sense of community will contribute to a positive school culture that focuses on students and maintains high expectations for all. SLCs will also help Madison Park implement the Academic Achievement Framework intervention model as adopted in many schools within BPS, and they will promote student retention by offering closer supervision over student progress (Boston Public Schools, 2012). Integration ensures that students will see the relevance of their academic subjects while remaining connected to their vocational programs. We will provide professional development for teachers as they work in SLCs on curriculum integration. Each content area and vocational cluster will have a Teacher Leader. These teachers will have smaller course loads in exchange for supporting their departments in various ways, such as coaching their colleagues, facilitating PLC meetings, CCLs, and inquiry groups, and serving on the Instructional Leadership Team to help design professional development. The Teacher Leader may also be asked to support all SLCs as they work toward curriculum integration.

Class Size Considerations Madison Park will attempt to maintain manageable class sizes to enable individualized instruction and community connections. Vocational classes should be enrolled at a level recommended by DESE; academic classes will aim for 25; AP, ESL, related, and enrichment classes will aim for 20; and special education support classes will be enrolled at the levels recommended by DESE and the district. As Madison Park moves towards inclusion, with select classes in the 2012-2013 school year piloting co-teaching, we may have different configurations of inclusive and co-taught classes that require modified class sizes. In no case, however, shall we exceed the Class Size Maxima as delineated in the Collective Bargaining Agreement.

Other Considerations As mentioned earlier, Madison Park must optimize its staffing utilization and hiring to provide flexibility in scheduling and professional learning. This will enable us to achieve our goals of scheduling SLC and PLC meetings during the school day and using Teacher Leaders to conduct meaningful Collaborative Coaching and Learning sessions or inquiry groups that offer professional development, especially around curriculum design. This schedule will be sustainable according to the budget guidelines of Weighted Student Funding (WSF), which we will discuss more in the Budget section. Over the course of the five-year plan, the schedule will be re-examined each year by the Headmaster in consultation with the faculty and staff to determine whether or not it is suiting the needs of our academic and vocational programs. Our two most vital and unchanging goals are instituting a “week in, week out” schedule for upperclassmen and scheduling students in SLCs while providing time for their teachers to meet.



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C. STAFFING

Madison Park will use flexibility in staffing to ensure that we maintain an effective team of teachers who can address the needs of our school community. The following autonomies will enable us to carry out our mission and vision:

1) Flexibility to fill all vacancies by open posting 2) Flexibility from requirements to take transferred and excessed teachers,

administrators and support staff into vacant positions while remaining compliant with the collective bargaining agreements that protect seniority

3) Flexibility to create new positions to meet the needs of the school community

Vacancies We will fill all open teacher, administrative and support staff vacancies through the open-posting process in order to seek interested, capable staff with a commitment to vocational education and curricular integration. In all cases where teachers, administrators, and other support staff have been excessed from other schools, Madison will not be required to accept personnel through transfer or excessing processes as outlined in Collective Bargaining Agreements.

Preferences and Evaluations Teachers will be made aware of their assignments prior to the end of the current school year. Changes in student interest, student outcomes, industry need, and emerging industries may lead us to change programmatic offerings, and therefore adjust staffing. All staff will be evaluated using the state’s new Teacher Evaluation System as put in place by the district, and staff with administrative and supervisory certifications will evaluate them.

Positions We will put in place a staffing structure that allows for the optimal functioning of a high-performing, high-achieving, vocational technical high school and that supports our diverse population of urban youth by integrating the academic and vocational curricula and addressing student skill gaps. This staffing model will be implemented in Year 1 and revisited annually to ensure that the model effectively meets the mission and vision of the school. Please see Attachment 3 for more details. The Academic Coordinator manages academic programs to ensure a safe, orderly and productive environment that is conducive to learning. S/he provides ongoing reviews of standards-based units and lesson plans and, using student data, evaluates their efficacy. S/he assigns and manages instructional staff to capitalize on teacher strengths and evaluates staff as directed by the Headmaster. S/he provides leadership for the integration of technical and academic content. S/he provides support to ensure the implementation of inclusion and co-teaching models for students with disabilities and English Language Learners. S/he ensures that aides and other support staff are assigned to appropriate responsibility areas and evaluated. S/he also maintains a substitute teacher handbook. S/he develops the class schedules and the teaching schedule in consultation with Administrative Team members. S/he establishes a screening committee, to include members of the School Site Council, to



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interview and recommend academic teacher appointments and addresses the professional development needs of individuals and staff in consultation with the ILT. S/he helps to establish and coordinate SLCs and PLCs and maintains an inventory of all academic instructional materials, reviewing requests for materials prior to processing. The Manager for Curriculum, Instruction reports to the Headmaster and promotes an integrated learning experience that leads to success for all students. S/he plans for, develops, supervises and coordinates curriculum in conjunction with the Academic and Vocational Coordinators. S/he provides leadership and support to ensure that inclusion and co-teaching models to include students with disabilities and English Language Learners. S/he also works with these administrators to coordinate assessments in the school’s assessment plan and provide analysis and data interpretation on student performance. S/he evaluates staff as directed by the Headmaster and plans for new staff induction programs. S/he works closely with the Instructional Leadership Team and the Site Data Team to plan professional development and collaborates with staff to develop the School Improvement Plan. A Budget Director will be hired to work with the Headmaster. S/he will assist in the development and preparation of the annual budget, including accounting for grant funding. S/he will also help establish and maintain adequate systems to control the approved budget, provide accurate financial data, prepare financial reports, and serve as the procurement specialist, ensuring prompt payment. S/he will manage revolving funds. The Continuing Education Coordinator will work under the direction of the Executive Director of Career and Technical Education and in consultation with the Headmaster and the Facilities Director to put in place a comprehensive program of out of school time vocationally-oriented educational activities. All opportunities for not-for-credit vocationally-oriented instruction and targeted skills training for individuals and other entities will come through the CTE office and the office will coordinate activities with the school to ensure that day school programming in not negatively impacted by the over use of school equipment, materials, and personnel. The Cooperative Education Coordinator works as a member of the Student Support Team, helping to develop and supervise all Cooperative Education Experiences according to M.G.L, c74 Section 4.03 and M.G. L. c 149, Section 1. S/he facilitates arrangements between the school and employers and ensures that students receive required academic and technical content while combining in-school study with jobs in their technical fields of study. S/he ensures that safety instructions are provided by the school and reinforced by the employer through on-the-job training, and that the employer has prepared a schedule of organized and progressive work for students to perform. The Executive Director of Career and Technical Education oversees Career Vocational/Technical Programming for the district. S/he works in collaboration with the Headmaster and provides input on issues related to vocational programming, vocational budgets, scheduling, admissions, vocational curriculum, integration, career planning, advisory committees, vocational and related hiring and supervision, and programmatic



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offerings. S/he works closely with the Private Industry Council and maintains a strong working relationship with the MA DESE, investigates and pursues state and federal funding to benefit the school, and oversees and responds to state and federal initiatives, regulations, and audits of vocational programs conducted on school premises. S/he reports directly to the Superintendent of Schools and/or her designee. The Facility Coordinator is responsible for the daily operations of the building and ancillary services, including serving as the building’s Occupational Safety and Health Administration (OSHA) Officer. S/he maintains records of all building inspections, conducts safety walkthroughs, coordinates building needs with district and outside personnel, oversees the school buses, custodial work, and athletic facilities, and works in conjunction with School Police. S/he schedules the use of the building and makes recommendations for facility use and physical plant repairs as well as ensuring routine maintenance and work orders as needed. S/he co-chairs the school’s Safety Team. The Family and Community Outreach Coordinator (funded through the Office of Family and Student Engagement) works as a member of the Student Support Team to ensure that families and school staff are equal partners in decisions that affect students and that they continuously collaborate to support students' learning and healthy development both at home and in school. S/he will develop regular opportunities to strengthen parents’ understanding of the learning environment and their place in it. The Headmaster is the instructional leader of the school and the manager of the school’s daily operations, which entails direct supervision of the school’s overall educational program, curriculum, ancillary services, and other personnel. S/he is the keeper of the records and accounts of the school and shall make reports as required by law and by the district. S/he leads all school-based teams and ensures the coordination of their work, while ensuring school-wide adherence to policies and procedures. S/he reports to the Academic Superintendent of High Schools and works in collaboration with the Executive Director of Career and Technical Education. The Partnership Coordinator works as a member of the Student Support Team and recruits industry partners that enhance the experiences of students. S/he ensures students have access to authentic, outside work experiences that increase in complexity and intensity over the course of the high school experience. This is done in collaboration with the Student Support Team members as well as the Executive Director of CTE, the Vocational Coordinator, and the Vocational Cluster Leaders. The Registrar works as a member of the Student Support Team and has primary responsibility for building the master schedule, maintaining student enrollment and academic records, and keeping staff informed of student progress toward graduation at the end of each term. S/he will also oversee the admissions and enrollment process, including monitoring the waiting list and transfers into and out of the school. S/he will produce student transcripts for review by guidance. S/he will plan, coordinate, and implement all student academic and technical assessments and competency tracking and will produce reports on student and



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program data trends. S/he will work during the summer as needed to respond to transcript requests. The Special Education Program Director will improve the quality of instruction for all students with disabilities, assist in the implementation of all special education programs and coordinate the development and implementation of student Individual Educator Plans, Transition Plans, 504 Plans, 688s and portfolios. S/he will work with students, families, district leadership and specialists, and outside agencies to ensure the coordination of services are in place and monitored to deliver quality educational and support programs to students. S/he will develop and implement integrated/inclusive programs within the school and assist in the professional development activities for both regular and special education staff. S/he will assist the leadership of the school in carrying out all regulatory responsibilities required for maintaining compliance with state and federal regulations and court orders. Student Facilitators (one Grade 9/11, one Grade 10/12) work as members of the student support team and are responsible for promoting academic excellence and the social-emotional health of the students. Facilitators loop with their students to subsequent grades. They oversee student attendance, discipline and support and they work with the team to ensure that wraparound services are provided for students. They hold weekly Student Support Team meetings and proactively address any issues students are facing. They coordinate the activities of the Climate Specialists assigned to them. The Student Support Director oversees the Student Support Team that helps create a safe, welcoming, respectful and positive school climate with disciplinary policies, supports, and interventions that build student capacity for self-regulation and development. This team also develops programs and supports which use advocacy, counseling, and mentoring to develop post-secondary readiness and personal, social, and leadership potential. The team works with industry and post-secondary partners to offer students real-world experiences outside of the building during their high school years, helps 9th grade students transition into the school and ensures all students have career plans starting in Grade 9 that include viable options for after graduation. Together with the ILT, s/he plans and implements professional development activities that educate and inform the school staff and the larger school community about the delivery of student support services. S/he deploys Student Support Team members into classrooms to deliver guidance and career development content. S/he reports to the Headmaster and evaluates staff as directed by the Headmaster. Teacher Leaders (6) will be selected by the Headmaster in collaboration with the School Site Council through a transparent process for recruitment and selection. First, these positions will be posted internally. These staff members will have reduced teaching loads in order to support PLCs and SLCs. Teacher Leaders will provide support and coaching, but not evaluation, to teachers. They may have flexible schedules within the school day/week. The Technology Coordinator builds the school’s Technology Plan, processes the technology needs of the programs and staff, and administers the technology infrastructure of the school. S/he has a solid understanding of the Technology Strands in all vocational



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frameworks and supports staff in implementing those competencies. S/he maintains an inventory of all technology, including hardware, software, and infrastructure, with information about the capabilities, age, and expected need for replacement and/or updates. S/he helps prepare technology budgets and approves all technology purchases. S/he ensures that instructional technology remains current and keeps abreast of emerging trends and uses of technology. S/he coordinates professional development around all technology proficiencies and instructional supports, both for academic and vocational teachers, in close coordination with the Manager for Curriculum, Instruction. S/he develops the Madison Park website and keeps it updated with current information. The Transition/Freshman Cluster Coordinator (Perkins-funded) works out of the Office of Career and Technical Education and participates as a member of the Student Support Team. S/he is responsible for the Exploratory Program, coordinates all activities, ensures career assessments are done and career planning is begun. S/he works with exploratory teachers to build instructional units that engage and inform all learners. S/he plans for activities that develop knowledge of industry opportunities and career pathways while building confidence in students that they are choosing programs that fit their goals. S/he works with all students including students with disabilities and English Language Learners and coordinates their needs when necessary with building and district administrators. S/he works with students who may want to change or explore other program areas. S/he also works on portfolio development with juniors and seniors, together with the Student Support Team, to prepare them to transition to post-secondary opportunities. The Vocational Coordinator manages vocational programs to ensure a safe, orderly and productive environment that is conducive to learning. S/he collaborates with the Executive Director of Career and Technical Education for all regulatory issues related to Chapter 74 and Perkins programs. S/he provides ongoing reviews of standards-based unit and lesson plans and, using student data, evaluates their efficacy. S/he assigns and manages instructional staff to capitalize on teacher strengths and evaluates staff as directed by the Headmaster. S/he provides leadership for the integration of technical and academic content. S/he provides support to ensure the implementation of inclusion and co-teaching models for students with disabilities and English Language Learners. S/he ensures aides and any support staff are assigned and evaluated and maintains a substitute teacher handbook. S/he develops the class schedules and the teaching schedule in consultation with Administrative Team members. S/he establishes a screening committee, to include members of the School Site Council, for the purpose of interviewing and recommending vocational teacher appointments and provides for the professional development needs of the individual and staff in consultation with the ILT. S/he helps to establish and coordinate SLCs and PLCs and maintains an inventory of all vocational program equipment, tools, and instructional materials, reviewing requests for materials prior to processing. Finally, s/he co-chairs the school’s Safety Team. Vocational Cluster Leaders (5) will be selected by the Headmaster in collaboration with the School Site Council through a transparent process for recruitment and selection. First, these positions will be posted internally. These staff members will have reduced teaching loads in order to support PLCs and SLCs. Vocational Cluster Leaders will provide support



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and coaching, but not evaluation, to teachers. They may have flexible schedules within the school day/week.

Support Staff The following new positions will be added to the school: Climate Specialists (four Community Field Coordinators), each assigned to one grade level, work under the supervision of the Student Facilitators. They will have a constant professional presence throughout the building and apply the models and programs needed to develop a safe, welcoming, respectful and positive school climate through disciplinary policies, supports, and interventions that build student capacity for self-regulation and development. We will explore the use of AmeriCorps (City Year) members or similar personnel and/or teachers–in-training, as well as student teachers, to help provide operational and instructional assistance; each will receive hands-on practice while serving as a member of the school staff and providing extra person power in the classrooms, shops, and student services.

D. PROFESSIONAL DEVELOPMENT

In order to support the professional growth of our staff, we will invest heavily in professional development that reflects our school’s immediate needs, the ongoing needs of our students and staff, and our Innovation Plan. Professional development will encompass whole-school initiatives, content-specific needs, and the needs of integrated Small Learning Community, and it will also address the needs of special populations of students. It will be data-driven, responsive, co-constructed and culturally competent. It will have specific and measurable goals with supports for all staff to reach these goals. We will require flexibility to offer a unique professional development program for Madison Park faculty and staff. Like traditional schools, we will require differentiated professional development for the individualized needs of staff and the specific student population we serve. However, a number of our professional development goals also require the flexibility that Innovation Status offers, including the following elements:

1) Freedom to schedule professional development days beyond the district and contractual guidelines

2) Flexibility to partner with a preferred professional development provider to deliver co-constructed professional development crafted by the administration and the teachers of Madison Park

3) Freedom and flexibility in contractual scheduling guidelines to create Small and Professional Learning Communities that work together during common planning times and during contractual professional development time after school

Given the current priorities of the school district, we will also focus on ensuring that we embed Culturally Relevant Pedagogy and Practices throughout the learning environment,



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including instructional and non-instructional settings. Madison Park’s ILT will co-construct this area of professional development with school-based and district-based support so that the workshops address the needs of staff and students and align with district expectations. We will conduct professional development by adding no more than seven professional development days (compensated at the contractual rate) to the school year, putting in place both Professional Learning Communities (PLCs) by content area and Small Learning Communities (SLCs) by cluster and offering time in the schedule for them to meet. We will also use contractual time and offer out-of-school-time opportunities to participate in professional development.

We will seek and use district resources to provide appropriate, adequate professional development to support students with disabilities and English Language Learners. These are areas where we will take advantage of specialized support for our students. We will rely on student achievement data from these populations to help guide our professional development and plans for student interventions. We recognize the need to closely monitor our students’ progress and align our service delivery models to provide students individualized support.

Community Building Because we know how important it is to have a culture where adults and students partner to share leadership for the learning environment, we will schedule regular community meetings where students will have opportunities to engage in productive and supportive dialogue about their role in the school community. For example, these would be times when students could present ideas and feedback from the Student Government Association and engage with faculty and administration on their ideas for the implementation of the Innovation Plan. These larger assemblies will be combined with other professional development activities that inform school activities and promote curriculum integration and other aspects of Innovation Plan implementation.

Summer Professional Development Launching our Innovation School will require the faculty and staff to do some planning and development activities during the summer. Teams of teachers will work together for several days in June and August, meeting in small and large groups to organize for the implementation of the Innovation Plan. We will work with our preferred provider and in consultation with the ILT to plan and implement an agenda for professional development (June 22, 25, 26, 2012 and either August 20 and 21 or August 27 and 28 of 2012 for a total of five days).

Consulting with Preferred Professional Development Provider(s) School-wide professional development will begin prior to the start of school year 2012-2013. As part of this effort, we hope to collaborate with Educators for Social Responsibility (ESR) for a two-year period to build administrator and faculty leadership and responsibility through the implementation of their program, Creating a High-Performing, High-Achieving Classroom and School.



