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Mission, Vision and CoreValues of Strategic Planprovide the structure
Seeks to provide district
road map Informs development of
school and educatorplans
Living Document
Strategic Plan
5 Year
District Improvement Plan
3 Year
School Improvement Plan
2 Year
Educator Plans
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RTTT Race to the Top Grant Commitments Adoption of Common Core Standards
Transition from MCAS to PARCC Assessments
Implementation of a new Educator Evaluation Model Beginning in FY12 RTTT Districts Implemented New
standards with performance rubrics
Upcoming:
Utilization of student growth scores State MCAS/PARCC
Local District Determined Measures
Need to be developed locally in compliance with stateguidelines
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Federal & State Implementation
Common Core Standards
Local Need Assessment
Reaching All Learners
State Implementation
Educator Evaluation Model
State Assessment Mandates
PARCC & DDMS
District Improvement
Plan
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Common Core Standards District Improvement Plan
Educator Evaluation Model PARCC & DDMS
Teaching All
Learners
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District Improvement Plan
School Improvement PlanAdmin Educator Plan sTeam Goal
Using adaptive methods tobuild staff capacity,program systems tosupport the teaching all
learners
Teacher Educator PlansTeacher Leader Team GoalsDDMs Differentiation
Classroom TeacherDifferentiated LearningTechnology Integration
SupportAll PD aims to support theimplementation of thecollective goals.Focus
All support skill development tomeet needs of varied learnersAssessment Training to supportDDMs DevelopmentRtI Training in Tiered InstructionDifferentiation InstructionUnderstanding learningstyles/disabilitiesCo-Teaching
Delivery SystemsPower WednesdaysFull/Half Curriculum DaysMERSD-URegional Collaborative PartnersRegional STEMSalem State / Endicott College
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DIP = District Improvement Plan
SIP = School Improvement Plan
RTTT = Race to the Top
PARCC =Partnership for Assessment of Readinessfor College and Careers
Ed Evaluation Model
Common Core Standards
DDMs District Determined Measures 21st Century Skills
Differentiated Instruction
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Shifting from building foundations for change to implementing thevision.
Significant progress toward our goal of reaching all learners
Established a foundation from which to move forward in betterserving the needs of the whole child.
Forward Thinking Growth Mindset
Cohesion of the leadership team focused goal setting, capacitybuilding, and improvement
Cultivating an environment that facilitates the increasing pace of
change in education
Institutionalized practices of seeking efficiencies and short and long-term fiscal responsibility
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Highlights Increased alignment and collaboration around shared vision
Success at Reaching all Learners
Increased opportunities for middle child
PD aligned with district goals and focused on differentiation of instruction
Specialized program development to reach broad array of learning needs
Programs are financially beneficial to the district
Student Achievement continues to improve
Traditional Measures: MCAS, AP, SAT, College Admissions
Non-Traditional: Athletics, Arts, Humanities Implementation of RtI Shows positive gains
Cohort growth by grade level
Reduction of referrals
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Highlights
Long-term budget planning is in place
Roadmap to address long-term liabilities
Multi-Year budget projections allow us to plan more effectively
Annual process for identifying efficiencies/cost savings
Strong Community Partnerships developing
Regional, State, and National Recognition of MERSDprograms
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Areas of Focus FY15
Integration of 21st Century Skills into core curriculum
Further instill a philosophy of inclusion, tolerance, andcultural awareness among students and staff
Continue to expand capacity to reach all learners Continue to explore efficiencies, reorganizations, cost
cutting measures
Gauge support of community for funding adjustment tomaintain class size and keep core program intact
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Areas of Concern
Social/Emotional Health of our Students
Structural budgetary deficit
State mandates impact on time and resourcescreate distraction/interference with local goals PARCC Determination/Conversion
RETELL / WIDA
MKEA K Universal Testing
District Determined Measures
Teacher Evaluation External Inputs
Facilities Condition and Impact on Program
Sustainability of breadth of programming
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Maritime Gloucester Working waterfront museum, provides curriculum extensions togrades 3-5 in the district: http://maritimegloucester.org/
Primary Source K-12 History and humanities PD partner -http://primarysource.org/about-us
Museum of Science Professional development supporter for STEM we are Gatewaymembers: http://legacy.mos.org/nctl/k12_gateway.php
NSCC College partner helping us to develop a dual enrollment program. MERSD is thelead school district on this project: (see attached)
NCSD Professional development provider - http://www.mec.edu/professional-development
Applied Materials, Axcelis, Analogic, Abiomed, Cell Signaling North Shore STEM Industrypartner who have provided site visits and both in-kind an monetary support to teachers inour district (and many districts on the North Shore)
Gordon College Student teaching partnership
Endicott College MERSDu Partnership
Northeast Regional Readiness Center Serves as a PD clearinghouse for all major stateand federal education initiatives (MKEA, RETELL, PARCC, Ed Eval, DDMs, etc, etc, etc) -http://www.salemstate.edu/academics/schools/9444.php
http://maritimegloucester.org/http://primarysource.org/about-ushttp://legacy.mos.org/nctl/k12_gateway.phphttp://www.mec.edu/professional-developmenthttp://www.mec.edu/professional-developmenthttp://www.salemstate.edu/academics/schools/9444.phphttp://www.salemstate.edu/academics/schools/9444.phphttp://www.mec.edu/professional-developmenthttp://www.mec.edu/professional-developmenthttp://legacy.mos.org/nctl/k12_gateway.phphttp://primarysource.org/about-ushttp://maritimegloucester.org/8/12/2019 M-E Progress Report Ppt
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General Education Multi-tier approach to the identification and support
of students with learning and behavior needs.