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We hope to work with Educators for Social Responsibility (ESR) to tailor a professional development program that addresses the recommendations highlighted earlier in this plan: (1) increasing opportunities for students to engage in Authentic Work; (2) better integrating academic and vocational instruction; (3) adopting a new schedule; (4) restructuring admissions to reflect the school’s core mission; (5) setting high expectations for students; and (6) redesigning the ninth-grade transition. Initial and ongoing professional development will incorporate the voice of the Instructional Leadership Team (ILT), Academic Teacher Leaders, Vocational Cluster Leaders, and Administration. The ILT will be offered specific professional development time to build their skills. ESR and the district will also co-construct units on cultural competence, including by meeting with the ILT. The following table describes the content of our proposed professional development program:

ESR Professional Development Year 1 - May Consult and prepare for June site visit Year 1 - June Conduct needs assessment and planning with district and school Year 1 - August Facilitate a two-day retreat with student support team

Year 1 - August Lead the first two days of The High-Performing, High-Achieving Classrooms Institute for all faculty and staff

Years 1 and 2

Conduct monthly two/three day site visits including a mix of: (a) the remaining three days of the High-Performing, High-Achieving Classrooms Institute, (b) embedded coaching, (c) professional development proficiency modules, (d) coaching capacity-building for instructional leaders, (e) consultation, coaching, and professional development on school-wide discipline essentials, (f) leadership team coaching and capacity-building, and (g) district consultation

Year 2 - June Conduct a retreat with key district and school personnel to reflect on year one implementation and plan for year two

Year 2 - Summer

Facilitate a one-day retreat with designated discipline and student support team

Year 2 - Summer

Lead two days of the High-Performing, High-Achieving Classrooms Institute

Year 2 - September Complete year one evaluation

Years 2 and 3

Conduct monthly two-day site visits Sept.-Nov., and every other month Jan.-June, including a mix of: (a) embedded coaching, (b) professional development proficiency modules, (c) coaching capacity-building for instructional leaders, (d) consultation, coaching, and professional development on school-wide discipline essentials, (e) leadership team coaching and capacity building, and (f) district consultation



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Year 2 - September Complete year two evaluation

Instructional Leadership Team Support

Year 1 – Summer, and Annually

Meet to further develop this Professional Development Plan, identify supports needed, refine timelines, propose schedule (SLC, PLC, contractual time) determine outcomes and propose evaluation methods


Develop relationships with the district, community partners, post-secondary institutions, consultants, and industry to bring identified needed professional development into the school


Develop and train a Site Assessment Team to lead the discussion around student, program, and school data

Years 2 - 5 Build capacity of faculty to lead professional development

School-Wide Professional Development

Year 1 Team-Building, Community-Building, and Communication developed by the ILT

Year 1 and Annually

Regulatory Professional Development will be addressed with input from the district and the ILT

Year 1 - 5

Data analysis, building a culture of data use, progress monitoring, and data-based decision making through: better access to data, data analysis, using data to inform instruction, and creating data tools for measuring the impact of instructional and behavioral strategies on student performance

Year 2 - 3 Review and revise grading system, including progress reports, report cards, and the inclusion of career readiness grades

Year 2 - 3 Strategies for partnering with community agencies and industry partners for positive outcomes

Year 1 - 5 Development of higher order thinking and problem solving skills

Year 1 - 5 Instructional Rounds/Inquiry Based Learning/Collaborative Coaching and Learning (CCL)



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Content Area Professional Development

Year 1 – 2

Adoption of new Academic and Technical frameworks with Curriculum Mapping, Syllabus Development, Unit and Lesson Plan Revisions, Assessment Methods, Instructional Material Reviews and Recommendations Horizontal and vertical alignment in all content areas Looking at student work Defining authentic work and identifying opportunities for all students to experience it

Year 1 – 3 Offering summer hours to individuals and groups of teachers to work on updates to syllabi and lessons to address content and schedule changes

Year 1 - 5 Opportunities to participate in School, District, State, CVTE Community and other Professional Development opportunities by content area

Year 1 - 5 Monitoring and documenting student skill attainment and gaps and developing strategies and supports needed to fill them

Year 1 – 5 Providing opportunities for all teachers to visit related industry sites to identify where their content is used and how to make it important to learners

Year 1 – 5 Shop-specific equipment and industry training

Integrated Teams Professional Development (SLC) Year 1 Develop common academic and technical vocabulary

Year 1 - 5 Plan Project-Based Learning around authentic work projects for at least one project per vocational course during Year 1, expanding the number of projects in Years 2 - 5

Year 1 - 5 Embed Reading, Writing, Science and Math skill development across the curriculum

Year 2 - 5 Discuss student development and leadership themes as weekly or monthly topics

Co-Teaching Models

Year 1 - 5 Pilot Inclusive Classrooms with one licensed SPED teacher and one licensed academic teacher working as an instructional team and evaluate outcomes for all learners. Expand as appropriate

Year 1 – 2 Explore and study SEI programs for co-teaching (ELD Levels 4 and 5)

Year 2 – 3 Explore, study, and pilot cross-content academic teaching models (e.g., Humanities, STEM)



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Year 3 - 5 Explore and study vocational and academic co-teaching models (e.g., Anatomy and Physiology, Physics, Geometry, Journalism)

Small and Professional Learning Communities Teachers, administrators and support staff will engage in professional development during common planning time by working in horizontal and vertical teams. In horizontal teams, teachers will be scheduled into Small Learning Communities (SLCs) during the school day so that ninth and tenth grade teams can plan interdisciplinary projects and work together on interventions to support student needs. In vertical teams, teachers will work in Professional Learning Communities (PLCs) in content areas. We will offer a schedule to support common planning time during the school day for teachers to meet in these teams; this schedule will provide the flexibility to increase authentic work and real-world learning opportunities for students. Professional development and working on teams to improve student support and educational service delivery are central to the school’s mission of providing students with an integrated experience that ensures they are prepared for college and post-secondary success. Professional development activities in horizontal and vertical learning communities will include, but not be limited to, curriculum mapping, offering feedback and support for adoption of new texts and curriculum materials, staying abreast of current research practices through text-based discussions and analysis of research studies, developing a common vocabulary around school-based instructional and student support activities, and modifying grading practices and procedures, such as competency- and mastery-based grading and assessment activities that meet career-readiness objectives and goals. As an Innovation School, Madison Park will adopt curriculum materials that support the mission and vision of the school. For example, curriculum development leaders may adopt a core curriculum for students that differs from the supported courses of the Boston Public Schools but that still meets the Common Core requirements of the Massachusetts Department of Elementary and Secondary Education. For example, as MPCTHS develops its integrated curriculum, they may choose to rename courses to reflect both academic and vocational disciplines. This flexibility is particularly important to the school’s mission of blending vocational, technical and academic instruction.

Re-visiting and Assessing Professional Development As we begin to carry out our professional development plan, we will reassess whether this agenda is meeting its intended goals. On a quarterly basis, at minimum, the ILT will meet with the preferred provider to analyze data and assess the efficacy of the implementation of the PD plan. If we determine that we require revisions to the plan, the Headmaster in collaboration with the ILT will recommend such revisions so that there remains a feedback loop and ongoing data analysis to justify our continued work with our preferred provider.



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E. DISTRICT POLICIES AND PROCEDURES

As an Innovation School, Madison Park will seek flexibility around key policies and procedures that will help it achieve its mission of providing a first-rate, integrated academic and vocational education to every student. In particular, we will seek the following flexibilities and revisions to current policy around the areas of governance, admissions, grading and grade reporting, code of conduct, and parental involvement:

1) Flexibility to use a unique admissions process that also includes a process for student transfers into and out of Madison Park

2) Flexibility with grading policies to incorporate vocational competencies such as career-readiness

Governance Unlike regional vocational-technical schools, which operate as independent school districts, Madison Park operates within the Boston Public School system. Becoming an Innovation School would provide Madison Park with greater autonomy over its governance structure within this system and allow it to define a strategic vision and direction in accordance with its mission. We will ensure that a variety of stakeholders participate in decision-making by developing a shared leadership model. In this model, we will cultivate Teacher Leaders among our academic and vocational teams. These Teacher Leaders will help us plan, implement, and evaluate our work and our students’ progress. They will form an important layer of leadership and oversight between the administration and the teaching staff. Teacher Leaders will also work closely with the Instructional Leadership Team (ILT) as it helps faculty identify topics for and lead professional development activities. As part of their training, Teacher Leaders will receive training on effective coaching. ESR may work with Madison Park to implement its High-Performing, High-Achieving Classroom and School program; part of this program is providing coaching and mentoring to instructional leaders so they can offer more effective and targeted support to classroom teachers. In any event, the ILT will co-construct the school climate and culture component and follow-up expectations. Along with promoting opportunities for shared decision-making among key stakeholders, we will promote our mission of integrating academic and vocational education by reorganizing our school administration (see Attachment 3). Madison Park’s headmaster will work with the district’s academic leaders as well as the Executive Director for CVTE, who will oversee compliance with state vocational-technical requirements and collaboration with external career and technical initiatives. The Headmaster will also directly supervise the school’s operations and student support services, including the Technology Coordinator and a full-time Family and Community Outreach Coordinator. The Manager for Curriculum, Instruction, reporting directly to the Headmaster, will be responsible for overseeing both academic and vocational content. This organizational model



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will help promote ongoing curriculum integration. The Manager for Curriculum, Instruction will oversee three other administrators: an Academic Coordinator, a Vocational Coordinator, and a Special Education Coordinator. All three of these individuals will work with Teacher Leaders in their content teams to support classroom teachers. Finally, Madison Park will hire a Partnership Coordinator in order to extend and cultivate the school’s outreach to local businesses, industries, institutions of higher education, and other organizations. The Partnership Coordinator will be an essential part of the process of seeking more authentic work opportunities for students, including co-ops, internships, and jobs. Overall, the revised organizational structure of Madison Park will support the school’s needs for curriculum integration and real-world work experience.

Admissions A second area where Madison Park will seek flexibility around district policies and procedures is in its admissions and enrollment policies. Madison Park must promote itself as a vocational-technical school that offers a unique educational experience within Boston Public Schools in order to prepare students for the type of education they can expect at Madison Park and to attract candidates who are committed to the school’s vocational-technical mission. As an Innovation School, Madison Park will promote itself in two main ways: first, by requiring a separate application form for interested students; and second, by undertaking a student- and staff-led campaign to market the school within the district. Please note that any changes to the admissions policy will be vetted and approved by the School Committee and DESE. There could also be a role for the Advocacy Board to help develop a marketing strategy. As Madison Park’s current admission policy notes, “An admission process is necessary in technical vocational schools where space is a limiting factor. Vocational technical laboratories (shops) are designed and equipped to serve a specific maximum number of students safely. Consequently, a complex of such laboratories lacks both the space and flexibility to accommodate the possible needs and/or interests of all applicants.” However, while the current policy recognizes the need to limit applicants in some way to promote student safety and access to educational opportunities, its reliance on the general lottery system does not adequately ensure that admitted students are committed to Madison Park’s vocational-technical model. Therefore, we would use our flexibility as an Innovation School to develop and require a unique citywide application for Madison Park separate from the district’s school choice process. Students who submit this application will be admitted as described in the school’s admissions policy. In addition, beginning the school year 2012-2103, Madison Park will implement an alternative process for transfers in order to admit students from the waiting list in a timelier manner and to expedite the process for students who no longer wish to attend a vocational program. This will help ensure that our students are committed to the vocational-technical education that is central to our mission. As part of this policy, we will require that students wishing to transfer out of Madison Park work closely with their teachers and guidance counselors to make their transition to another school as smooth as possible.



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If, in the future, an Admissions Committee is delegated the task of revising the admissions policy, it must include a broad-based membership, such as members from each of the following departments: administration, guidance, special education, Sheltered English Immersion, vocational-technical, and academics. The Committee should also include community, parent, and student representatives to the diversity, demographics and various viewpoints of the school community. In any case, revising the admissions policy must be seen as just one part of a broader school reform effort, since any changes in admissions have only a gradual effect; that is, the changes would affect mainly the incoming ninth grade class, and would only apply to the entire student body after four years. Along with a separate application, the second major way for Madison Park to promote itself as a unique educational option within the district will be to develop a recruitment team and marketing plan. The Recruitment Team will consist of staff, students, and interested family or community members, and they will develop a plan that could include the following measures: • Create a Madison Park brochure and promotional CD listing the available programs • Create a video featuring testimonials from students and alumni and post it on the

school’s website • Target 6th, 7th, and 8th grade students, including charter students, by mailing out

promotional materials or visiting schools • Expand Open House for students and families to evenings and weekends • Invite middle school guidance staff to Madison Park or incorporate a discussion of

Madison Park’s program into their professional development activities to help them learn more about the school

• Provide opportunities for middle school students to experience vocational-technical programs

• Involve current students and alumni in spreading the word about Madison Park • Investigate the possibility of running summer tech camps for middle school students so

they can explore their interests in our programmatic offerings In these activities, we recognize the need to make information accessible to all prospective students and families, including those with limited or no English proficiency. Therefore, we will ensure that all information is appropriately translated and that families have access to interpreters during Open Houses and site visits. The school may want to access the support and services of the BPS Communications Office. Finally, while we will make every effort to ensure that incoming students understand the nature of a Madison Park education before they enroll in the school, we recognize that, for a variety of reasons, some students may still wish to transfer out of the school before graduation. We will adopt a transfer policy that is unique to Madison Park. This will allow us to move students off the waiting list in a timely manner and to transfer students out of



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Madison Park who are no longer interested in vocational education. This will help ensure that our students are committed to the vocational-technical education that is central to our mission. As part of this policy, we will require that students work closely with their teachers and guidance counselors to explore other options at Madison or to make their transition to another school as smooth as possible.

Grading and Grade Reporting We will also seek to revise our policies and procedures around grading and grade reporting in order to promote consistency across classrooms and reinforce the high expectations we hold for all Madison Park students. In particular, we will seek to redesign report cards and progress reports and include a career-readiness component on these reports, either as a separate grade or as an aggregate of other measures (attendance, tardiness, co-op participation, etc.). We will also work to create consistent grading percentages across classes, potentially including a defined percentage for homework. Our Manager for Curriculum, Instruction, along with our academic and vocational administrators and Teacher Leaders, will seek to implement a system that works for all subjects and monitor its implementation in individual classrooms. Finally, we will revise our Grade Point Average system to make sure that all classes count toward student GPA, including any electives that students take.

Code of Conduct As part of our commitment to high expectations for student success, we will define school-wide norms of acceptable behavior and promote the consistent application of these norms by all faculty and staff. We will do so in part by defining consequences for breaches of the code of conduct and enforcing those consequences. Our goal is to provide opportunities for students to practice workplace-appropriate behaviors, and we will work to define policies and procedures that reflect and support these expectations. One particular area where we will revise our code of conduct is our attendance policy. The school will have a defined start time, marked by beginning-of-school announcements. This will communicate to students exactly when they need to arrive in school. When students are absent, we expect them to make up the work they missed, and we will discuss policies and procedures around this expectation. These measures, and any other provisions contained in our revised attendance policy, will apply equally to academic and vocational periods. While it will be important for Madison Park to review its current code of conduct and promote the consistent application of behavioral consequences, our approach will not be merely punitive. We will also seek ways to reinforce positive behavior and reward students for following the rules, in ways that go beyond prizes or pizza parties. Moreover, behavior is a significant focus of our partnership with ESR in the High-Performing, High-Achieving Classroom and Schools program. One of the three program goals is to create an effective school-wide system of discipline and student support. Through this program, teachers “learn how to implement a problem-solving, restorative approach to classroom management and discipline called Guided Discipline and Personalized Student



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Support. They learn how to model, teach, practice, and assess habits of learning and self-discipline along with key social and emotional life skills that have the biggest impact on student achievement in all classrooms.” The program uses the Positive Behavioral Interventions and Supports framework to encourage and support positive behaviors for all students. Overall, a review of the code of conduct, including revisions to the attendance policy, is just one part of our strategy to improve school culture. With the assistance of ESR and a commitment to consistent behavioral norms across the school, we will cultivate an environment where positive conduct is expected of all students.

Parental Involvement Parental involvement is crucial to imparting and reinforcing our high expectations for all students, and we will seek to involve parents more deeply in both their student’s education and the operation of Madison Park as a whole to create a parent-friendly school community reflective of our goals around a healthy school climate. Therefore, we strongly recommend that there is adequate space for parent involvement, interaction and support during the school day. The first step in this process will be to make sure that our parental information is updated and correct for all current and incoming students. We will also establish procedures to reach out to parents when students do not meet behavioral norms, including for unexcused absences and tardy arrivals. However, we want our relationship with parents to go beyond occasional calls about behavioral lapses. Instead, we will seek to engage parents positively and proactively in the school. For instance, we will look into creating a parent center in the school where parents can meet to confer, discuss school issues, and seek assistance in case of questions. As part of a revised admissions process, we will encourage parents to visit the school with their students or on their own to learn more about the school. We will also promote parent involvement in school governance and decision-making; for instance, our planned Advocacy Board includes parent representation, and we will look into ways to involve parents with recruitment efforts and policy revisions. We also anticipate that a Family and Community Outreach Coordinator based at Madison Park will provide significant value in engaging parents and families in school activities and decisions. Parental involvement will be a crucial component of achieving our mission to provide high-quality academic and vocational education to our diverse student body, since parents know better than anyone the type of support and encouragement their children need to succeed.

F. BUDGET

As an Innovation School, Madison Park will use a flexible budget model, using the option to “buy back” central services from the district to sustain the school model proposed in the Innovation Plan. In the future, the schedule and staffing changes presented within will be sustainable using these flexibilities. However, we will require a budget supplement for startup costs for this fall. We will also require additional funds for upgrades to the physical



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plant and for improvements in the space that will mark the school’s transition to an Innovation School. Finally, other funding requirements will depend upon a strategy for fundraising and long-term sustainability. In this section, we will outline these requirements in more detail.

Flexible Budget Model We require the flexibility of being funded differently from the way that traditional schools are funded. We will still use the Weighted Student Funding (WSF) formula, but remain flexible in the way that the Budget Office builds Madison’s budget, including the opportunity to buy back central services and compensate teachers flexibly for an extended day and year. We explain these flexibilities below. Weighted Student Formula is the budget model that the district uses to fund every school in the district. This formula standardizes how funds are allocated to schools and is strictly based on the comparative cost to educate students. As Madison Park is a technical career school, it is allocated more funding per student due to the additional cost required for them to participate in our programs. Even with the additional allocation for vocational education, our flexible budget model will provide Madison Park the ability to “buy back” district services if we choose to opt out of receiving support for them (please see Attachment 4 for the descriptions of discretionary services “buy back” options). For example, if Madison Park decides to support its technology infrastructure in-house and use outside consultants for professional development, we could “opt out” of these services and receive those monies from the district. This will give Madison Park more money in its budget to focus services in areas of need, such as hiring additional teachers to support the academic and vocational programs or purchasing new materials for technical labs. Another important aspect of our budget flexibility is the choice to budget average or actual salaries. Every three years, the Headmaster must designate the choice to use average or actual salaries to calculate the budget. If a school has a less experienced staff, it could benefit from choosing actual salary, since these will likely be lower than the district averages; however, since Madison Park has a more experienced staff, it could benefit from calculating the budget using average salaries. The goal of this choice is to ensure that the budget is sustainable over time, so schools can maintain the staffing levels needed to provide optimal services to students.

Budget Support for Staffing, Extended Day, and Professional Development Presently, Madison Park has approximately 120 full-time academic and vocational teachers, costing nearly $10 million. Other administrators, support staff, and discretionary spending cost the school another $3.1 million (see Attachment 5 for Madison’s WSF Budget Template and Projections). If Madison Park chooses to increase its staff in the future, we will have to find supplementary funds through grants, fundraising and private donations. This is why it is important that we maintain an optimized staffing utilization above 67%, the level that the present schedule offers. If ever the teacher utilization falls below 67%, it will be impossible to sustain the staffing levels without persistently seeking outside funding beyond the school district. This is not our goal as an Innovation School. Instead, we want to make sure that the core funding from the district is able to sustain our efforts in the long run.



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Our budget flexibility will allow us to compensate staff members for an extended day and year in the following way. In exchange for the autonomies provided in this Plan, teachers and administrators will work 95 hours beyond their current contractual agreement without compensation. Every hour beyond 95 will be compensated at the contractual rate. Professional development days beyond the contractually required hours will also be compensated at the contractual rate. For example, if there are seven additional professional development days, and each day is six hours of work, there will be an additional 42 hours compensated at the contractual rate. At the same time, the proposed new schedule does require that we commit additional funds to pay teachers beyond the current school day.

Physical Plant Upgrades We will require additional support to upgrade the physical plant for the opening of school in the fall of 2012. Making some immediate improvements will facilitate a culture change in the school building as Madison Park opens as an Innovation School this fall. An immediate way of signaling that Madison Park is a new school is to renovate the front entrance of the building. The first thing that we want visitors and students to notice upon entering the school building is that we are inviting students and families into a wonderful space with a culture of high expectations. Upgrading the front entrance and foyer by creating a pleasant-looking reception area is a way to accomplish this goal immediately. This includes removing the metal detectors and replacing them with a reception desk where teachers and support staff welcome and receive visitors, along with brightening up spaces with paint, pictures and technology to set a welcoming and respectful tone and to convey the message that we are preparing our students for college and career success. We also wish to move the Family Resource Center and a Career Center just beyond the reception area. This is another upgrade that will indicate that the school is both welcoming to the larger Madison Park community and that the school has been re-designed for career and post-secondary readiness. These upgrades would go far to create positive first impressions for students, families, and other stakeholders who participate in and visit the school building. Additionally, there are underutilized areas of the building that are currently used as storage space because they require upgrades. Science labs, shops and modular classrooms will need revitalization in order to send the message of high expectations and support and to provide students and teachers a learning environment that will meet their needs. Given that the building has been re-organized over the years, we will need to consider it with a fresh eye to determine its suitability to provide world-class technical career preparation. We require a complete utilization/needs assessment and a feasibility study for upgrades and renovations to the physical plant. We have begun conversations with school-based and district-based facilities directors who are working together to document the immediate and long-term needs of the building. A supplementary document is forthcoming that describes



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those needs in detail, along with a long-term strategy to secure funding for these upgrades, some of which may be quite substantial.

III. ADVOCACY BOARD

In particular, Madison Park will develop an Advocacy Board, facilitated by the Headmaster. This Board will include four or five industry leaders representing our programs in order to deeply connect Madison Park with the local business community and encourage authentic work experiences for students. It will be a priority of the Board to represent the diversity of the student body and include community members and representatives from Madison Park faculty, parents, and students. It will also support fundraising and development efforts, including by creating a 501(c)(3) organization to promote our technical programs and the unique needs of our students. This Advocacy Board will be a key means of ensuring that the Headmaster and a coalition of invested constituents and community members act as champions of the school’s mission and vision among influential district, political, and industry constituents.

IV. CAPACITY OF APPLICANT GROUP

In the spring of 2011, through its office of Career and Technical Education, BPS commissioned a major review of Madison Park in an effort to determine why the school was not achieving at the same level as other vocational schools in the state. This review was delivered to the Boston School Committee in January 2012. Our applicant group has come together in response to the Madison Park Review and its recommendations. Several members of our group were among the district leadership who were interviewed for the review. One member was an educational consultant who was on the Review Team. The group brings strong experience in several areas that will be integral to our success. Mr. Rasheed Meadows, Dr. Linda Cabral, and Ms. Emily Lebo are the primary authors of this Innovation Plan. Our group, along with the Superintendent and the School Committee, are excited to be given the opportunity to respond to the recommendations made in the Madison Park Review. We understand the amount of work this will take, and we are ready to make the commitment to work with the Madison Park community and the district to get this done. Dr. Linda Cabral is the Academic Superintendent of High Schools for the district. She has had a distinguished career in the Boston Public Schools as a teacher, school administrator, and district leader. She was assigned as the Headmaster of Hyde Park High School, and subsequently founded the Community Academy of Science & Health, which is still thriving in the district today. She currently leads the Office of High School Support and sits on the Executive Team of the Boston Public Schools and can ensure cooperation and collaboration between Madison Park and the district. Dr. Cabral has worked in the district for more than 30 years. Ms. Sonia Coard is a parent with two students at Madison Park. She has over 16 years of parent engagement experience in the Boston Public Schools and sits on the School Site



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Council as a parent representative. She is committed to ensuring that families be fully engaged and supportive of the Madison Park Innovation process. Mr. Patrick Connolly is the Vice-President of the Boston Teachers Union and spent 28 years of his teaching career at Madison Park. Mr. Connolly represents over 5,000 BTU members and is committed to the needs of the Madison Park community. Mr. David Crane is an educational consultant and former BPS teacher and administrator. He is the co-founder and first head of school of the Josiah Quincy Upper School, a Boston grade 6-12 pilot school. In 2007 he developed a cooperative externship-based credit-recovery program for high school dropouts in New Delhi, India. Mr. Crane is working with the mayor’s office to develop the business partners needed to move this initiative forward. Dr. Michael Fitzpatrick is the Superintendent of the Blackstone Valley School District. He has over 30 years of experience as a technical/vocational teacher and administrator. He also works on statewide and regional boards to ensure the compliance and sustainability of vocational schools across Massachusetts. Ms. Patricia Flakes has been a teacher for over 30 years at Madison Park. She is a Boston Teacher’s Union Representative and committed faculty member. She has been working with the staff to negotiate enhancements to policy to meet the mission and vision of Madison Park Technical Vocational High School Mr. Charles Johnson is the Treasurer of the Boston Teachers Union and also began his teaching career at Madison Park. With over 30 years of professional experience, both in the classroom and in fiscal oversight of the BTU, he is committed to working with the district and its partners to ensure the fiscal viability and sustainability of the Innovation Plan. Ms. Emily Lebo is the district’s Director of Career and Technical Education; she has 25 years of experience working in Massachusetts vocational education as a teacher and CTE school and district leader. She has been with the Boston Public Schools for five years. She brings considerable grant-writing and management experience to the group. Ms. Lebo manages the Perkins Grant and is knowledgeable on the requirements and regulations of Chapter 74 and Perkins, the two regulatory entities that govern vocational education on both the federal and state levels. She is a long-standing member of MAVA, and has been recently reappointed to the MA Board of Education’s CTE Advisory Council. Mr. Charles McAfee is the current Headmaster of Madison Park Technical-Vocational High School, where he has served for twelve years; his leadership has been credited with making the school one of the safest and most chosen in the district. He has operational expertise with large facilities and the management of large numbers of students and staff. He manages a school budget of $13 million. Mr. McAfee has worked in the district since 1972. All of his children are successful graduates of the Boston Public Schools. Mr. McAfee has led Madison Park on the implementation of many changes, and we believe that he has the ability to garner support for this initiative from his staff.



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Mr. Rasheed Meadows is the Lead Facilitator for the conversion of Madison Park to an Innovation School. He has over 16 years of teaching and administrative experience in Boston and Cambridge Public Schools, and has participated to redesign and startup three schools in his career: Cambridge Rindge and Latin School, the Lila G. Frederick Pilot School and the Urban Science Academy, which became the highest performing traditional Boston Public School under his tenure as Founding Headmaster. He is also a doctoral student at Harvard Graduate School of Education pursuing his degree in Education Leadership. He is committed to educational reform and supporting students most impacted by innovative school policies. Mr. Michael Viggiano is a member of the faculty and Building Representative with over 30 years of experience at Madison Park. Mr. Viggiano is a leader in the building who is committed to ensuring that students are connected to authentic work experiences and co-op learning experiences that will provide them a competitive edge in the job market.

V. TIMETABLE FOR DEVELOPMENT AND ESTABLISHMENT

Throughout the process of developing an Innovation Plan, we have worked with an extensive and diverse group of stakeholders. The involvement of various stakeholders is summarized below; in addition, please see Attachment 6 for a record of the meetings we have conducted in conjunction with the Innovation Planning process. Throughout this process, our Innovation Planning Committee (IPC) has been central to coordinating stakeholder involvement. This 11-member team has been responsible for organizing the process of stakeholder engagement, collecting feedback from interested parties, and using that feedback to inform the group’s discussions and recommendations. The IPC includes the district officials overseeing high schools and vocational-technical education, the current Madison Park headmaster, a parent representative from the School Site Council, the superintendent/director of the regional vocational-technical school at Blackstone Valley, current Madison Park teachers, and representatives of the Boston Teacher’s Union. This broad-based group brings a wide variety of perspectives to the planning process and ensures that all appropriate stakeholders are involved in that process. In addition to working through IPC representatives, we have engaged directly with four main groups of stakeholders: 1) school faculty and staff; 2) students and families; 3) central office staff; and 4) external advisors.

School Faculty and Staff From the beginning of the process, we have recognized the central role that current Madison Park faculty and staff must play in shaping the Innovation Plan. Not only will this plan determine the direction of their school, they are also in the best position to share their views on the needs of the school and a vision for its future, since Madison Park is unique within BPS as the district’s only vocational-technical school. Therefore, we have offered opportunities for interested staff to work on the planning process in an in-depth way (through



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topical subcommittees) and to hear feedback from the whole school staff (through presentations at a mandatory whole-school professional development meeting). The Innovation Planning process kicked off near the end of February, when the Superintendent held a voluntary meeting with all Madison Park faculty and staff. At that meeting, faculty and staff discussed their concerns and expressed their interest in being engaged in the process. In response to their interest, the IPC (especially a strategy team led by IPC members Rasheed Meadows, Dr. Linda Cabral, and Emily Lebo) developed a process of community engagement that would allow teams of faculty and staff to meet, think, and participate in the Innovation Planning process. Madison Park faculty and staff who were interested in helping with the Innovation Plan chose one of six subcommittees to join: Admissions, Authentic Student Work, Culture, Curriculum Integration, Exploratory, and Schedule. These subcommittees met nine times between March 8th and April 12th. In the beginning, the groups discussed the comprehensive review of Madison Park that had been commissioned by BPS, summarizing the goals they hoped to achieve within their focus areas. They then brainstormed ideas that could be included in the Innovation Plan, refined those ideas, and drafted a presentation to highlight the main changes they hoped to implement going forward. On March 22nd, the subcommittees presented their ideas to the members of the IPC and to the members of the other subcommittees. On March 28th, the subcommittees presented their recommendations to the whole Madison Park staff at a school-wide professional development meeting. During this meeting, Madison staff rotated through the six presentations, hearing the ideas of each subcommittee individually. They also had a chance to give their input on the subcommittee work by voting for their first, second, and third priorities in each subcommittee’s list of proposals. The following week, the subcommittees received the feedback from IPC members as well as the priorities of Madison Park teachers, using this information to review their proposals and produce a final set of recommendations for the IPC that could be incorporated into the Innovation Plan.

Students and Families As with school faculty and staff, we recognize the critical importance of hearing from students and families in the planning process, and so we have sought to engage these groups and hear their input. These efforts tie in with our general goals around student and family engagement, as outlined in our Vision for Madison Park (see section I-B). We held a student engagement meeting on April 2nd, strategizing with the leaders of the Student Government Association about the best ways for students to get involved in the process. These student leaders also read the executive summary of the Madison Park comprehensive review and asked clarifying questions around that document, especially the six areas of recommended changes. In this meeting, the student leaders determined that their main role would be to collect information from the student body about their opinions and recommendations.



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The entire Student Government Association convened on April 9th to share feedback and brainstorm about the process of student engagement. In this meeting, the students planned a process of student engagement that would involve reading and reviewing the approved Innovation Plan, assigning representatives to participate in any future committees or subcommittees related to the Innovation Plan implementation, and creating processes to receive input from and communicate updates to the entire student body. These goals were included in the vision for student engagement for Madison Park, and they will be carried out as the process moves forward. While students have been actively involved in sharing their feedback about the Innovation Plan and the planning process, family members have also been represented in this process. Sonia Coard, a Madison Park parent and member of the School Site Council, sits on the IPC to provide a parent perspective on the process. In addition, we have planned an excursion for interested parents and family members to visit the vocational-technical school in New Bedford. BPS will provide transportation to the site, where families will explore the site with district and school leaders. This trip mirrors the site visits conducted in late February to the vocational-technical schools at Blackstone Valley and Worcester, and offers families a chance to experience the practices of another urban vocational-technical school in action. We will continue to engage parents and families in the planning process as we move toward implementation of the Innovation Plan.

Central Office Staff Superintendent Johnson has been engaged with the Innovation Planning process from the start, having kicked off this process in her February 27th meeting at Madison Park. In addition, several key district administrators have been deeply involved in overseeing the planning process, particularly Dr. Linda Cabral, the Academic Superintendent of High Schools, and Emily Lebo, the Director of Career and Technical Education. In addition to the district staff who have overseen the planning process and helped develop the process of stakeholder engagement, we have also shared drafts of the plan with central office staff to receive their input and learn from their expertise on a variety of areas. For example, we sought input from John McDonough, Chief Financial Officer, on the school budget; Jerry Burrell, Director of Enrollment Planning and Support, on admissions; Khadijah Brown, Director of Facilities Management, on upgrades to the physical plant; and Brendan Greene, Labor Counsel, on restructuring the administrative structure. By sharing their experience and providing critical feedback on various elements of the Innovation Plan, central office staff members have played an important role in helping refine the recommendations of staff and

External Advisors Along with all of these internal stakeholders, we have engaged with a wide range of external advisors throughout the process. First and foremost, a team of over two dozen national and state experts on vocational-technical education conducted the comprehensive review of Madison Park commissioned by BPS and published in January 2012. This review team was led by William Symonds, Director of the Pathways to Prosperity Project at the Harvard



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Graduate School of Education, and Dr. Michael Fitzpatrick, Superintendent/Director of Blackstone Valley Regional Vocational Technical High School. Dr. Fitzpatrick has remained deeply involved in the Innovation Planning process by serving as a member of the IPC; in this role, he has ensured that the recommendations in the comprehensive review remain central to the Innovation Plan and provided an important perspective on the practices of a high-performing vocational-technical school. In addition, we have already begun to engage community partners in our work in order to discuss the possibilities for offering authentic work opportunities to students. David Crane, who serves on the IPC as the Superintendent’s designee, has been working with the mayor’s office to develop business partnerships for Madison Park. On February 24th and March 14th, he and Emily Lebo met with potential partners from Future Chefs to discuss opportunities for student internships and co-ops, as well as to clarify the requirements of vocational-technical education and to outline the Innovation Planning process. We anticipate many more meetings with community partners as we move forward with implementing the Innovation Plan. Finally, throughout the Innovation Planning process, we have recognized that this process does not take place in a vacuum, but in the larger context of the city and state. We have consulted with individuals within the mayor’s office, the city council, and the state legislature to ensure that our planning process is responsive to the interests and initiatives of stakeholders in each body. See Attachment 7 for the Future State of Madison Park implementation plan draft.

VI. MEASURABLE ANNUAL GOALS

See Attachment 8 for details.

VII. REFERENCES 1. Boston Public Schools. (2012, January 30). Academic Achievement Framework. Retrieved April

12, 2012, from Academic Achievement Framework: http://www.bostonpublicschools.org/aaf 2. Conley, D., & McGaughy, C. (2012). College and Career Readiness. Educational Leadership , 28-

34. 3. Hang, Q. &. (2009). Examination of co-teaching: Perspectives and efficacy indicators. Remedial

and Special Education , 259-268. 4. Massachusetts Business Alliance for Education. (2008). Educating a 21st Century Workforce.

Boston. 5. Massachusetts Department of Elementary and Secondary Education. (2010, November 9).

Massachusetts Model for Comprehensive School Counseling. Retrieved April 1, 2012, from Massachusetts Model for Comprehensive School Counseling: http://www.doe.mass.edu/ssce/mscamodel.html

6. Mattern, K., Shaw, E., & Xiong, X. (2008). The Relationship Between AP Exam Performance and College Outcomes. The College Board. New York, NY: The College Board.



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7. Symonds, W., Bottoms, G., & Fiztpatrick, M. (2011). Promise and Potential: Madison Park Technical Vocational High School, the BPS Acceleration Agenda and a Pathway of Opportunity for Boston Students . Boston Public Schools, Office of Career and Technical Education. Boston: Boston Public Schools.

8. The George Lucas Educational Foundation. (2008, March 16). Edutopia. Retrieved April 12, 2012, from Why Integrate Technology into the Curriculum?: The Reasons Are Many: http://www.edutopia.org/technology-integration-introduction

9. Walsh, J. M. (2012). Co-Teaching as a School System Strategy for Continuous Improvement. Preventing School Failure: Alternative Education for Children and Youth , 29-36.

VII. ATTACHMENTS

Attachment 1 – Credentialing Opportunities Attachment 2 – Comparison of Seven-Period and Eight-Period Modified Block Schedules Attachment 3 – Draft Organizational Chart 2012-2013 Attachment 4 – Central Office Discretionary Services Attachment 5 – Madison Park Budget Template and Projections Attachment 6 – Record of Meetings and Events during Innovation Planning Process Attachment 7 – Madison Park Implementation Timetable (May - September 2012) Attachment 8 – Measurable Annual Goals Attachment 9 – Resumes and Letters of Support Attachment 10 – Whole School Improvement Plan

Attachments Madison Park Technical Vocational High School


Attachment 1 – Credentialing Opportunities



Attachment 2 – Comparison of Seven-Period and Eight-Period Modified Block Schedules The chart below compares two schedules that both meet the following goals:

1. Offers juniors and seniors “week-in, week-out” 2. Offers freshman the opportunity to have two periods of Exploratory 3. Common Planning Time for SLCs/PLCs 4. Budget Sustainability: Teacher utilization ≥ 67%

8 Period Modified Block (Academic Teachers teach 5/8, Vocational Teachers teach 6/8)

7 Period Modified Block (All teachers teach 5/7)

Schedule

What You Get What You Don’t Get What You Get What You Don’t Get

Time • 48 min periods • 143 hrs/class/year • 60 min PD @ E. Release

• Classes do not meet every day • 55 min periods • 157 hrs/class/year • 96 min PD @ E. Release

• Classes do not meet every day

Classes • Two additional classes • Consistency in daily rotation • One additional class • Consistency in daily rotation

Common Planning Time

• Either SLC or PLC can meet during the day, but not both when teachers teach 6/8. You can get both if teachers teacher 5/8 = 63% acad. teacher utilization

• You may still need to get sub coverage for vocational teachers to participate in SLC or PLC

• SLC can meet during the day • PLC can meet during E. Release

• Vocational teachers cannot meet in SLC during day

Utilization • 67% average teacher utilization • Budget efficiency is less when academic teachers teach 5/8 • 71% average teacher utilization

• Ease of scheduling due to difficulty of scheduling Tuesdays and Thursdays



Attachment 3 – Draft Organizational Chart 2012-2013

Budget Director

M docuhe summary

of an interesting point. You

can position

the text box anywhere

in the document.

Use the Text Box Tools tab to change

the formatting of the pull quote text

box.]

Executive Director CVTE

Custodial

Climate Specialists

(4 CFCs)

Athletics

School Police

Food Services

Cooperative Education Coordinator

School Nurse (2)

Student Facilitator (2)

Academic Teacher Leaders

(6) Faculty and

staff

Special Education Director (B)

Vocational Cluster Leaders

(5)

Faculty and Staff

Guidance (5)

Faculty and Staff

Continuing Education (Outside of

Budget)

Superintendent

Family/Community and Outreach (M)

Chief Academic Officer

Registrar

Partnership Coordinator (M - RTTT Funded)

Headmaster MPTVHS

Technology Coordinator (B)

Freshman Cluster and Transition Coordinator Perkins Funded (B)

Manager of Curriculum, Integration, Instruction, and

Assessment (M - RTTT funded)

Facilities Coordinator (M)

Assistant HM for Student Support (B)

(Academic Coordinator) Asst H.M. for Academic Programs (B) Library Media

Services

Academic Superintendent

(Vocational Coordinator) Asst H.M. for Vocational Programs (B)



Attachment 4 – Central Office Discretionary Services

Boston&Public&Schools&FY13&Central&Office&Discretionary&Services!

1

Description of Central Office Discretionary Services Eligible Schools: Pilot Schools, Horace Mann Charter Schools and Innovation Schools

Below are descriptions of central office discretionary line items, available for schools to either purchase the particular service or not and have the per pupil sum retained in the school’s budget. These descriptions can assist schools in making the decision as to whether to purchase the service. Central departments will be informed about school decisions regarding which services are purchased. Schools that do not purchase a service and yet use it are required to pay for the service and purchase the service for the subsequent school year. Note for FY2013: While we have had several preliminary conversations with the Pilot School / Horace Mann Charter Network regarding potential changes to discretionary services, in order to provide funding during the budget process, services maintained except for three areas:

• OIIT – Several services were combined in order to more accurately reflect the current services provided to schools. Please refer to the OIIT section below for further explanation.

• Substitute Insurance – Schools are expected to budget for the true cost of substitutes within their budget. There will not be an insurance option if they over spend their budget. Schools will be expected to find funding within their school allocation in order to fund any deficit

• Miscellaneous – After further review, the main service in this category was school bus safety monitors which will be provided on an as needed basis. Since these services are already available to your school, this is not a discretionary service.

Currently, your budget allocations in Future Force do not reflect any additional funding associated with purchased services. We have provided a list of services for you to choose. If you would like to purchase the service, please type “1” in the highlighted column. If you would not like to purchase the service and provide the services yourself, please type “0” in the highlighted column. Once your final decisions on buy-back services have been made, please send back your choices to your Budget Office representative and we will adjust your school’s allocation in Future Force. You will then be able to go in and allocate the remaining funds.

AVAILABLE SERVICES

Alternative Education ($79.18 per pupil – available only for middle and high school students): Enables a school to refer students to an approved, non-BPS alternative education school for services, such as Ostiguy High. Athletics ($86.28 per pupil – available only for middle and high school students): Provides stipends for coaches, uniforms, equipment, transportation, referees, and liability coverage for existing BPS interscholastic athletics programs.