Assessment driven
Struggling learners are provided with interventions at
increasing levels of intensity to accelerate their rateof learning.
Services provided by a variety of personnel, includinggeneral education teachers, special educators, andspecialists.
Progress monitoring to assess both the learning rate
and level of performance of individual students. Educational decisions about the intensity and
duration of interventions are based on individualstudent response to instruction.
Tier 3
Intensive Intervention
Tier 2
First Level Intervention
Small Group /Tutoring / Learning Ctr .
Tier 1
General Classroom
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School Year Essex Memorial Middle School High School
2011-2012 36 52 54 74
2012-2013 38 62 46 67
2013-2014 27 47 51 59
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School/Level Initial EvaluationsFY 2012 FY 2013 FY 2014*
PK 9 7 9
PK - Therapies only 11 4 0
EES 17 15 8
MMES 14 27 8
MS 9 6 8
HS 10 4 0
Total 70 63 33
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Enrollment District Rate State Rate State Target
Enrolled students with IEPs 219 -- -- --
Full Inclusion (inside the general
education classroom 80% or more of the
day)
172 78.5 % 59.2 % 59.7%
Partial Inclusion (inside the generaleducation classroom 40%-79% of the day)
19 8.7 % 18.8 % --
Substantially Separate (inside the general
education classroom less than 40% of the
day)
9 4.1 % 15.0 % 14.5%
Separate Schools, Residential Facilities, or
Homebound/Hospital placements (does
not include parentally-placed privateschool students with disabilities)
19 8.7 % 6.9 % 5.5%
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KindergartenAcademic Area Conditions Behavior Criterion
Letter NamingFluency
In (# of weeks), when given arandomly selected probe from the
Letter Naming Fluency subtest
Student will name (number of) letterscorrect per minute
BelowAverage
Average AboveAverage
Fall 8% 63% 29%
Winter 7% 43% 50%
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3rd GradeAcademic Area Conditions Behavior Criterion
CBM MAZE In (# of weeks), when given a
randomly selected probe from
(level) of the CBM MAZE subtest,
Student will select (number of) correct
words in 3 minutes
BelowAverage
Average AboveAverage
Fall 26 39 35Winter 13 47 40
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5th GradeAcademic Area Conditions Behavior Criterion
Oral Reading
Fluency
In (# of weeks), when given a
randomly selected probe from
(level) of the Oral Reading Fluency
subtest,
Student will read aloud (number of) words
correct words per
minute
Below
Average
Average Above
Average
Fall 14 49 37Winter 10 50 40
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FY12 FY 13 FY 14
Central Office Admin Assistant
Reorganization
Elimination of PK Director
MHS Psych/Team Chair
Restructure
Elementary Guidance/Psych
Reorganization
MS/HS Admin Staff Restructure
Examined/Resolved Cost
Benefit of MHS principal
structure
Consolidate PreK Utilization of Building Use
Revenue to offset Facilities
Support Staff
Outsourcing of Elem. Evening
Custodial (4 layoffs)
Teacher Reduction thru
attrition FTE (2.0)
Elimination financial support
for out of state student travel
10% Reduction in SuppliesBudgets
Increase Athletics Fees
Introduction of Transportation
FeeInvestments Yield Operational Efficiencies and Financial ReturnsFY12 FY13 FY14
Aspen X2 Facilities Upgrades to Memorial
School
Security Upgrade of Elementary
School
CIC Grant Revenues $250,000 yielding $650, 000 in cost avoidance
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What They Are National Curriculum Standards
Adopted by 45 States & DC
Accepted by MA as part RTTT
Rigorous build on content structure of MA Frameworks
ELA: Increased focus on Non-fiction text / conceptualunderstanding /evidence based support in reading,writing, and speaking
MATH: requires introduction of algebra at earlier gradelevel
HOTS Higher Order Thinking Skills
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Implementation: Ensure Educator Understanding of shifts in standards Realignment of resources with the standards.