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Curriculum and Instruction ($47.89 per pupil): Enables a school to access technical assistance from, and participate in coaching and professional development opportunities offered by, the BPS Office of Curriculum and Instruction. OLSS ($30.38 per pupil): Enables the school to access technical assistance from, and participate in coaching and professional development opportunities offered by, the BPS Office of English Language Learners. Printing ($32.54 per pupil): Enables the school to lease a photocopier through the Business Office, as well as printing, binding, and copying services through the Print Office at Court Street. School-to-Career / Career Education / HS Renewal ($22.59 per pupil – available only for high school students): Enables the school to access services and technical assistance from the Career Technical Education and High School Renewal Offices. Student Support ($22.50 per pupil): Enables schools to access student support service programs, such as Home and Hospital. In addition, schools can access technical support and professional development from Unified Student Services, such as bullying and violence prevention. Summer School ($4.90 per pupil): Provides funds to support traditional summer school and summer transition programs. Textbooks ($51.52 per pupil): Entitles a school to participate in district textbook adoptions, and be provided materials on the same basis as non-pilot schools. OIIT – Library and Media Support ($6.75 per pupil): By selecting Library and Media support, your school will be provided with professional support and materials to school libraries and library staff. This includes funding to purchase library books and online electronic resources, access to OIIT’s media technology center, support with establishing and maintaining school libraries, support with maintenance of library automation systems as well as training, coaching and mentoring of library staff. This service combined the previous categories of “Library Support” and “Library Materials and Software.” OIIT – Support Services ($21.29 per pupil): By selecting OIIT Support and Services, your school will be able to receive onsite and just-in-time/remote technical support, participate in OIIT professional development, and receive programmatic/planning support for your curriculum initiatives that incorporate technology. This includes: hardware setup/installation, hardware and software trouble-shooting, support and repair, onsite and centrally-based PD workshops and online/virtual training for teachers, administrators, and staff; and advanced technology and engineering/robotics opportunities for students through our TechBoston program. This service combined the previous categories of “Professional Development,” “TechBoston,” “Onsite Technical Support” and “Program Technical Curriculum Support.” Please note regarding technology support and services:




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Elements such as MyBPS, SIS, network connectivity, server maintenance, licenses and upgrades for system-wide software, access to BAIS PeopleSoft and central OIIT administration and staffing costs are automatically covered under non-discretionary funds and are not part of the buy-back option.! OIIT – Laptops for Learning ($20.14 per pupil): Laptops for Learning (L4L), a strategic ACCESS initiative of the district’s LINC III technology plan, establishes a solid technology foundation to support student learning and instructional practices for schools by providing every classroom teacher with a state-of-the-art laptop on a four-year refresh cycle. Please note: Participation in the Laptops for Learning initiative requires a 4 year commitment for schools through FY15, with the option to renew for FY16. By selecting this service, your school will:

• Be eligible to receive a laptop for full-time or full-time equivalent teachers and principal/headmaster

• Receive a battery replacement during the lifetime of the laptop • Receive 24-hour service to ensure that no teacher is without a functioning laptop

for more than one school day • Participate in a 2 hour orientation training on the use of the laptop • Participate in on-going training and professional development for

principals/headmasters and teachers during the four year initiative. OIIT – Labs and Libraries (N/A): This service is not available for schools to purchase, as the department does not have the dedicated funding and staff for lab and library upgrades. A new investment opportunity is currently being developed. Below is a description: OIIT Potential Student Access to Technology Opportunity: To assist with closing access and opportunity gaps, OIIT is working with the Superintendent’s leadership team to establish a multi-year, cost-sharing funding strategy for student access to technology. This initiative would enable schools to select a technology program from a targeted set of offerings developed in collaboration with the BPS Academic Office that are aligned to the district’s Acceleration Agenda academic priorities and a school’s WSIP. Examples of technology offerings may include tablets/iPads and integrated e-books and apps to support literacy or a mobile laptop environment to expand access and opportunities learn. Through an RFP process, OIIT would fund a substantial portion of the technology offering while a school would be responsible for a smaller financial contribution. This cost-sharing model aims to enable schools that prioritize technology to maximize their available funding, while also receiving OIIT training and support for a successful implementation. While this proposal is awaiting final approval, your school may want to take advantage of this innovative opportunity in FY13 by budgeting some funding for technology. Over the last three years, the Boston Public Schools has invested in technology to support teacher access to effective instructional technology tools, such as L4L laptops, to




4

modernize schools’ technology infrastructure and wireless, and to strengthen our data systems. The student access to technology initiative is a key component our goal to build a sustainable technology foundation in every school, creating equitable access to technology to enable educational innovation and prepare our students for college and career success in the 21st century. For more information and/or questions, please contact Melissa Dodd, CIO, at [email protected].



Attachment 5 – Madison Park Budget Template and Projections

Boston Public Schools Weighted Student Funding Budget TemplateEnrollment ID 1210School Name Madison Park High

FY12 Projected FY13 Projected Variance$12,790,225 $13,130,859 $340,634

1,200 1,204 4$10,659 $10,906 $248

CategoryFY 12 Proj. Enrollment

FY13 Projected Enrollment

Variance FY12 Weight FY13 WeightFY12 Per Pupil

RateFY13 Per Pupil

RateVariance

FY12 Budget Allocation

FY13 Budget Allocation

Variance

Total by Grade LevelK0 - K1 0 0 0 1.80 1.80 $6,585 $6,617 $32 $0 $0 $0K2 0 0 0 1.60 1.60 $5,853 $5,881 $28 $0 $0 $01 - 2 0 0 0 1.40 1.40 $5,121 $5,146 $25 $0 $0 $03 - 5 0 0 0 1.30 1.30 $4,755 $4,779 $24 $0 $0 $06 - 8 0 0 0 1.40 1.40 $5,121 $5,146 $25 $0 $0 $09 - 12 1,200 1,204 4 1.30 1.30 $4,755 $4,779 $24 $5,706,000 $5,753,469 $47,469

High Risk Students - 9th Grade 361 285 -76 0.20 0.20 $732 $735 $3 $264,252 $209,524 -$54,728

Poverty% of Free and Reduced Lunch Students 70% 84%# of Free and Reduced Lunch Students 838 1,017 179 0.10 0.10 $366 $368 $2 $306,708 $373,836 $67,128# Above the District Average 34 182 148 0.10 0.10 $366 $368 $2 $12,444 $66,974 $54,530

English Language LearnersK0 - 5 SIFE / NLL Students 0 0 0 0.50 0.50 $1,829 $1,838 $9 $0 $0 $0K0 - 5 ELL Levels 1-3 Students 0 0 0 0.05 0.09 $183 $331 $148 $0 $0 $0K0 - 5 ELL Levels 4-5 Students 0 0 0 0.05 0.02 $183 $74 -$109 $0 $0 $06 - 8 SIFE / NLL Students 0 0 0 0.90 0.84 $3,292 $3,088 -$204 $0 $0 $06 - 8 ELL Levels 1-3 Students 0 0 0 0.25 0.33 $915 $1,213 $298 $0 $0 $06 - 8 ELL Levels 4-5 Students 0 0 0 0.25 0.02 $915 $74 -$841 $0 $0 $09 - 12 SIFE / NLL Students 0 0 0 1.00 0.94 $3,658 $3,455 -$203 $0 $0 $09 - 12 ELL Levels 1-3 Students 202 213 11 0.35 0.43 $1,280 $1,581 $301 $258,560 $336,673 $78,1139 - 12 ELL Levels 4-5 Students 122 183 61 0.35 0.02 $1,280 $74 -$1,206 $156,160 $13,454 -$142,706

Students with DisabilitiesLow Severity (partial inclusion) 55 59 4 1.00 1.00 $3,658 $3,676 $18 $201,190 $216,876 $15,686Moderate Severity (partial inclusion) 116 122 6 1.40 1.40 $5,121 $5,146 $25 $594,036 $627,838 $33,802High Severity (full inclusion or sub sep)Multiple Disabilities 0 0 0 4.30 4.30 $15,730 $15,806 $76 $0 $0 $0Specific Learning Disability 89 104 15 1.50 1.60 $5,487 $5,881 $394 $488,343 $611,664 $123,321Emotional Impairment 41 26 -15 2.90 4.30 $10,609 $15,806 $5,197 $434,969 $410,962 -$24,007Intellectual Impairment 101 120 19 1.50 1.60 $5,487 $5,881 $394 $554,187 $705,767 $151,580Developmental Delay 0 0 0 6.00 6.00 $21,949 $22,055 $106 $0 $0 $0Early Ch. 3-4 0 0 0 3.80 3.20 $13,901 $11,763 -$2,138 $0 $0 $0Early Ch. 5-6 0 0 0 3.10 3.00 $11,340 $11,028 -$312 $0 $0 $0Sensory Impairment: Hearing 0 0 0 4.60 4.60 $16,827 $16,909 $82 $0 $0 $0Sensory Impairment: Vision 0 0 0 3.00 3.00 $10,974 $11,028 $54 $0 $0 $0Autism 6 8 2 4.30 4.30 $15,730 $15,806 $76 $94,380 $126,450 $32,070Physical Impairment 0 0 0 4.30 4.30 $15,730 $15,806 $76 $0 $0 $0Full Inclusion - High Complexity 0 0 0 4.30 4.30 $15,730 $15,806 $76 $0 $0 $0

Vocational StudentsVocational Students 962 946 -16 1.00 1.00 $3,658 $3,676 $18 $3,518,996 $3,477,371 -$41,625

School Foundation $200,000 $200,000 $0TOTAL $12,790,225 $13,130,859 $340,634

CategorySchool Allocation

Total Projected EnrollmentAverage Per Pupil Rate



Madison(Park(Budget(Projections

Revenues2012$2013&Acutal 2013$2014&Projected 2014$2015&Projected

Budget&&Allocation& 13,517,993$&&&&&&&& 13,517,993$&&&&&&&&&&&&& 13,517,993$&&&&&&&&&&&&&Supplemental&Support 711,952$&&&&&&&&&&&&& $$&&&&&&&&&&&&&&&&&&&&&&&&& $$&&&&&&&&&&&&&&&&&&&&&&&&&Discretionary&Buy&Back $$&&&&&&&&&&&&&&&&&&&& 250,000$&&&&&&&&&&&&&&&&& 250,000$&&&&&&&&&&&&&&&&&Title&I&Grant 408,016$&&&&&&&&&&&&& 408,016$&&&&&&&&&&&&&&&&& 408,016$&&&&&&&&&&&&&&&&&School&Lunch&Grant 291,272$&&&&&&&&&&&&& 291,272$&&&&&&&&&&&&&&&&& 291,272$&&&&&&&&&&&&&&&&&Sped&Grant 110,796$&&&&&&&&&&&&& 110,796$&&&&&&&&&&&&&&&&& 110,796$&&&&&&&&&&&&&&&&&RTTT&Grant 202,000$&&&&&&&&&&&&& 202,000$&&&&&&&&&&&&&&&&& 202,000$&&&&&&&&&&&&&&&&&Perkins&Grant 760,796$&&&&&&&&&&&&& 760,796$&&&&&&&&&&&&&&&&& 760,796$&&&&&&&&&&&&&&&&&Other&Grants $$&&&&&&&&&&&&&&&&&&&& 461,952$&&&&&&&&&&&&&&&&& 461,952$&&&&&&&&&&&&&&&&&

Total(Revenue 16,002,825$(((((((( 16,002,825$((((((((((((( 16,002,825$(((((((((((((

Expenditures2012$2013&Acutal 2013$2014&Projected 2014$2015&Projected

Personnel 14,002,386$(((((((( 14,002,386$((((((((((((( 14,002,386$(((((((((((((Teachers 9,807,163$&&&&&&&&&& 9,807,163$&&&&&&&&&&&&&&& 9,807,163$&&&&&&&&&&&&&&&Paraprofessionals 959,534$&&&&&&&&&&&&& 959,534$&&&&&&&&&&&&&&&&& 959,534$&&&&&&&&&&&&&&&&&Administrators 1,085,801$&&&&&&&&&& 1,085,801$&&&&&&&&&&&&&&& 1,085,801$&&&&&&&&&&&&&&&Support&Staff 1,545,820$&&&&&&&&&& 1,545,820$&&&&&&&&&&&&&&& 1,545,820$&&&&&&&&&&&&&&&Food&Service&Staff 291,272$&&&&&&&&&&&&& 291,272$&&&&&&&&&&&&&&&&& 291,272$&&&&&&&&&&&&&&&&&Other&Staff 312,796$&&&&&&&&&&&&& 312,796$&&&&&&&&&&&&&&&&& 312,796$&&&&&&&&&&&&&&&&&

Extended1Time 711,952$((((((((((((( 711,952$((((((((((((((((( 711,952$(((((((((((((((((Teachers 553,642$&&&&&&&&&&&&& 553,642$&&&&&&&&&&&&&&&&& 553,642$&&&&&&&&&&&&&&&&&Paraprofessionals 122,931$&&&&&&&&&&&&& 122,931$&&&&&&&&&&&&&&&&& 122,931$&&&&&&&&&&&&&&&&&Administrators 22,274$&&&&&&&&&&&&&&& 22,274$&&&&&&&&&&&&&&&&&&& 22,274$&&&&&&&&&&&&&&&&&&&Secretaries 13,105$&&&&&&&&&&&&&&& 13,105$&&&&&&&&&&&&&&&&&&& 13,105$&&&&&&&&&&&&&&&&&&&

Non1Personnel 1,288,487$(((((((((( 1,288,487$(((((((((((((( 1,288,487$((((((((((((((Supplies 393,056$&&&&&&&&&&&&& 393,056$&&&&&&&&&&&&&&&&& 393,056$&&&&&&&&&&&&&&&&&Postage 3,394$&&&&&&&&&&&&&&&& 3,394$&&&&&&&&&&&&&&&&&&&&& 3,394$&&&&&&&&&&&&&&&&&&&&&Substitute&Coverage 131,241$&&&&&&&&&&&&& 131,241$&&&&&&&&&&&&&&&&& 131,241$&&&&&&&&&&&&&&&&&Stipends 110,796$&&&&&&&&&&&&& 110,796$&&&&&&&&&&&&&&&&& 110,796$&&&&&&&&&&&&&&&&&Equipment/Upgrades 650,000$&&&&&&&&&&&&& 650,000$&&&&&&&&&&&&&&&&& 650,000$&&&&&&&&&&&&&&&&&

Total(Expeditures 16,002,825$(((((((( 16,002,825$((((((((((((( 16,002,825$(((((((((((((

Assumptions:1.&&Because&a&new&CBA&is&not&in&place,&this&budget&uses&the&current&numbers&and&assumes&level&funding&over&3&years



Attachment 6 –Record of Meetings and Events during Innovation Planning Process

Date Event Purpose

2012-02-22 Enrollment Meeting for MP

To discuss the future and history of the enrollment process and attempt to understand the persistent issues around Madison admissions

2012-02-23 Checkin MeetingsLead Facilitator checking in with colleagues close to Madison and the innovation process

2012-02-24 Meeting with Emily Lebo

Gain contextual understanding of process and discuss PD options for Madison Implementation

2012-02-24Vocational Tech Site Visit Prep

Introductions of team and learn of goals and objectives for site visits to Blackstone Valley and Worcester Tech

2012-02-24Emily Lebo meeting with David Crane

To ensure an understanding of vocational technical programming

2012-02-27Superintendent's Meeting at Madison

Inform staff about the process, answer questions, and take comments

2012-02-27 Meeting with C. McAfeeCheck in on context and details of planning to date

2012-02-28Site visit to Blackstone Valley and Worcester Tech

Get more contextual information about what vocational and technical schools are doing across the state

2012-02-29 Meeting with Ligia NoriegaUpdate Ligia on the progress of the work to date

2012-03-02 IPC Strategy Team Meeting Planning and processing

2012-03-05 First IPC MeetingIntroductions, overviews, planning moving forward

2012-03-08 First Subcommittee MeetingsIntroductions, discussion and analysis of goals from Review, planning moving forward

2012-03-09 Site Visit to Madison ParkGain more contextual information about Madison Park

2012-03-09Meeting with Steve Thompkins

Check the feasibility of RCC partnering with Madison on planning and implementation of redesign

2012-03-09 IPC Strategy Team Meeting Planning and processing2012-03-12 Subcommittee Meetings Overview, Re-set, Planning forward

2012-03-14Meeting at Future Chef's at new Albany Street Location

to discuss what the requirements were around internships and co-ops and how could we flex those requirements to find ways to get students who are not yet excelling out into the field.

2012-03-15 Subcommittee Meetings Planning, Brainstorming2012-03-15 IPC Strategy Team Meeting Planning and processing2012-03-19 Subcommittee Meetings Planning and refining of ideas2012-03-22 Subcommittee Meetings Planning and refining of ideas2012-03-23 IPC Strategy Team Meeting Planning and processing

2012-03-26IPC and Subcommittee Meetings

Prep for PD and review of ideas and prep feedback

2012-03-28Madison Park Professional Meeting

Give entire staff opportunity to get involved in the planing process and provide feedback



Date Event Purpose

2012-03-29Strategy meeting to review feedback plan, prep and review feedback

2012-03-30 IPC Strategy Team Meeting Planning and processing

2012-04-02IPC and Subcommittee Meetings

Prep for PD and review of ideas and prep feedback

2012-04-02Student Engagement Meeting

To strategize about students getting involved in the MPIP

2012-04-05IPC, Subcommittee, Student Engagement Meetings

Planning and Completion of recommendations phase

2012-04-05 Writing Team Meeting Begin assembling draft of Innovation Plan

2012-04-09Student Engagement Meeting

To strategize about students getting involved in the MPIP

2012-04-12 IPC Meeting Review of first draft of Innovation Plan

2012-04-12 Subcommittee MeetingsPlanning and Finalization of Recommendations

2012-04-13 IPC Strategy Team Meeting Planning and processing2012-04-17 Budget Planning Meeting To review and plan for budget process2012-04-18 Meeting with Legal Office To review Innovation Plan feasibility

2012-04-18 Meeting about FacilitiesTo discuss facilities issues and plan for walkthrough

2012-04-18 Meeting with Budget OfficeTo review the budget impact and sustainability

2012-04-19 IPC Strategy Team Meeting Revision of the Innovation Plan

2012-04-23Presentation to Superintendent's Cabinet Review plan and gather additional input

2012-04-24Finalization of the Innovation Plan

Incorporate additional feedback, finalize Innovation Plan

2012-04-25Innovation Planning Committee Meeting Finalize Draft and Vote to forward to staff

2012-04-27 Meeting with BTU Presentation of Final Draft of Innovation Plan

2012-04-30

Superintendent addresses Madison Faculty, Distribution of Final Draft

Q&A, Presentation

2012-04-30

Followup meeting with members of the Scheduling Committee

Review differences between 7 and 8 modified block schedules

2012-05-01 IPC Meeting Review Feedback and refining of draft2012-05-03 IPC Meeting Review Feedback and refining of draft2012-05-07 IPC Meeting Finalize Plan and Vote2012-05-08 Subcommittee Meetings Review the Final Plan2012-05-09 Faculty Meetings Q&A, Feedback

2012-05-10Faculty Meeting w/ Superintendent Q&A, Feedback



Attachment 7 – Madison Park Implementation Timetable (May - September 2012)

!

Categories* Action*Steps*

School*Culture/*Climate*

Staff:&• Participate!in!ESR!Professional!Development!• Hire!family!and!community!outreach!coordinator!• Create!a!strategic!plan!for!meeting!the!goals!describe!in!the!Proposal!for!

Family!and!Engagement!!• In!collaboration!with!BSAC,!SGA!will!begin!working!on!communication!!

!Facilities:&

• Identify!short!term!needs!and!deciding!on!specific!projects…!• Needs!assessment!of!the!building’s!Infrastructure!for!technology!upgrades!!• Cont.!conversations!about!budget!adjustments!• Cont.!conversations!about!strategies!for!completing!short!term!projects.!• Begin!work!on!short!terms!projects!

Admissions*and*Schedule*

• Construction!of!Master!Schedule!• Develop!strategies!for!recruitment!and!family!outreach!!• Communicate!to!current!students/families!adjustments!in!policies!

Integrated*Curriculum*

PD:&&• Research!appropriate!PD!for!ProjectLBased!Learning!(PBL),!various!

strategies!for!vocational!and!academic!curriculum!integration,!effective!strategies!for!integrating!technology!(IT)!in!all!vocational!and!academic!courses!

• Research!effective!coLteaching!models!• Create!a!3!year!strategic!plan!for!providing!whole!school!professional!

development!Assessments:&

• Create!common!tools!for!managing!an!assessment!systems!(i.e.!calendar,!rubrics,!baseline!assessments/screenings)!across!Vocational!and!Academic!classes!

Authentic*Learning*

• Do!an!internal!assessment!of!current!Authentic!work!Learning!Experiences!(AWLE)!

• In!collaboration!with!the!Mayor’s!office,!identify!private!industry!partners!committed!to!offering!AWLE!!

• Research!strategies!for!creating!AWLE!in!academic!and!vocational!classes!• Hire!a!Partnership!Coordinator!• Create!a!SY!13!!regular!meeting!schedule!for!private!industry!partners!!and!

Executive!Board!(EB)reps!to!convene!

Exploratory* • Begin!identifying!the!appropriate!resources!and!personnel!needed!to!create!!• a!process!for!implementing!the!new!curriculum!and!scheduling!model!

!!

Attachment 8 – Measurable Annual Goals



Measure Description/Notes Year 0 Baseline Year 1 Target

Year 2 Target

Year 3 Target

4-year graduation rate OR Increase graduation rate by 2% points each year 64% 66.0% 68.0% 70.0%

5-year graduation rate Increase graduation rate by 2% points each year 65.4% 67.4% 69.4% 71.4%

Composite Performance Index (CPI): ELA, all students 66.9 68.9 70.9 73

Composite Performance Index (CPI): ELA, ELL students 53.1 54.7 56.3 58.0

Composite Performance Index (CPI): ELA, SPED 52.4 54.0 55.6 57.3

Composite Performance Index (CPI): ELA, Low Income 65.2 67.2 69.2 71.2

Composite Performance Index (CPI): Math, all students 64.2 66.1 68.1 70.2

Composite Performance Index (CPI): Math, ELL students 58.6 60.4 62.2 64.0

Composite Performance Index (CPI): Math, SPED 56.3 58.0 59.7 61.5

Composite Performance Index (CPI): Math, Low Income 62.9 64.8 66.7 68.7

Percentage of students scoring Warning / Failing on MCAS: ELA, all students in all grades 19% 17.7% 16.4% 15.3%

Percentage of students scoring Warning / Failing on MCAS: ELA, ELL students 33% 30.7% 28.5% 26.5%

Percentage of students scoring Warning / Failing on MCAS: ELA, SPED students 28% 26.0% 24.2% 22.5%

Percentage of students scoring Warning / Failing on MCAS: ELA, Low Income students 22% 20.5% 19.0% 17.7%

Percentage of students scoring Warning / Failing on MCAS: Math, all students 22% 20.5% 19.0% 17.7%

Percentage of students scoring Warning / Failing on MCAS: Math, ELL students 29% 27.0% 25.1% 23.3%

Percentage of students scoring Warning / Failing on MCAS: Math, SPED students 31% 28.8% 26.8% 24.9%

Percentage of students scoring Warning / Failing on MCAS: Math, Low Income students 24% 22.3% 20.8% 19.3%

Median Student Growth Percentile (SGP): ELA, all students 34 40 40 40

Median Student Growth Percentile (SGP): ELA, ELL students 38.5 40 40 40

Median Student Growth Percentile (SGP): ELA, SPED 20.5 40 40 40

Median Student Growth Percentile (SGP): ELA Low Income 34 40 40 40

Median Student Growth Percentile (SGP): Math, all students 42 40 40 40

Median Student Growth Percentile (SGP): Math, ELL students 54 40 40 40

Median Student Growth Percentile (SGP): Math, SPED 41 40 40 40

Median Student Growth Percentile (SGP): Math Low Income 44 40 40 40

5) Reduction of achievement gaps among different groups of students

Annual Measurable Achievement Objective (AMAO)

Increase by 10 % each year the percentage of ELL students meting the AMAO measure as determined by growth on the MEPA. NOTE: this measure may need to be adjusted after implementation of new WIDA assessments

33% 36.3% 39.9% 43.9%

(1) student attendance Student Attendance Rate Increase attendance by 1% each year (district measure) 87.1% 88.1% 89.1% 90.1%

(2) student safety and discipline School Safety

Student self-report of safety measure through district's annual climate survey. Likert scale is 1 (strongly disagree) to 4 (strongly agree). School will maintain an average score of 3 or above. (District measure)

3.49 >3 >3 >3

Student retention rate (decrease) Reduce student retention rate in grades 9-12 to no more than 5% in three years 7.5% 6.7% 5.9% 5%

Dropout rate Reduced dropout rate each year by 1 percetnage point from previous year or lower than district rate (district measure). 5.3%

reduce by 1 percentage point from

reduce by 1

percentag

reduce by 1

percentag

Stud

ent A

chie

vem

ent

2) Student achievement on the Massachusetts Comprehensive Assessment System

3) Progress in areas of academic underperformance

4) Progress among subgroups of students, including low-income students as defined by chapter 70, limited English-proficient students and students receiving special education;

1) Graduation rates

Maintain a median SGP of 40 or above eac h year

Reduce by 7% each year the percentage of students scoring at the Failing level on the MCAS

Increase by 3% each year the average CPI

Stud

ent R

ates

(3) student retention and dropout rates

Madison Park Technical Vocational High School - Proposed Measurable Annual Goals in Support of Innovation School Plan



1) Student acquisition and mastery of twenty-first century skills

% students scoring C or higher in ALL four following MassCore subject areas: ELA, mathematics, science, and social studies

Increase by 5% each year the percentage of students scoring C or better in all four subject areas.(District measure, from the Leading and Lagging Indicators)

29.5% 31.0% 32.5% 34.1%

2) Building a culture of academic success among students

Mean score on student engagement index.

School will maintain an average score of 3 or above on composite of the following Std Survey Measures from district climate survey:• I work hard to make good grades on my assignments• I pay attention in class• When I am in class I concentrate on doing my work• When I am in class I work as hard as I can• It is important to succeed in my classes• I am interested in learning new thingsLikert scale is 1 (strongly disagree) to 4 (strongly agree).

3.2 >3 >3 >3

% students reporting that teachers set high expectationsIncrease by 2 points each year the percentage of students who respond "Strongly Agree" to the following student climate survey item:• My teacher expects me to make good grades

46% 48% 50% 52%

3) Building a culture of student support and success among school faculty and staff

Mean score for collective teacher efficacy reported in year end teacher climate survey

School will maintain an average score of 3 or above on composite of the following Std Survey Measures from district climate survey:• Teachers here are confident they can motivate students• Teachers in my school have what it takes to get the children to learn• Teachers in my school really believe every child can learn• Teachers in my school are able to get through to the most difficult students• Teachers in my school have the skills and knowledge to teach the subjects they are assigned to teach• If a child doesn’t learn something the first time, teachers here will try another way• Teachers in my school are skilled in various methods of teaching• Teachers here take responsibility for improving the school• Teachers in my school set high standards for themselves• Teachers here feel responsible for making sure that all students learn• Teachers in my school are really trying to improve their teaching

3.1 >3 >3 >3

Col

lege

Rea

dine

ss a

nd S

choo

l Cul

ture



Attachment 9 – Resumes and Letters of Support

Office of the Academic Superintendent for High Schools

and Office of High School Support

______________________________________________________________________________ Dr. Linda Britton Cabral Ligia Noriega-Murphy Academic Superintendent Assistant Academic Superintendent February 9, 2012 Dr. Carol Johnson Superintendent of Schools Boston Public School 26 Court St. Boston, MA 02108 Dear Dr. Johnson: I am pleased to offer my commitment to be part of the process of moving Madison Park Technical Vocational High School to Innovation School status. I understand the importance of this work for the district’s only Technical Vocational High School and the enormity of the task. I also realize that this change will have significant positive outcomes for our Boston Public School students as we move through the Innovation School process toward significant change in how we serve Madison’s students next year and in the years to come. I feel that we have established a strong internal team that will provide expertise and resources to work with our external stakeholders to implement the Innovation School plan once it is approved. I look forward to this exciting opportunity. Sincerely, Dr. Linda Britton Cabral, Ed. D. Academic Superintendent of High Schools



Linda Britton Cabral, Ed.D. 19 Countryside Drive Boston, MA 02126

[email protected] 617-298-7467 (h); 617-212-5372 (c)

OBJECTIVE

To collaborate with school districts and school leaders to provide and support a rigorous learning environment that prepares students for success in college and career.

EXPERIENCE Boston Public Schools Chief Academic Officer & Academic Superintendent Interim Chief Academic Office, August–October, 2011 – Assumed the responsibilities of the CAO including meeting with the various department leads and academic superintendents regarding projects, priorities and outcomes. Supported the Race To The Top effort and co-facilitated team meetings. Member of the Superintendent’s Cabinet. Academic Superintendent Superintendent's Executive Team, 2010-present - Direct supervisor for 35 headmasters including, district, theme based, exam, In-district, Innovation. International Baccalaureate and Pilot high schools. Align focus of monthly headmasters' professional development with the Superintendent's performance targets. Plan with other members of the Executive Team to support curricula and the needs English Language Learner and Children with Disabilities at the school site. Conduct one on one school site visits with an emphasis on data and interventions. Supervise, evaluate and recommend for hire the assistant academic superintendent, headmasters, and staff assistant. Represent high schools in the development of academic and behavioral grants. Oversee budget expenditures that support headmasters' network and alternative education. Organize weekly support team meetings including agenda development, guest presentations, follow up expectations and debriefing sessions. Assist in the middle school transitioning supports initiative for students identified as 'at risk'. Collaborate with directors, financial officers and operational staff in an effort to meet the Superintendent's goals. Participant: Chief Academic Officer's Team. Assistant Academic Superintendent Chief Academic Officer's Team, 2009-2010 - Coordinated the professional development for 25 headmasters, which included a focus on academic rigor. Supervised the Office of High School Support initiatives including credit recovery, advanced placement, and college readiness. Collaborated daily with headmasters; responded to requests to engage in problem solving; conducted site visits with a specific focus on instructional practice and improved student performance; created differentiated support structures for schools and tracked performance metrics across all high schools. Coached, supervised and evaluated headmasters as well as high school support staff. Participated in the following work groups: the Re-Engagement Center; Alternative Education; Formative Assessments; and the Turnaround Schools. Accreditation liaison in accordance with New England Association of Schools and Colleges' guidelines. Headmaster Community Academy of Science and Health, 2005-2009 – School leader for the opening of this small, theme-based high school. Prioritized improved teacher performance through professional learning communities and on-going professional development. Collaborated with Instructional Leadership and Administrative Teams to incorporate student exhibitions throughout the school year. Utilized teacher skills to present whole-school workshops addressing Equity, Access and the Achievement Gap through content teams text-based discussions. Identified partnerships and community outreach to enhance the school’s theme. Modeled coaching, supervision, and evaluation practices for administrative team members, colleagues, and principal fellows. Hyde Park High School, 1999 – 2005 – Initiated the reorganization of this instructional learning environment including teaching and learning goals and priorities; daily instructional classroom practices; the establishment of routines with an emphasis on best practices; shared expectations for students and families; institution of operational protocols, and the development of the annual August Professional Development Institute for all staff.



Assistant Headmaster - Jeremiah E. Burke High School, 1994-1999; Administrator - Brighton High School, 1989-1994; Evaluation Team Leader - Mario Umana High School, 1987-1989; Teacher - Mario Umana High School, 1982-1987; Harvard Kent Elementary School, 1981-1982; Blackstone Elementary School, 1980-1981; Harvard Kent Elementary School, 1979-1980

EDUCATION

Ed.D. Leadership in Urban Schools, 2006 Dissertation: “Letters from four antebellum Black women educators to the American Missionary Society, 1863 – 1870.” University of Massachusetts, Boston M.Ed. Educational Research and Program Evaluation, 1984 Boston College, Chestnut Hill, MA B.S. Early Childhood Education: Special Education – Children with Moderate Special Needs, 1979 Wheelock College, Boston, MA

RECENT ACADEMIC AWARDS AND CONTRIBUTIONS

2010 Alternative Education Celebration: Remarks Boston Adult Technical Academy, A Conversation with the Honorable Judge Leslie Harris: Remarks National Academy of Engineering - Annual Summit, Wellesley College: Panel Member Success Boston Curriculum Alignment Workshop: Presenter Twelfth Baptist Church Mothers' Day Celebration: Guest Speaker 2009 Boston Public Schools Annual August Graduation Ceremony: Guest Speaker Public Education Leadership Project at Harvard University: Boston Public Schools team member The Bulletin Newspapers.com "New Hope for BPS Students" Featured the work of Dr. Linda B. Cabral, Headmaster, regarding strategies used with students identified as underperforming 2004 – 2009 Boston Public Schools Principal Fellowship Program An intensive 12-month experience that integrates theory and practice and organized on ten Dimensions of Principal Leadership. Mentored five Principal Fellows 2008 60+ Veterans Group 12th Baptist Church Award: Recipient 2007 The Boston Higher Education Partnership Award: Recipient 2006 High Schools of the Future II, Marlborough: Presenter Transformation and Innovation: International workshop for school principals, National Academy of Education Administration, Beijing, China: BPS Delegate Transformation and Innovation: International workshop reflections, Boston Omni Parker House: Presenter 2005 Black Ministerial Alliance - Black Educators' Award: Recipient

AFFILIATIONS AND SUBSCRIPTIONS

Association for Supervision and Curriculum Development Black Educators' Alliance of Massachusetts Twelfth Baptist Church



BOSTON&PUBLIC&SCHOOLS&&OFFICE&OF&High&School&Support&Career&and&Technical&Education&Emily&Lebo,&Director&&!

February 8, 2012 Dr. Carol Johnson Superintendent of Schools Boston Public School 26 Court Street Boston, MA 02108 Dear Dr. Johnson: Please accept this letter as my commitment to work with the district on moving Madison Park Technical Vocational High School towards Innovation School status. As you can see from the attached resume, my experience in vocational education is substantial. I have been a member of the Massachusetts Association of Vocational Administrators for 13 years and have been appointed to serve on the Massachusetts Board of Education’s Advisory Council for Career/ Vocational Education. I started my career in education as a vocational teacher where I experienced the joy of being able to share my profession with students in the classroom and at the clinical site. Watching vocational education students grow in skill and confidence has been the highlight of my career; I still see these young people working at hospitals in the region. For the past four years, I have been working closely with the administration and staff at Madison Park. I see their potential and I am truly excited about working with them to give Madison the structures and supports needed to ensure that the outcomes for our students will mirror those of the very best vocational programs in the state. Thank you for your consideration. Emily Lebo, Director Career and Technical Education ! ! ! ! ! ! ! ! ! ! ! ! ! !

Career!and!Technical!Education!55!Malcolm!X!Boulevard!Boston,!MA!!02120!Office!(617)!635D8079!!!!!FAX!!(617)!635D8331!



EMILY A. G. LEBO 354 HIGHLAND AVE.

QUINCY, MASSACHUSETTS 02170 617-471-8393

[email protected]

EDUCATION Northeastern University, Boston, MA 2001 Masters of Science in Nursing Administration University of Massachusetts, Boston, MA 1990 Division of Career and Technical Education Teacher Approval Northeastern University, Boston, MA 1986 Bachelor of Science / Nursing Laboure College, Boston, MA 1976 Associate Degree / Nursing

PROFESSIONAL Boston Public Schools 2007 – present Director of Career and Technical Education Responsible for Career and Technical Education programs funded through the Perkins Grant including curriculum, convening of advisory committees, supporting improvement plans for Chapter 74 and non-Chapter 74 programs in the district. Responsible for the Perkins Local Plan Development and the monitoring of outcomes and requirements of the Perkins Act. Also responsible for vocational components of the transition planning for non-diploma bound students with disabilities in the district. Chairman of the Madison Park Safety Team, Exploratory Team and Post-Secondary Transition Team Quincy Public Schools 1999 – 2007 Director of Career and Technical Education Reporting to the Superintendent of Schools; responsible for budget and curriculum, formation of advisory committees, staffing, planning, implementation and evaluation of 18 career and technical programs, (13 Chapter 74) as well as all business education, technology/engineering education, and consumer science education for the school system. Serving as a member of the Superintendent’s Leadership Team, the Assessment Team, the Professional Development Team, the Instructional Technology Team, and the School Community Business Partnership Team.



Director of the Quincy Evening High School program, a grant funded, alternative program to recover high school drop outs. (2002-2006) Responsible for the procurement and management of state, federal and private grant monies to support the above programs. Quincy Public Schools, Center for Technical Education 1987 - 1999 Coordinator and Instructor, Health and Human Services Boston Medical Center, Boston, MA 1983 – 1998 Per Diem Registered Nurse Post Anesthesia Care Unit Department of Health and Hospitals, Boston, MA 1980 - 1983 Boston City Hospital Flexi-pool Registered Nurse CCU, MICU, and Pediatrics

MEMBERSHIPS Future Chefs Advisory Board 2010 – present Massachusetts Association of Vocational Administrators 1999 – present Massachusetts DOE C/VTE Advisory Council (appointed) 2006- present Bunker Hill Community College – Perkins Advisory Board 2007 - 2011 South Coastal Workforce Investment Board of Directors and Youth Council 2000- 2007 Bethany Teen Mother’s Program, Board of Directors 2003-2007 Step Up South Shore Tech Prep Consortium, Board of Directors 2000-2007 Massachusetts DOE COP Steering Committee (2003-2006) Member of DOE Graduation Rate Task Force Association of Career and Technical Educators (ACTE) (1999-present)

LICENSES Commonwealth of Massachusetts BORN # 133527, Registered Nurse DOE # 194056 VoTech Superintendent, Coop Coordinator, Health Science, LPN OCCS # 17487 Preschool Teacher

CERTIFICATIONS OSHA 10 hour general industry certification



Boston Public Schools

MADISON(PARK(TECHNICAL(VOCATIONAL(HIGH(SCHOOL(Charles(E.(McAfee(

Headmaster( February 7, 2012 Dr. Carol Johnson Superintendent of Schools Boston Public Schools 26 Court Street Boston, MA 02108 Dear Dr. Johnson: This letter serves as my commitment to work with the district on moving Madison Park Technical Vocational High School to Innovation School status. You know how I feel about Madison Park, its students and its staff. I am proud of how far we have come and the fact that students and families in our great city want to be a part of our learning community. The recent Madison Park review and this plan will enable us to take the next steps in making our school and our technical programs everything that I know we can be. I look forward to the work that lies ahead. Sincerely,

Charles E. McAfee, Headmaster

75 MALCOLM X BOULEVARD, BOSTON, MASSACHUSETTS 02120 • (617) 635-8970 • FAX (617) 635-9831



CHARLES E. MCAFEE

Headmaster, Madison Park Technical Vocational High School Roxbury, Massachusetts

Charles E. (Chuck) McAfee is the Headmaster of Madison Park Technical Vocational High School, the only technical vocational high school in the city of Boston. As the Headmaster, Mr. McAfee is responsible for supervising a staff of 200 and supporting 1300 students in three academies on a five-building campus in Boston’s historic neighborhood of Roxbury. Mr. McAfee is a native Bostonian. After graduating from Dorchester High School, Mr. McAfee received an Associates Degree from Chamberlayne College and then completed a Bachelor’s in Education from Mansfield State Teachers College in Mansfield, Pennsylvania, where he was named an All-American in college basketball. He was awarded a M.Ed. from Lesley College in Boston. Mr. McAfee began his career with the Boston Public Schools in 1972. He taught at the James Timilty School and was the school’s first Instructional Support Teacher. Most notably, he implemented a nationally recognized Boston initiative, Project Promise, that provided extended learning time for all Timilty students. In 1989, Mr. McAfee accepted a position as Administrative Assistant to the BPS North Zone Superintendent. He was recognized for his strong educational leadership with the National Excellence Award in Education and the Appreciation of Excellence Award by the Timilty School students and staff. Chuck was presented with the North Zone Management Team Award by the North Zone Management Consortium in acknowledgement of his leadership in the Boston Public Schools’ North Zone. In 1991, Mr. McAfee was appointed Principal at the Clarence Edwards Middle School in Charlestown. While continuing to lead the Edwards Middle School, he assumed additional duties as a Boston Public Schools’ Cluster Leader. In that position, he provided daily support and mentoring for the educational administrators in the fifteen elementary, middle and high schools in Cluster 1. During his tenure at the Edwards Middle School, Chuck was awarded: the North Zone Principal Excellence Award, the Charlestown Public Servant of the Year Award, the Notable Contribution Award BPS Master PAC Spanish Bilingual Committee, the Junior Achievement Principal’s Award, and the Heroes Among Us by the Boston Celtics. Principal McAfee was also awarded the prestigious Milken Award (1999) by the Milken Family Foundation. This coveted award is given to United States educators “In National Recognition as an Exemplary Educator”. In July of 2000, Chuck was appointed Headmaster/Director at Madison Park Technical Vocational High School, where he currently serves. During his tenure at MPTVHS, he was featured in the ABC documentary “Boston 24/7” and is a regular contributor to the Boston media. In addition, Channel WB56 presented the Unsung Hero Award to him. The Milken Family Foundation selected Headmaster McAfee as the Massachusetts Representative for Milken Awardees for their 25th year. The Boston Public Schools’ High School Association unanimously elected him as President of the organization, a position he currently holds. Headmaster McAfee



was also asked to serve on the newly formed Superintendent’s Advisory Council for Professional Development for Principals and Headmasters. Chuck is frequently asked to speak about trends in both academic and technical vocational education in the Boston Public Schools.



David S. Crane 78 Pinckney Street

Boston, Massachusetts 02114

[email protected]

617-9015800

February 8, 2012 Dr. Carol Johnson Superintendent of Schools Boston Public School 26 Court Street Boston, MA 02108 Dear Dr. Johnson: Please accept this letter as my commitment to work with the district on moving Madison Park Technical Vocational High School towards Innovation School status. As you can see from the attached resume, my commitment to education and Boston Public school students in particular is substantial. My involvement began in 1994 as a member of the Josiah Quincy Elementary school site council and accelerated in 1999 as I became a co-founder of and the interim head of school at the Quincy Upper School, one of Boston’s earliest pilot schools, and then a sixth grade Humanities teacher at the school. My involvement with vocational education began in 2006 when I published an Op-Ed piece in the Boston Globe suggesting that Boston’s students need more choices and more pathways to success than were then being offered. My work in vocational education continued in India from 2006-08, where I researched responses to their dropout crisis, and began a credit-recovery program for high school students. That program utilizes hands-on, authentic work experience at a nearby luxury hotel to engage and retain former high school dropouts. The program has been a roaring success, with several students being hired by the hotel after graduation to work alongside their regular trainees, who come from top hotel management schools. The program has expanded to include partnerships in electronics and automotive technology. Upon returning to Boston in 2008, I began work with the Pathways to Prosperity Project at the Harvard Graduate School of Education. At the request of the Executive Director of PPP, I served on the Madison Park review team. I have a strong interest in seeing Madison Park take its rightful place as one of the Commonwealth’s most successful CVTE institutions and seeing Madison Park’s students become fully engaged in their education, find career pathways that appeal to their interests, talents and aspirations and in so doing, become successful, contributing members of the community. Thank you for your consideration. Sincerely yours,

David S. Crane



David S. Crane 78 Pinckney Street

Boston, Massachusetts 02114 617-901-5800

[email protected]

Experience 2008-present ECCO Foundation Boston, MA Managing Director

Research, writing and consulting on development of modern vocational/CTE programs for inner-city students with particular attention on establishment of authentic partnerships between local businesses needing skilled employees and CVTE schools whose students are developing skills to meet the needs of local businesses

2007-2008 Pallavanjali Gurgaon, India Director of Career Training

Established a co-operative learning credit recovery program for high school dropouts in which students spent half time outside school in a hotel management training program and apprenticeship at The Oberoi, Gurgaon, a world-class hotel, and half time in class working on projects relating to their co-op experiences

2006-2008 American Embassy School New Delhi, India Tenth grade English teacher

Adapted existing 10th grade curriculum to include hands-on learning experiences, including full-class creation and performance of a modern adaptation of a Greek tragedy

1999-2006 Josiah Quincy Upper School Boston, MA Sixth grade Advanced Work Class (AWC) Humanities

teacher

2000-2006

Sixth-grade co-team leader SY 2004 & 2005, providing administrative and professional development support for twelve teachers and approximately 146 students and serving as part of the leadership team of the school

Devised and taught Geography-based English Language Arts curriculum to advanced work students, more than 90% of whom were subsequently accepted to Boston exam schools



Devised and taught class titled “Cooperative Literature” in which heterogeneous groups of students use literature to improve communication skills

Taught ISEE prep class after school to students seeking admission to Boston’s exam schools

Interim Co-Head of School 1999-

2000

Led team of parents and professionals at the Josiah Quincy Elementary School that conceived, proposed and lobbied for the founding of the Josiah Quincy Upper School, a grade 6-12 Boston Pilot School, to operate in conjunction with, and accept graduates of, the Josiah Quincy Elementary School, creating the only mainstream public K-12 educational experience in the City of Boston.

Co-led school during its first year of operations. School opened in September 1999 with no principal and 96 sixth graders.

Participated in hiring of initial staff and development of the initial educational program, provided leadership and support for teachers and development of the educational program, prepared and managed school’s budget, coordinated with central administration, managed discipline, communicated with parents, coached swimming, designed and managed school’s web site, taught an elective and served as advisor to 16 students.

1992-1999 Orion Advisors, Inc. Boston, MA President

Advised a wide range of national, institutional clients on the acquisition and management of high-yield municipal bonds.

1986-1992 MFS Investments Boston, MA Vice President (1986-1990) Senior Vice President (1990-

92)

Managed $250+ million portfolio of non-performing and defaulted municipal bonds.

Reported to the Board of Trustees of various mutual funds within the MFS family of funds

Engaged in new product development, including the creation of exchange-traded mutual funds.

1981-1986 Mintz, Levin, Cohn, Ferris et. al Boston, MA Associate

Practiced municipal bond and public finance law representing public bodies and Wall Street investment banking firms.



Involved in overseeing legal aspects of over $3 billion of financings

Education 2000 Massachusetts Institute for New Teachers (MINT) University of Massachusetts Boston Boston, MA Awarded signing bonus and admission to this competitive,

legislatively-created program established to bring outside professionals and first-rate recent college graduates into the teaching profession in Massachusetts

1981 J.D. Boston University School of Law Boston, MA Editor, Law Review 1979-1981 Graduated cum laude

1977 B.A. Middlebury College Middlebury, VT Graduated with High Honors in Religion and Philosophy

Relevant

Philanthropic

Activities

2005-2006 Boston Latin School Boston, MA Parent member of School Site Council (alternate)

1994-1999 Josiah Quincy Elementary School Boston, MA Parent member of School Site Council

Other : MA certifications: Grade 9-12 English; Grade 6-8 Humanities

Have testified before the Boston School Committee on a variety of educational issues Solid understanding of Microsoft Office; intermediate conversational and advanced written Spanish; rusty college French (two years)



Michael A. Viggiano • 42 Sandy Brook Road • Burlington, MA 01803 • 781-273-3995 EDUCATION: University of Massachusetts Labor Studies, May 2007

Northeastern University/Boston 1977-1981 Graphic Arts Management, Production Emphasis Boston State College 1981 -1983

Massachusetts Teacher License, Graphic Communications

2003 Massachusetts Vocational Technical License, Supervisor/Director 2004 Graduate Massachusetts Association of Vocational Administrators Leadership Academy EXPERIENCE: 1993 – Present

Madison Park Technical Vocational High School, Boston, MA Graphic Communications Instructor

Varsity Baseball Coach • Girls JV Basketball Coach

Teach Electronic Imaging, Adobe CS5, Typography, Document Preparation, Offset Printing, Digital Printing, Large Format Printing, Screen Printing, Copy Center Management and Bindery and Finishing operations. Used my printing and computer background to help develop curriculum based on the Core Standards for Imaging as developed by The National Printing Skills & Knowledge Standards Project which was used to develop the Certificate of Occupational Proficiency in Graphic Communications and the Vocational Technical Education Frameworks for Graphic Communications for the DESE.

• Mentor for new vocational teachers • Worked with Journalism staff and students to produce the school newspaper

• Advisor for the senior class yearbook 2009-2010 President, Massachusetts Vocational Association 2008-2009 Vice President, Massachusetts Vocational Association 2007-2008 Secretary, Massachusetts Vocational Association 1993-present Massachusetts Vocational Association, Building Representative MIAA certified baseball and basketball coach

American Sport Education Program Nationally certified, baseball and basketball coach MIAA approved sports official for: Basketball, baseball, softball, soccer and football Head Coach Burlington, MA girls and boys baseball and basketball teams



Certified: First Aid, ADE, CPR and Concussion 1985 - 1992 Van Keuren Corporation

Production Manager Framingham, MA

Responsibilities included supervising the staff. Scheduled and coordinated the production for photography, typography, copy preparation and color reproduction for catalogs and corporate advertising. Handled many jobs and their components simultaneously. Established priorities to insure rigid deadlines were met. Worked hands on with the Macintosh computer and prepared workflow when necessary. • Organized training for new workers • Negotiated costs and contracts for printing services purchased from outside vendors • Established work routines and standards and solved production problems

• Performed administrative duties 1983 – 1985 Wrightson Typographers Customer Service Manager Watertown, MA

Made Customer Service Representative position more appealing to employees by teaching employees ways of approaching the job to make it more interesting and challenging. Investigated new facets that could be added to their job responsibilities. The benefits were; reduced turnover, people were content with their job. With lower turnover, limited training followed and a lower error rate resulted because fewer people left the job. I was able to maintain an experienced staff.

• Instituted a Customer Service Training Program • Decreased customer response time • Increased customer satisfaction RELATED SKILLS • Demonstrated ability to teach and train people of all levels

• Well regarded for effectively communicating and collaborating with people • Recognized as someone with a reputation for being dependable and one who cares • Work independently with minimal supervision and contribute to a team effort

• Have a working knowledge of computers and technology



20 York Street, Dorchester, MA 02121•617-935-6448•[email protected]

Patricia A. Flakes Objective

To teach Biology to high school age students with disabilities.

Experience

September,1977 - present

Boston Public Schools Boston,MA

Special Needs Teacher Teach Biology to 10th graders Develop attainable goals for Individualized Education Plans Prepare students to take MCAS

Education

September,1973 – June,1977

Wheelock College Boston,MA

Bachelor of Science in Special Education Minor in Biology Minor in English Literature Minor in Psychology President; Black Student Union (1975,1976) Vice President; All School Student Union (1976)

References

References are available on request.



DR.$MICHAEL$F.$FITZPATRICK$146$Brimfield$Road,$Monson,$Massachusetts$01057;9625$ $Telephone:$413;267;4226$$

$$

CAREER%GOAL%To$design$model$strategies$which$significantly$advance$benchmarked$learning$outcomes$of$multiple$student$customers.$

$%

HIGHLIGHTS%OF%QUALIFICATIONS%Thirty$plus$years$of$professional$leadership$and$community$service$with$emphasis$on$public,$secondary,$and$higher$education$and$human$service$administration,$staff$training,$curriculum$and$pedagogy,$budgeting$and$finance,$program$development,$supervision,$and$evaluation.$$Strong$communication$skills$and$extensive$experience$with$school$committees,$advisory$boards,$trustee$and$other$governing$directorships.$$Successful$legislative$and$lobbying$experience$with$state,$regional,$and$local$governmental$units.$$Considerable$expertise$in$contract$development,$compliance$labor$relations,$and$collective$bargaining.$$Extensive$experience$with$grant$supported$projects,$having$designed,$negotiated,$implemented,$supervised,$and$evaluated$in$excess$of$500$such$initiatives.$$Significant$knowledge$of$facility$expansion,$having$spearheaded$three$major$construction/facility$expansion$efforts.$$$$

ADMINISTRATIVE%EXPERIENCE%SUPERINTENDENT6DIRECTOR,%1994%6%PRESENT$Blackstone$Valley$Vocational$Regional$School$District,$Upton,$MA$$$DIRECTOR,%CENTER%FOR%VOCATIONAL%TECHNICAL%EDUCATION,%1990%6%1994$Fitchburg$State$College,$Fitchburg,$MA$$$DIRECTOR,%STATEWIDE%CURRICULUM%PROJECTS,%1987%6%1989$Westfield$State$College,$Westfield,$MA$and$$Southeastern$RVTHS$District,$South$Easton,$MA$$$$STATEWIDE%CONFERENCE%COORDINATOR%FOR%VOCATIONAL6TECHNICAL%%LEADERSHIP%PERSONNEL%(PART6TIME)%1981%6%1994%$Fitchburg$State$College,$Fitchburg,$MA$and$Westfield$State$College,$Westfield,$MA$$$ASSISTANT%SUPERINTENDENT,%1974%6%1987%$Pathfinder$Regional$Vocational$Technical$District,$Palmer,$MA$$$



!ADMINISTRATIVE!ASSISTANT!TO!PRESIDENT,!1971!2!1972!!Springfield!Technical!Community!College,!Springfield,!MA!!!ADMINISTRATIVE!INTERN,!1970!2!1971!!Westfield!Superintendent's!Office,!Westfield,!MA!!!!

TEACHING!EXPERIENCE!ASSOCIATE!PROFESSOR,!OCCUPATIONAL!EDUCATION,!1995!2!PRESENT!!University!of!Massachusetts,!Boston,!MA!!!ASSOCIATE!PROFESSOR,!INDUSTRIAL!TECHNOLOGY/VOCATIONAL!TECHNICAL!EDUCATION,!1990!2!1995!!Fitchburg!State!College!Graduate!and!Continuing!Education,!Fitchburg,!MA!!!COLLEGE!INSTRUCTOR,!OCCUPATIONAL!EDUCATION,!1971!2!1994!!Westfield!State!College,!Westfield,!MA!!!INSTRUCTOR/CAREER!EDUCATION!AND!MIDDLE!SCHOOL!SUPPORT!PROGRAMS,!1972!2!1974!!Juniper!Park!Training!School!G!Westfield!State!College,!Westfield,!MA!!!!!!INTERN!INSTRUCTOR/PHYSICAL!SCIENCE!2!1969!!South!Middle!School,!Westfield,!MA!!!!

EDUCATION!University!of!Massachusetts,!AMHERST,!MA!Doctorate!of!Education!Administration!G!1981!!!WESTFIELD!STATE!COLLEGE,!WESTFIELD,!MA!Master!of!Education!in!the!Supervision!and!Administration!of!!Occupational!Education!G!1971!!!WESTFIELD!STATE!COLLEGE,!WESTFIELD,!MA!Bachelor!of!Science!in!Education!G!1970!!!QUINSIGAMOND!COMMUNITY!COLLEGE,!WORCESTER,!MA!Associate!of!the!Arts!G!1968!!!!

RELATED!EXPERIENCE/ACKNOWLEDGMENTS!Shared!self!developed!models!at!national!forums,!having!served!as!a!featured!speaker!in!Atlanta,!San!Diego,!Washington!D.C.,!Orlando,!Columbus,!New!Orleans,!and!Nashville.!!Served!as!2010J2011!President!of!the!Massachusetts!Association!of!School!Superintendents.!!Named!2011!Massachusetts!Superintendent!of!the!Year.

!



Patrick(J.(Connolly(

B.A.$Salem$State$College$

$

M.ED.$UMass$Boston$

$

Boston$Public$Schools$

$ 1971$–$1975$$$$John$Cheverus$School,$East$Boston$

$ 1975$C$$1981$$$$Madison$Park$High$School$

$ 1984$–$2006$$$$Madison$Park$Technical$Vocational$High$School$

$ 2006$–$2012$$$$$Leave$of$Absence,$Boston$Teachers’$Union$

$

Boston$Teachers$Union$

$ 2006$–$Present$$$Executive$Vice$President$



Rasheed Hakim Meadows PO Box 320295 (617) 440-8753 Roxbury, MA 02132 [email protected]

Page 1 of 2

EDUCATION

HARVARD UNIVERSITY Cambridge, MA Doctor of Education Leadership Anticipated 2013 Coursework: Advanced leadership theory and application, strategic planning, building and sustaining successful

enterprises, exercising leadership across cultural and international boundaries, education finance and budgeting, negotiations, entrepreneurship in education, high leverage design, education policy and sector change, leadership and social movements, race and punishment in schools, leading innovation

NORTHESTERN UNIVERSITY Boston, MA Boston Principal Residency Network 6/2000

• Engaged with over 12 principals, assistant principals and school program directors in the greater Boston area to conduct active research and reflective practice around school leadership.

• Worked in residence with a mentor principal creating novel programs and systems to improve pedagogy in the classroom. Developed and led after school programs in mentorship and web design.

HARVARD UNIVERSITY Cambridge, MA Master of Education, Teaching and Curriculum 6/1997 Coursework: Social and historical context and issues of diversity in American education, the nature of science,

teaching and curriculum in secondary schools, education for social and political change, teaching science

YALE UNIVERSITY New Haven, CT Bachelor of Arts 6/1996 Major: Biology; Thesis: “Spontaneous mutations in pcaH and -G, structural genes for protocatechuate 3,4-

dioxygenase in Acinetobacter calcoaceticus.” L.N. Ornston, Ph.D., Principal Investigator.

PROFESSIONAL EXPERIENCE

LOS ANGELES UNIFIED SCHOOL DISTRICT Los Angeles, CA Leadership Intern 7/2011

• Worked in residence with John Deasy, LAUSD Superintendent, on a leadership learning assignment for systems-level management.

BOSTON PUBLIC SCHOOLS Boston, MA Founding Headmaster, Urban Science Academy 6/2005 – 8/2010

• Founded a new school under Boston’s High School Renewal initiative and implemented an innovative, supportive curriculum and learning environment focused on learning for all students.

• Led instruction and operations for 38 faculty and staff and 340 students, managed the budget of over $2.5 million dollars, and raised more than $250,000 from grants and contributions.

• Developed leadership training for administrative and instructional staff that improved student performance, increased offerings, and built capacity in students and staff members to excel.

• Initiated and negotiated a union contractual agreement for a co-teaching inclusion model for the freshman and sophomore core classes that provided high-quality, engaging learning opportunities for all students, especially those with special needs. Over five years, our school had one of the highest graduation rates for special education students in the Boston Public Schools improving by 33% and exceeding the district by 25%, ultimately becoming one of the highest achieving schools with the most student growth.

• Instituted student enrichment, support, intervention and acceleration programs to provide open access to Advanced Placement (AP) programs, and extended academic offerings to include the Arts – Instrumental Music Ensemble, Music Studio Production, Drama, Slam Poetry, Debate – courses not otherwise funded in the central budget allocation.

• Led student and family engagement initiatives that increased attendance rates, graduation rates, and decreased student suspensions and infractions by creating a safe, college-going high school community.

• Commended by the Massachusetts Department of Education and recognized by EdVestors as a finalist for the School on the Move Prize for making exemplary progress closing achievement gaps and for becoming one of three of Boston’s most improved schools.



Rasheed Hakim Meadows PO Box 320295 (617) 440-8753 Roxbury, MA 02132 [email protected]

Page 2 of 2

PROFESSIONAL EXPERIENCE (continued)

BOSTON PUBLIC SCHOOLS Boston, MA Founding Academy Leader, Governing Board Member, Lila G. Frederick Pilot Middle School 6/2003 – 6/2005

• Co-founded and hired an entire staff for one of Boston’s largest middle schools, which was the first school constructed in the city in over 30 years.

• Supervised and evaluated 21 faculty and staff members, coordinated services and programs for 190 students in a small learning community, and led professional development seminars on topics to support our students’ needs and administered the budget allocated to the Academy.

• Worked on the Governing Board to guide the vision and mission of the larger school and worked with local community members to direct resources to serve our students.

CAMBRIDGE PUBLIC SCHOOLS Cambridge, MA Dean of Students, Cambridge Rindge and Latin School 9/2000 – 6/2003

• Assisted to redesign the large, comprehensive high school into five small schools to provide equity and access for all students in a very diverse and cosmopolitan high school.

• Oversaw all student services within one of the CRLS schools and managed the day to day student interaction, discipline and attendance for over 400 students.

• Led mentorship programs for at-risk students in collaboration with local community organizations and local universities including Harvard and MIT.

• Assisted in the supervision and evaluation of 45 faculty and staff members. • Planned seminars and workshops with Cambridge students of the Minority Student Achievement

Network, a collaborative network of 15 school districts nationwide. Teacher of Science and Technology 8/1996 – 8/2000

• Taught biology, Principles of Science and Technology, web design, and jazz ensemble. E-TECH ED, LLC Boston, MA Founder, Chief Executive Officer 2006 – Present

• Consult to schools and non-profit agencies and facilitate professional development and training. • Work to implement new technologies (hardware, software, and Internet tools) for institutions seeking

to streamline and enhance student instructional services. • Train instructional leaders and teachers to mitigate issues of race and patterns of disproportionate

suspensions and expulsion in school settings in order to increase achievement among students of color and support culturally relevant instructional and management practices.

COMMUNITY EXPERIENCE

ALPHA PHI ALPHA FRATERNITY, INC. Baltimore, MD Eastern Region Assistant Vice-President, Zeta Chapter President 1995-1996

• Worked on the International Board of Directors as the second chief administrator of the fraternity’s chapters extending from Maine to Virginia.

• Coordinated community service, volunteer and social activities for the chapter at Yale University, and raised and awarded more than $10,000 in scholarship money for New Haven public high school students.

SKILLS

Languages Fluent in English and Spanish Technologies

Highly proficient in PC and Macintosh hardware construction and repair. Software expertise in Microsoft Office applications (Excel, PowerPoint, Word), Adobe products

(Illustrator, Acrobat, Photoshop, Dreamweaver), database applications (FileMaker Pro), Google Apps Certifications

Administrative: Principal/Assistant Principal 5-12 Instructional: Biology, General Science, Spanish (pending)

Hobbies

Semi-professional jazz saxophonist (tenor, alto and soprano saxophones) regularly playing public, private

and fundraising events.

1

Attachment 10 – Whole School Improvement Plan

Madison Park Technical Vocational High School Whole School Improvement Plan

Dashboard - 2011-12

STUDENT PERFORMANCE DATA ANALYSIS

Subject Area Lowest Achieving Subgroup School District State ELA Students with Disabilities 52.4 68.2 80.2 Math Students with Disabilities 55.5 58.3 69.5 Science Students with Disabilities 43.1 50.5 67.1

PROBLEMS OF PRACTICE 1. WHOLE SCHOOL IMPROVEMENT POP (Interdisciplinary): Teachers struggle to show a relevant relationship between content and real-world situations. Students struggle to make connection between academic and vocational classes. Students that are learning English and students with disabilities particularly struggle with MCAS assessments. Teachers struggle to develop support mechanisms that push higher ordering thinking, particularly for subgroups. 2. a. SCHOOL-WIDE ELA POP: New POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

2. a. SCHOOL-WIDE ELA POP: New POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

2

3.a. SCHOOL-WIDE MATH POP New POP: Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.

3.a. SCHOOL-WIDE MATH POP New POP: Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.

4.a. SCHOOL-WIDE SCIENCE POP New: 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.

4.a. SCHOOL-WIDE SCIENCE POP New: 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.

KEY INSTRUCTIONAL STRATEGIES District Theory of Action: IF the district delivers effective instruction that is both rigorous and relevant and develops the infrastructure necessary to increase the knowledge and skills to support and implement that instruction, THEN instructional practices will improve in every school and the quality of student work will increase. In addition, IF every employee throughout the district (schools and central office) understands how his/her role impacts student performance and accepts personal responsibility for enabling all students to excel, THEN the achievement of students at all performance levels will accelerate, and we will close the achievement gap.

WHOLE SCHOOL IMPROVEMENT POP (INTERDISCIPLINARY): INSTRUCTIONAL STRATEGIES

1-TEACHERS DEVELOP LESSON PLANS THAT SUPPORT ALL STUDENTS AND PARTICULARLY ELL AND SPECIAL EDUCATION STUDENTS IN THEIR LEARNING USING UNIVERSAL DESIGN.

2-USE/DEVELOP INSTRUCTIONAL STRATEGIES THAT ALLOW STUDENTS TO FIND RELATIONSHIPS BETWEEN CONTENT AND REAL-WORLD SITUATIONS.

3-JOHN COLLINS PROGRAM (JCP) WRITING IS USED AS A WRITING ACROSS THE CURRICULUM WRITING STRATEGY.

4-UTILIZE JUPITER (AND EVENTUALLY ISI/ASPEN)) TO MONITOR STUDENT GRADES ACROSS ALL CLASSES. UTILIZE THE AAF MODEL TO SUPPORT STUDENTS.

ELA

INSTRUCTIONAL STRATEGIES

• John Collins Writing Program: Work with all content and vocational teachers to implement John Collins Writing Program.

• Spend time focusing instruction on Level three and four of JCWP.

• SES Tutoring (MCAS Tutoring)

• Utilize Student Learning Logs

• Increase the number of Open Response Questions given to students as a formative assessment – both text based and other. Assess students’ annotation and marking.

3

• Increase the number of expository writing assignments within the Vocational curriculum – specifically summarization techniques; 10% Summarizing.

• Look for “voice” in reading assignments; and begin to develop “voice” within writing projects.

• Scaffold for the use of Questioning the Author.

• Continue using Wilson Reading Program

• Use the Wilson Reading Program to strengthen reading and writing among ELL and Special Education students.

MATH


• Developing multi step problem-solving questions for students to use within a more meaningful context.

• Collaborate with Vocational teachers to determine overlap in our curricula.

• Work with aspects of Interactive Math to make content more relevant and engaging • Develop written responses (John Collins Writing Program) to discuss problems and approaches to

solving mathematical equations. • Use more word problems, provided in the text and supplementary, rather than sticking to the symbolic

manipulation help develop problem-solving skills, which will in turn help students to identify the application of mathematics in their own lives.

• Base lessons around current events, or happenings in the community. For example, use new construction such as the new BPD Precinct building, or our neighboring health center to determine volume, square footage, etc.

• Explore systems of mathematics behind the programming of video games, and the like. • Collaborate with SLC teachers to identify where mathematics can be applied in their content. For

example, perhaps a co-lesson between the math and science teachers, each utilizing pieces of the other's content. Working with History teachers to decode graphs and statistics.

• Focus time and resources on supporting teacher growth (PD) differentiating for MP’s subgroups – including ELL students and Special Education students.

SCIENCE INSTRUCTIONAL

STRATEGIES

• Use the SES tutoring center as a support for struggling students (AND use the Athletic Tutoring Center (Mr. Solis) as a means of motivating our struggling athletes to perform at higher levels)

4

• As a department, develop meaningful interim assessments to measure student growth and… (see below)

• Consistently use students Learning Logs to measure growth between interim assessments.

• Focus Professional Development time throughout the year on:

• Developing better understanding and use of flexible groupings

• Give one-on-one feedback to students on written assignments and all projects

• Build ELL content vocabulary by utilizing word-walls, writing exercises and vocabulary quizzes

• Build on students independent study skills and group skills

• Accommodate for differences – develop teachers’ abilities to differentiate instruction

• Work across departments (contents) to develop cross-curricular content

• Continue providing academic rigor with courses in Advanced Placement and Dual Enrollment

• Green Curricula

BOSTON PUBLIC SCHOOLS MADISON PARK WHOLE SCHOOL IMPROVEMENT PLAN 2011-2012

District Theory of Action: IF the district delivers effective instruction that is both rigorous and relevant and develops the infrastructure necessary to increase the knowledge and skills to support and implement that instruction, THEN instructional practices will improve in every school and the quality of student work will increase. In addition, IF every employee throughout the district (schools and central office) understands how his/her role impacts student performance and accepts personal responsibility for enabling all students to excel, THEN the achievement of students at all performance levels will accelerate, and we will close the achievement gap. Page 1 of 45

Madison Park Technical Vocational High School Whole School Improvement Plan

2011-2012



SECTION I. STUDENT PERFORMANCE ANALYSIS How are our students doing?

o What are our students’ academic strengths? Understanding a Text: 62% of points earned; off the state average by 21 Sped: 52% ELL: 55% Structure and Origins of Modern English: 64% of points earned; off the state average by 36 Sped: 56% ELL: 51% Writing: 52% of points earned; off the state average by 19 Sped: 48% ELL: 45%

o Where are our students struggling? Theme: 39% of points earned; off the state average by 24 Sped: 29% ELL: 35% Fiction: 46% of points earned; off the state average by 25 Sped: 36% ELL: 35% Vocabulary and Concept Development 53% of points earned; off the state average by 28 Sped: 47% ELL: 45% Style and Language: 53% of points earned; off the state average by 28 Sped: 45% ELL: 39%



What trends appear in the data? MULTIPLE CHOICE: 56% of points earned; off the state average by 26 Sped: 48% ELL: 49% OR: 46% of points earned; off the state average by 20 Sped: 35% ELL: 39% Writing Prompt: 52% of points earned; off the state average by 19 Sped: 48% ELL: 45%

o Who are our highest performing sub-groups?

HIGH ACHIEVING SUBGROUPS School District State White 85.0 94.7 96.3 Non Low-Income 72.6 91.0 96.9 Female 69.8 88.9 95.3 Hispanic/Latino 68.1 84.4 84.5

o Who are our lowest performing sub-groups?

LOW ACHIEVING SUBGROUPS School District State Students with Disabilities 52.4 68.2 80.2 ELL/Former ELL 53.4 71.2 69.7

• Where are there existing achievement gaps?

Students with Disabilities and ELL students are performing worse than the whole school (and worse in comparison to all students

than their counterparts in the state).




o What are our students’ academic strengths? Numbers 73 % of points earned; off the state average by 18 Sped: 62% ELL: 71%

Properties of Shapes: 67 % of points earned; off the state average by 21 Sped: 58% ELL: 60% Operations: 54 % of points earned; off the state average by 4 Sped: 84% (+26) ELL: 46%

Where are our students struggling? Transformations and Symmetry 13 % of points earned; off the state average by 30 Sped: 10% ELL: 10%

Visualizations and Models 22 % of points earned; off the state average by 27 Sped: 27% ELL: 25% Symbols 27 % of points earned; off the state average by 24 Sped: 24% ELL: 26%

Computations 34 % of points earned; off the state average by 24 Sped: 37% ELL: 33% Models: 37 % of points earned; off the state average by 29 Sped: 29% ELL: 35%



o What trends appear in the data?

MULTIPLE CHOICE 47 % of points earned; off the state average by 22 Sped: 43% ELL: 45% OPEN RESPONSE 30 % of points earned; off the state average by 30 Sped: 25% ELL: 26%

SHORT ANSWER 50 % of points earned; off the state average by 15 Sped: 57% ELL: 49% SUBGROUPS (IF APPLICABLE):

If you do not have a subgroup, please explain:

o Who are our highest performing sub-groups? HIGH ACHIEVING SUBGROUPS School District State Hispanic/Latino 67.9 76.9 74.9 Non-Low Income 66.9 85.9 93.4 Female 65.3 82.6 89.6

o Who are our lowest performing sub-groups? LOW ACHIEVING SUBGROUPS School District State Students with Disabilities 55.5 58.3 69.5 ELL/Former ELL 54.0 73.7 65.8 African American/Black 58.5 75.0 77.6


Students with Disabilities, ELL, and African American/Black students are performing worse than the whole school (and worse in

comparison to all students than their counterparts in the state).




o What are our students’ academic strengths? Biology Chemistry of Life 53% of points earned; off the state average by 22 Anatomy and Physiology 43 % of points earned; off the state average by 25 Physics Electromagnetism 45 % of points earned; off the state average by 23 Sped: 48% ELL: 39% Motion and Forces 41 % of points earned; off the state average by 23 Sped: 43% ELL: 35% Waves 36% of points earned; off the state average by 21 Sped: 38% ELL: 36%

o Where are our students struggling? Biology Cell Biology 26 % of points earned; off the state average by 34 Ecology 30 % of points earned; off the state average by 30 Genetics 31 % of points earned; off the state average by 34 Evolution and Biodiversity 34 % of points earned; off the state average by 32



Physics Heat and Heat Transfer 26% of points earned; off the state average by 26 Sped: 28% ELL: 22% Conservation of Energy and Momentum 31% of points earned; off the state average by 24 Sped: 34% ELL: 28% Electromagnetic Radiation 36% of points earned; off the state average by 28 Sped: 38% ELL: 33%

o What trends appear in the data? Biology Multiple Choice 42 % of points earned; off the state average by 30 Open Response 19 % of points earned; off the state average by 31 Physics Multiple Choice: 46% of points earned; off the state average by 22 Sped: 48% ELL: 42% Open Response 18% of points earned; off the state average by 27 Sped: 21% ELL: 14% SUBGROUPS (IF APPLICABLE):

o Who are our highest performing subgroups? HIGH ACHIEVING SUBGROUPS School District State White 58.3 86.2 90.2 Non-Low Income 52.9 80.0 91.1 Male 52.0 70.0 85.6

o Who are our lowest performing subgroups? LOW ACHIEVING SUBGROUPS School District State Students with Disabilities 43.1 50.5 67.1 ELL/Former ELL 47.2 58.9 59.3 Female 48.3 71.2 85.9




Students with Disabilities, ELL, and Female students are performing worse than the whole school (and worse in comparison to all

students than their counterparts in the state).



SECTION I. STUDENT PERFORMANCE ANALYSIS Please respond to the following:

What are our attendance rates?

ATTENDANCE School District State SY 2006 82.4 91.5 94.5 SY 2007 82.3 91.7 94.6 SY 2008 83.5 91.9 94.6 SY 2009 84.6 91.2 94.6 SY 2010 86.4 92.0 94.6

SY 2012 BPS Target 85% or higher 85% or higher Please respond to the following (High Schools Only):

What are our dropout rates?

Dropout School District State SY 2007 9.4 8.9 3.8 SY 2008 7.6 7.6 3.4 SY 2009 7.1 7.3 2.9 SY 2010 6.9 6.8 2.9 SY 2011 SY2012BPS Projected Target 3% or lower 3% or lower



What are you planning to do to decrease the drop-out rate? 1. Student Support, headed by Jose Solis, works closely with students and families to support school success

and decrease the drop-out rate. 2. Youth Development Network provides case management to around 100 MP students with chronic

absenteeism. YDN provides services to support students success in school. 3. AAF teams work to identify students in need early in the school year and provide effective interventions. 4. Guidance has completed a MassGrad planning grant to identify incoming at-risk students and hold a summer

institute to prepare and support them. 5. Peer Mediation is a program for behavioral issues that can be intervened upon to support student attendance

and success. 6. Credit Recovery Program is offered after school and during the summer.



SECTION II. PROBLEM(S) OF PRACTICE (Instructional Practice Focus) 1. WHOLE SCHOOL IMPROVEMENT POP (Interdisciplinary): Teachers struggle to show a relevant relationship between content and real-world situations. Students struggle to make connection between academic and vocational classes. Students that are learning English and students with disabilities particularly struggle with MCAS assessments. Teachers struggle to develop support mechanisms that push higher ordering thinking, particularly for subgroups. 2. a. SCHOOL-WIDE ELA POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

2.b. ELA SUBGROUP POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

3.a. SCHOOL-WIDE MATH POP Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.

3.b. MATH SUBGROUP POP: Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.

4.a. SCHOOL-WIDE SCIENCE POP 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.

4.b. SCIENCE SUBGROUP POP: 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.

SECTION III. PART 1: WHOLE SCHOOL IMPROVEMENT POP STRATEGIES AND IMPLEMENTATION PLANS What are we going to do?

PART A INSTRUCTIONAL

PART B PROFESSIONAL DEVELOPMENT

PART C FAMILY ENGAGEMENT

WHOLE SCHOOL IMPROVEMENT POP (Interdisciplinary): Teachers struggle to show a relevant relationship between content and real-world situations. Students struggle to make connection between academic and vocational classes. Students that are learning English and students with disabilities particularly struggle with MCAS assessments. Teachers struggle to develop support mechanisms that push higher ordering thinking, particularly for subgroups. POP Connection to Acceleration Agenda academic target/s? “On-track” to graduate by the end of Grade 10, High school graduation, Significant academic growth for students with disabilities, English Language Learners acquire academic language mastery and fluency.



STRATEGIES STRATEGIES STRATEGIES


1- In content areas and SLC’s teachers work collaboratively to improve lesson plans and delivery. Instructional rounds are used to gather data and improve student learning as it relates to the problem of practice. AAF teams indentify practices that support struggling students.

1-Particular outreach through phone calls, meetings, and visits, is made to students that AAF teams find are in “tier 3”. Focused outreach to our families of students with disabilities and our families of students learning English is made.


2- Teachers collaborate with vocations to connect content to technical education.

2- Families are invited to open house and encouraged to meet with all teachers who emphasize our efforts to align curriculum.


3- PD is offered continuously to integrate JCP into instruction.

3-Families are informed about JCP and our writing across the curriculum efforts.


4-PD on how to navigate the important aspects of Aspen/SIS.

4-Teachers using Jupiter grades inform families of the communication potential of the system.

SECTION III. PART 2 A: WHOLE SCHOOL IMPROVEMENT POP STRATEGIES AND IMPLEMENTATION PLANS



PART A: INSTRUCTIONAL STRATEGIES: What are we going to do?





How are we going to do it?

INSTRUCTIONAL STRATEGIES Action Step

Team or Person Responsible

Timeline Resources Needed Evidence of Implementation

1-Content area teams use data to identify students needing supports

Content area teacher leaders, Directors

Fall PD time Instructional rounds data shows improved supports of sub-groups

2-Academic and Vocational teachers collaborate to ensure relevance and curricular alignment

ILT PD sub-team Winter PD time, subs for coverage

Instructional rounds data shows relevance and rigor

3-JCP is used in all classes in the school as an instructional strategy

All teachers, administration

All year JCP continued funding and support

JCP folders of teachers and student work



4-100 teacher licenses have been purchased for Jupitergrades to coordinate attendance and grading and communicate with families

Academy directors, teachers involved

Licenses purchased in September, ongoing use of software

Continued funding for Jupiter grades

Attendance of students whose teachers use Jupiter grades will improve.

Login data for students and parents will increase

SECTION III. PART 2 B: SCHOOL-WIDE WHOLE SCHOOL IMPROVEMENT POP STRATEGIES AND IMPLEMENTATION PLANS PART B: PROFESSIONAL DEVELOPMENT STRATEGIES: What are we going to do?

1. With Small Learning Communities, teachers will be given opportunities to further their understanding of best-teaching practices among subgroups – i.e. special education and early language learners.

2. Improve the quality of Professional Development – strengthen each indvidiual content team’s understanding of materials, and work with whole staff to develop understanding of best-teaching practices and improved rigor and relevance.

3. Ensure the ongoing implementation of the John Collins Writing Program.

4. Spend time developing teacher understanding of how to navigate the important aspects of Aspen/SIS and Jupiter grades.

PROFESSIONAL DEVELOPMENT STRATEGIES Action Step





1. During Monthly professional development, teachers will meet in Small Learning Communities to address instructional improvement.

2. Work with staff to develop stronger understanding of Best Practices and work with staff to develop stronger understanding of Backwards by Design approaches.

3. Use JCP to continue to improve writing across the curriculum

4. Use ATI results from last year to develop an action plan to increase scores this year.

Planning: ILT

Implementation: Academy Directors

All Instructional Leaders

Members of each department

Monthly Professional Development, first meeting began in September

Weekly Small Learning Community Meet once a week to measure student success across similar grades.

Space and time reserved for teachers to meet.

Technology Resources – Mr. Ramsey and Mr. Chin

District personnel to come to MP and conduct professional development around: Jupiter

Backwards by Design

ATI testing, administration and teacher accounts

Best Practices models.

Targeted student performance will improve

Higher test scores on Interim assessments

Higher test scores on ATI content testing.

40% or more of teachers using an online account – Jupiter, Aspen/SIS, ATI, etc.



SECTION III. PART 2 C: SCHOOL-WIDE WHOLE SCHOOL IMPROVEMENT POP STRATEGIES AND IMPLEMENTATION PLANS PART C: FAMILY ENGAGEMENT STRATEGIES: What are we going to do? 1-Particular outreach through phone calls, meetings, and visits, is made to students that AAF teams find are in “tier 3”. Focused outreach to our families of students with disabilities and our families of students learning English is made.




FAMILY ENGAGEMENT STRATEGIES Action Step



1-Particular outreach through phone calls, meetings, and visits, is made to students that AAF teams find are in “tier 3”. Focused outreach to our families of students with disabilities and our families of students learning English is made.

AAF teams, individual teachers, Directors,

Sept-June Translation of messages for non-English speaking families

Call logs Open house attendance MCAS Attendance will meet 95% benchmark




G. Mckenzie November and February

Translation of messages Open House attendance will increase


Teachers, Directors

Ongoing Translation of messages Increased parent awareness of writing across curriculum demonstrated on parent survey


Teacher, Directors

Ongoing Continued annual funding for program

Increased use of online grading system by parents, students, teachers

Intervention Log Q. Jackson Ongoing Decreased suspensions and expulsions

Peer Mediation R. Kline Ongoing Continued annual funding for program

Decreased suspensions and expulsions



SECTION IV. PART 1: ELA POP STRATEGIES AND IMPLEMENTATION PLANS SCHOOL-WIDE ELA POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

ELA SUBGROUP POP: Teachers struggle to support students in making inferences and thinking deeply. Teachers struggle to provide students with help to build vocabulary and reading levels.

POP/s Connection to Acceleration Agenda academic target/s? “On-track” to graduate by the end of Grade 10, High school graduation, Significant academic growth for students with disabilities, English Language Learners acquire academic language mastery and fluency. What are we going to do?


STRATEGIES


STRATEGIES


STRATEGIES

• John Collins Writing Program: Work with all content and vocational teachers to implement John Collins Writing Program.

• Content-Area Professional Development focused on making inferences and thinking deeply

Automated caller for MCAS dates.

• Spend time focusing instruction on Level three and four of JCWP.

• Spend time getting to know the process of Instructional Rounds

Automated caller for Open House dates.

• SES Tutoring (MCAS Tutoring) • New Curriculum: McDougal Littell training



• Utilize Student Learning Logs • As a team, develop grade appropriate interim assessments.

Have parents review and sign learning logs

• Increase the number of Open Response Questions given to students as a formative assessment – both text based and other (i.e. multiple contents). Assess students’ annotation and marking.

• Spend time creating both unit assessments and weekly assessments in grade level teams.

Multiple “Gallery Walk” nights – parents come in to see their children’s work.

• Increase the number of expository writing assignments within the Vocational curriculum – specifically summarization techniques; 10% Summarizing.

• Bring in outside experts to provide PD on Differentiation among ELL learners for regular ed. teacher AND ELL teachers.

• Look for “voice” in reading assignments; and begin to develop “voice” within writing projects.

• Bring in outside experts to provide PD on Differentiation among Special Education learners for regular ed. AND Special Ed. teachers.

• Scaffold for the use of questioning the Author.

• Web Seminars for teachers not able to make it to PD – flexible hours for PD and incentives.

• Use the Wilson Reading Program to strengthen reading and writing among ELL and Special Education students.

• Focus on using technology for all learners as a way to engage and entice

• Work extensively (after school, during school) with underperforming ELA



SECTION IV. PART 2 A: ELA POP STRATEGIES AND IMPLEMENTATION PLANS PART A: INSTRUCTIONAL STRATEGIES: What are we going to do?

students to prepare for MCAS

ELA SUBGROUP

1. Wilson Reading Program Kurtzweil Reading Program

Guidance counselors working with families.

2. Reading/Writing support from ELL teachers.

ELL Category Training – Advanced trainings and consultants from outside the district if possible

Teachers making phone calls home

ELA SCHOOL-WIDE 1. Increase the number of Open Response Questions

2. Increase the number of expository writing assignments within the Vocational curriculum – summarization, the 10% Summ.

3. John Collins Writing Program – focusing on scaffolding from 2 3 4.

4. Work with students to look for “voice” within readings; and begin developing “voice” within their personal writing.

5. Utilize “Best Practices” model

6. Teachers seek out differentiation techniques to use among all learners, in addition to subgroups.

ELA SUBGROUP (if applicable) 1. Wilson Reading Program

2. Utilize instructional approaches designed for ELL students – e.g. Backwards by Design

3. Best Practices







John Collins Writing Program

John Collins, Administrators, lead-teachers.

Sept-Dec: Continued observation by admin and lead-teachers Sept-Nov: Collins makes presentations in volunteer classes Nov-Dec: 1st Folder Review Jan-Feb: Collins meets with teachers to remediate low end folders Spring: 2nd Folder Review

Continued funding of Collins program

Informal classroom observations cite increased evidence of specific John Collins strategies Attendance at professional development. Increased observation of students annotating their ELA texts. Completed Type 3-5 assignments in teacher folders with higher order thinking skills Completed vocabulary card assignments in teacher folder. ELA Formative Assessment data will improve between January and June. Open-ended response data will improve between January and June.



Improvement on citywide exams – ATI, and on the interim assessments of the school.

Improved quality and increased quantity of writing in all classes.

100 students will receive SES tutoring

Ms. Brennick January -June

Improvement between pre-tests and

post-tests given in each test subject SES Attendance

All vocational teachers monitor students in subgroups progress through learning logs

Vocational teachers and administrators

Monthly discussion of learning logs in PD.

Learning Logs of these students

Increase the number of expository writing assignments within Vocational programs – 10% Summary

Vocational teachers, administrators

Nov. – Dec: appropriate number of 10% Summ.’s from each program

Support from ELA teachers when needed.

Certain number of 10% Summ.’s in addition to JCWP

Open response questions in ELA All teachers in ELA

Continued use throughout the year – with continued review, feedback & redirecting from all instructors.

Better written work from students and better scores on both MCAS and end-of-the year assessment.



Best Practices model and Backwards by Design

Support from directors, consultants and district personnel

PD throughout the year.

Backwards by Design the book with teacher planning guide

ELA SUBGROUP

Special Education students who struggle with reading will learn how to read from the Wilson reading program.

Teacher Ongoing throughout

the whole year – every year.

Reading exam scores will improve for students with special needs

Backwards by Design planning guide for teachers and Best Practices

Administrators, Team Leaders ELL staff support

Additional support from district personnel.

SECTION IV. PART 2 B: ELA POP STRATEGIES AND IMPLEMENTATION PLANS PART B: PROFESSIONAL DEVELOPMENT STRATEGIES: What are we going to do?

ELA SCHOOL-WIDE 1. Content-Area Professional Development focused on making

inferences and thinking deeply

2. Instructional Rounds

ELA SUBGROUP (if applicable) 1. ELL Category Training

2. Kurtzweil Reading Program







Content-Area Professional Development One administrator per content area, lead content teachers from ILT.

Nov: Discuss WSIP POPs

Dec: Design PD

Jan-Jun: Implement PD

Improved PD attendance

Improved teacher feedback about usefulness of PD and their degree of integration into their teaching

Improved assessment scores in making inferences and thinking deeply.

Instructional Rounds J. Blanco from Office of High School Support.

Administrators

Lead content teachers from ILT

Continuous Substitute Coverage Increased observations of students being asked to make inferences and think deeply.

Increased observations of rigor and students thriving in rigorous classes.

Improved staff feedback for professional development.

New Curriculum: McDougal Littell training

ELA Teachers, Academic Director

Ongoing Increased Formative Assessment scores, increased MCAS scores

Provide additional support (PD) to vocational teachers on John Collins

Academy Directors, recognized leaders within Voc. Ed

Grade-appropriate interim Teachers, teacher leaders, and

Ongoing throughout the year. But have

Technology resources,



assessments Academy Director assessments for the end of the year, developed before the end of first semester.

adaptive test-taking materials

Professional Development with experts from the district or outside consultants to support teacher understanding of Best Practices and Backwards by Design Principles. Generally, better scaffolding for all learners.

District support, consultants, School Leaders.

Headmaster Intern

Throughout the year Scaffolding materials,

Teacher resources – planning books, technology kits, tools for students.

Allow time for teachers to develop Open Response Questions and peer review/critique

Teachers, Leaders, support staff

Throughout the year none Stronger Open Response Questions from staff by the end of the year.

ELA SUBGROUP

Sheltered English Immersion training Academic Director, LAT Facilitator

Teachers surveyed in September to determine those in need. Follow up Category Training as needed.

Continue communication with district personnel throughout the year.

Available Category Trainings from district personnel – continued support and any new technology that will support ELL & Special Ed students.

LEP Subgroup MCAS scores will increase

Interim assessments will increase.

End of the year assessments (either developed by staff or ATI) will have better results.



Kurtzweil Reading Program Vocational Administrators

Monthly Training for all vocational teachers (many content teachers already trained)

ELA test scores will improve for students with special needs.



SECTION IV. PART 2 C: ELA POP STRATEGIES AND IMPLEMENTATION PLANS PART C: FAMILY ENGAGEMENT STRATEGIES: What are we going to do?

ELA SCHOOL-WIDE 1. Automated Caller for MCAS

2. Automated Caller for Open House

ELA SUBGROUP (if applicable) 1. Guidance Counselors working with Families





Automated caller will remind families of the MCAS to improve attendance

Glen McKenzie March-June MCAS Attendance will meet 95% benchmark

Automated caller will remind families of the open house dates to improve attendance

Glen McKenzie

November and February

Open House attendance will increase

ELA SUBGROUP

Guidance Counselors will work with families to improve attendance

Guidance Counselors

Ongoing Improved attendance of target students



SECTION V. PART 1: MATH POP STRATEGIES AND IMPLEMENTATION PLANS SCHOOL-WIDE MATH POP Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.

MATH SUBGROUP POP: Teachers struggle to convey the importance of math to students, in order to enable them to see the relevance of materials presented in math as related to real-world applications.


PART A


PART B

PROFESSIONAL DEVELOPMENT STRATEGIES

PART C

FAMILY ENGAGEMENT STRATEGIES

Developing multi step problem-solving questions for students to use within a more meaningful context.

Content-Area Professional Development focused on making inferences and thinking deeply


Collaborate with Vocational teachers to determine overlap in our curricula.

Instructional Rounds Automated caller for Open House dates.

Work with aspects of Interactive Math to make content more relevant and engaging

Focus time and resources on supporting teacher growth (PD) differentiating for MP’s subgroups – including ELL students and Special Education students.




Develop written responses (John Collins Writing Program) to discuss problems and approaches to solving mathematical equations.

Use more word problems, provided in the text and supplementary, rather than sticking to the symbolic manipulation help develop problem-solving skills, which will in turn help students to identify the application of mathematics in their own lives.

Spend time in Professional Development supporting teachers growth on the JCWP and devise ways for teacher to implement “problem solving” writing into math curriculum; AND develop ways for students to develop “problem solving” writing as a form of assessment.

Base lessons around current events – world and community. For example, use new construction such as the new BPD Precinct building, or our neighboring health center to determine volume, square footage, etc.

Time used for online mathematic tools and supports to develop problems that students will find more engaging and relevant.

Student Projects on display.

Explore systems of mathematics behind the programming of video games, and the like.

Bring computer programmers, engineers into PD AND the classroom to discuss the mathematics behind the work.

Possible internships with companies for students interested. Fieldtrips to some of the companies if possible.

Collaborate with SLC teachers to identify where mathematics can be applied in their content. For example, perhaps a co-lesson between the math and science teachers, each utilizing pieces of the other's content. Working with History teachers to decode

Communicate outside of/before PD, looking for ways to support other contents that may need math support in their classroom – i.e. graph interpretation in social studies.



graphs and statistics.

MATH SUBGROUP

Individual and team research on Best Practices with regards to differentiating utilize in class.

ELL Category Training – additional trainings this year and support from both the ELL and Special Education directors.

Guidance counselors working with families.

Kurtzweil Reading Program

SECTION V. PART 2 A: MATH POP STRATEGIES AND IMPLEMENTATION PLANS PART A: INSTRUCTIONAL STRATEGIES : What are we going to do? SCHOOL-WIDE 1. Developing multi step problem-solving questions for students to use within a more meaningful context. 2. Collaborate with Vocational teachers to determine overlap in our curricula. 3. Work with aspects of Interactive Math to make content more relevant and engaging 4. Develop written responses (John Collins Writing Program) to discuss problems and approaches to solving mathematical equations. Use more word problems, provided in the text and supplementary, rather than sticking to the symbolic manipulation help develop problem-solving skills, which will in turn help students to identify the application

SUBGROUP: 1. Additional classroom support. 2. ELL and Special Education support within the school and district.



of mathematics in their own lives. Base lessons around current events – world and community. For example, use new construction such as the new BPD Precinct building, or our neighboring health center to determine volume, square footage, etc






John Collins Writing Program

John Collins, Administrators, Teachers

Sept-Dec: Continued discussion of Collins Writing Program in PD Sept-Nov: Collins makes presentations in volunteer classes Nov-Dec: 1st Folder Review Jan-Feb: Collins meets with teachers to remediate low end folders

Continued funding of Collins program

Informal classroom observations cite increased evidence of specific John Collins strategies Attendance at professional development. Completed Type 3-5 assignments in teacher folders with higher order thinking skills Completed vocabulary card assignments in teacher folder. Open-ended response data will improve between January and June.



Spring: 2nd Folder Review

Improvement on citywide exams.









Developing multi step problem-solving questions for students to use within a more meaningful context.

Any experts, teachers, and Ed Leaders

First series due November second series due December. Twice in the spring

Example materials if possible.

Multiple problem solving projects.

Collaborate with Vocational teachers to determine overlap in our curricula.

Math teachers and voc teachers

Time set aside to meet during PD

None

Work with aspects of Interactive Math to make content more relevant and engaging

Teachers and lead teachers familiar with content

Examples of interactive math products

Develop written responses (John Collins Writing Program) to discuss problems and approaches to solving mathematical equations.

Teachers, lead teachers and ELA teachers

JCWP texts



Use more word problems, provided in the text and supplementary, rather than sticking to the symbolic manipulation help develop problem-solving skills, which will in turn help students to identify the application of mathematics in their own lives. Base lessons around current events – world and community. For example, use new construction such as the new BPD Precinct building, or our neighboring health center to determine volume, square footage, etc.

Teachers, community members

Examples developed in teams during PD – end of November


Teachers, administrators, and business leaders

At least two lessons relating students to real world application of math in this arena

Collaborate with SLC teachers to identify where mathematics can be applied in their content. For example, perhaps a co-lesson between the math and science teachers, each utilizing pieces of the other's content. Working with History teachers to decode graphs and statistics.

SLC groups Discussions during SLC meetings once a week.



SECTION V. PART 2 B: MATH POP STRATEGIES AND IMPLEMENTATION PLANS PART B: PROFESSIONAL DEVELOPMENT STRATEGIES: What are we going to do?

MATH SCHOOL-WIDE 1. Content-Area Professional Development focused on solving

multi-step problems

2. Instructional Rounds 3. Focus time and resources on supporting teacher growth (PD)

differentiating for MP’s subgroups – including ELL students and Special Education students.

4. Spend time in Professional Development supporting teachers growth on the JCWP and devise ways for teacher to implement “problem solving” writing into math curriculum; AND develop ways for students to develop “problem solving” writing as a form of assessment.

5. Time used for online mathematic tools and supports to develop problems that students will find more engaging and relevant.

6. Bring computer programmers, engineers into PD AND the classroom to discuss the mathematics behind the work.

MATH SUBGROUP 1. Kurtzweil Reading Program

2. Sheltered English Immersion Training







1. Content-Area Professional Development

One administrator per content area,

lead content teachers from ILT.


Dec: Design PD




Improved assessment scores in solving multi-step problems.

2. Instructional Rounds J. Blanco of Office of High School Support.

Administrators


ongoing Substitute Coverage Increased observations of students being asked to solve multi-step problems


Improved staff feedback for professional development.

MATH SUBGROUP

Kurtzweil Reading Program Vocational Administrators

Monthly PD: Training for all vocational teachers (many content teachers already trained)

MATH test scores will improve for students with special needs


Teachers surveyed in September to determine those in need. Follow up Category Training as needed

Available Category Trainings




SECTION V. PART 2 C: MATH POP STRATEGIES AND IMPLEMENTATION PLANS PART C: FAMILY ENGAGEMENT STRATEGIES: What are we going to do?

MATH SCHOOL-WIDE 1. Automated Caller for MCAS

2. Automated Caller for Open House

3. Calls home by teachers, vocational teachers, academy directors 4. School Family Night

MATH SUBGROUP SAME FAMILY ENGAGEMENT STRATEGIES


FAMILY ENGAGEMENT

STRATEGIES Action Step




Glen McKenzie

March-June

MCAS Attendance will meet 95% benchmark


Glen McKenzie



Calls home made by faculty Faculty Throughout the year Increased numbers of parents coming to school.



MATH SUBGROUP


Guidance Counselors

Ongoing Improved attendance of target students

SECTION VI. PART 1: SCIENCE POP STRATEGIES AND IMPLEMENTATION PLANS 4.a. SCHOOL-WIDE SCIENCE POP 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.

4.b. SCIENCE SUBGROUP POP: 1. Teachers struggle with appropriately modifying/differentiating instruction to fit the specific needs of ELL and Special Education Students in regular education classes. 2. Additionally, students struggle with internalizing multi-step problem solving strategies.



STRATEGIES


STRATEGIES


STRATEGIES

Use the SES tutoring center as a support for struggling students (AND use the Athletic Tutoring Center (Mr. Solis) as a means of motivating our struggling athletes to perform at higher levels)

Content-Area Professional Development focused on solving multi-step problems




As a department, develop meaningful interim assessments to measure student growth and… (see below)


Consistently use students Learning Logs to measure growth between interim assessments.

Instructional Rounds Automated caller for Open House dates.

STRATEGIES AND PROFESSIONAL DEVELOPMENT PLAN:

Developing better understanding and use of flexible groupings

Give one-on-one feedback to students on written assignments and all projects

Build ELL content vocabulary by utilizing word-walls, writing exercises and vocabulary quizzes

Build on students independent study skills and group skills

Accommodate for differences – develop teachers’ abilities to differentiate instruction

Professional Learning Communities

Vocational Events

Work across departments (contents) to develop cross-curricular content

Advisory Committee

AP Courses and Dual Enrollment Skills USA

Green Curricula



SCIENCE SUBGROUP

ELL Category Training

Guidance counselors working with families

Kurtzweil Reading Program Four Small Learning Communities

SECTION VI. PART 2 A: SCIENCE POP STRATEGIES AND IMPLEMENTATION PLANS PART A: INSTRUCTIONAL STRATEGIES: What are we going to do?

SCIENCE SCHOOL-WIDE John Collins writing program

SES Tutoring

Learning Logs

Robotics and Engineering

AP Courses and Dual Enrollment

Green Curriculum

SCIENCE SUBGROUP

• SES tutoring

• ELL support

• Special Education teaching support





John Collins Writing Program John Collins, Sept-Dec: Continued discussion of Collins Continued funding of Informal classroom observations

cite increased evidence of specific



Administrators, Teachers

Writing Program in PD Sept-Nov: Collins makes presentations in volunteer classes Nov-Dec: 1st Folder Review Jan-Feb: Collins meets with teachers to remediate low end folders Spring: 2nd Folder Review

Collins program John Collins strategies Attendance at professional development. Completed Type 3-5 assignments in teacher folders with higher order thinking skills Completed vocabulary card assignments in teacher folder. Open-ended response data will improve between January and June.

Improvement on city-wide exams.









Robotics and Engineering after school program

M. Dugan Ongoing Funding Improvement in science scores for members of the robotics team



AP Courses and Dual Enrollment AP Teachers, guidance

Ongoing Class supplies Increased enrollment of students in post-secondary programs and pursuing science degrees

Green Curricula Vocational Teachers in CDT Academy

Area for Improvement: expansion to other vocations and content areas

2008-Present Increased awareness of green techniques.

Partnership with community college in area.

Completed green initiatives in school.



SECTION VI. PART 2 B: SCIENCE POP STRATEGIES AND IMPLEMENTATION PLANS PART B: PROFESSIONAL DEVELOPMENT STRATEGIES: What are we going to do?

SCIENCE SCHOOL-WIDE Content Area Professional Development focused on increasing relevance of science to students.

Instructional Rounds

Professional Learning Communities

SCIENCE SUBGROUP Kurtzweil Reading Program

Professional Development in and across grade levels and content

Sheltered English Immersion/Category Training





Content-Area Professional Development

One administrator per content area, lead content teachers from ILT.


Dec: Design PD




Improved science assessment scores

Instructional Rounds Administrators


Ongoing Increased observations of students being asked to apply science to everyday life.


Improved staff feedback for



professional development.

Professional Learning Communities Academy Director Program directors Ongoing PLC logs.

Informal teacher feedback

SCIENCE SUBGROUP

Kurtzweil Reading Program Administrators SCIENCE test scores will improve for students with special needs.

Focused Professional Development on cross content AND cross-grade level

Administrators and Lead Teachers

Monthly Professional Development

Increased relevance of lessons.

More activation of prior knowledge.


Teachers surveyed in September to determine those in need. Follow up Category Training as needed

Available Category Trainings




SECTION III. PART 2 C: SCIENCE POP STRATEGIES AND IMPLEMENTATION PLANS PART C: FAMILY ENGAGEMENT STRATEGIES; What are we going to do?

SCIENCE SCHOOL-WIDE Automated Caller for MCAS

Automated Caller for Open House

Vocational Events open to Community Advisory Committees Skills USA

SCIENCE SUBGROUP ( if applicable) Guidance Counselors working with Families Small Learning Communities using 3-Tiered Attendance and Performance Intervention Plan






Glen McKenzie

March-June MCAS Attendance will meet 95% benchmark


Glen McKenzie



Vocational Events such as Strand 5 made open to community attendance

Vocational Teachers and Administrators

May 2009-present Attendance of students, parents, and community members



Continue to elicit support for parents through vocational program advisory committees (as mandated by Chapter 74)


Ongoing Increased number of parents on advisory committees

Skills USA


Ongoing 100% participation of students

SCIENCE SUBGROUP


Guidance Counselors

Ongoing

Improved attendance of target students

Small Learning Communities use 3-Tiered Attendance and Performance Intervention Plan

Teachers within SLC and Principal’s Intern

Weekly Meetings beginning in October

Substitute Coverage for meetings

Bilingual Staff to communicate to parents that don’t speak English

Improved attendance and grades of target students

Madison Park Final Innovation Plan 2012.05.21.1250

Documents

Transcript of Madison Park Final Innovation Plan 2012.05.21.1250