Transform principals into instructional leaders.
Design PD based on input from educators
Maximize opportunities for collaboration and capacitybuilding through professional learning.
Engage higher-education partners.
Understand and plan for the coming commonassessments
Adopt technology with the priority being to meet teachingand learning and facilitating online assessments
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It is being proposed as the replacement for MCAS.
Not yet been adopted by the state board of education Vote in Fall 2015
It is aligned with the Common Core, but it is not partof or required by the Common Core.
It is currently in its beta stage (tryout).
It is a multi-state test which includes acceptedassessment benchmarks that identify CollegeReadiness. MCAS is used a determinant forgraduation.
For example: Under PARRCC a high school junior will take and end-
of-year assessment in Math/ELA and receive a College and CareerReady determination that indicates they are academically prepared toenroll in first-year, credit-bearing courses at two- and four-yearinstitutions and can be exempt from taking a placement test at thecollege or university they attend.
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In theory
PARCC will better measure students critical-thinking and problem-
solving skills and their ability to communicate clearly. PARCC will produce more timely results for school districts and
educators to help in planning and tailoring instruction for students inthe coming year.
PARCC will assess writing at all grades levels; MCAS currently onlyassesses writing in grades 4, 7, and 10
PARCC assessments will be given twice per year (March & May). The only PARCC assessments currently being field tested are Math and ELA
4-10.
Eventually it will span 3-11.
There is discussion of implementing at grades K-2
PARCC does not currently have a science assessment. MCAS science would
continue. PARCC does not currently have tests that meet all Special Education
accommodation requirements.
And, there is no Alternative test available or planned. DESE intends tocontinue with MCAS Alt.
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1. Core Subjects (the 3 Rs) and 21st Century Themes
2. Learning and Innovation Skills Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration
3. Information, Media and Technology Skills Information Literacy
Media Literacy
ICT Literacy
4. Life and Career Skills
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Translation
Classic High Order Thinking Skills synthesis, analysis,judgment, critical thinking, problem solving
Why they are being labeled 21st Century
Shift in workplace needs from 20th century
SCANS Report 2000 - Secretary's Commission on AchievingNecessary Skills
MCAS and Achievement Testing Focus
Fewer workplace options for individuals trained solely infollowing direction, performing routines, rote practices(industrial workers)
Knowledge Industry Have always been markers of success
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Differentiation means tailoring instruction to meetindividual needs. Use of ongoing assessment to identify needs.
Examples: differentiate content, flexible grouping process, products,or the learning environment,
Differentiation consists of the efforts of teachers torespond to variance among learners in the classroom.
Whenever a teacher reaches out to an individual or small
group to vary his or her teaching in order to create thebest learning experience possible, that teacher isdifferentiating instruction.
.
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What It Is: Revised state wide evaluation model
Based on continual improvement model
Components: Four Common Standards for all levels of Educators
Cycle of Goal setting / Data Collection / Portfolio Review
Observation / Collaboration / Reflection
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Rubrics: Classroom Teacher
Specialist/Caseload Teacher
Nurse
Principals
District Level Admin
Common Standards Teaching Faculty
I: Instructional Leadership
II: Teaching All Students
III: Family and CommunityEngagement
IV: Professional Culture
Admin Faculty
I: Instructional Leadership
II: Management & Operations
III: Family and Community
Engagement IV: Professional Culture
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Self Assessment
Rubrics/Goals
Goal Setting
Plan
Development
Implementationof PlanMid-CycleReview
Summative
Principal Inputs:ObservationPortfolio ReviewAssessment ofperformance against
rubricAttainment of GoalsSelf Assessment
Future InputsStudent GrowthScores (State / Local)Community Input
IndividualizedAligned w/districtand schoolImprovement goals
School /DistrictSupports
PDFeedbackCoaching
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Superintendent Self-Assessment done with
end of year goal assessment
Revision of Goals over summer/ align with SC/District Goals
Superintendent Goals
1Professional Practice
1 Student Learning
2-4 District ImprovementGoals
Mid-Year Review First February
Meeting
Portfolio/Evidence Submittedto SC end of April
Self Re-
Assessment
Rubrics/Goals
Goal SettingPlan
Development
Implementation
of Plan
Mid-Cycle
Review
Summative
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Self Assessment
Rubrics/Goals
Goal Setting
Plan
Development
Implementationof PlanMid-CycleReview
Summative
SC Inputs:ObservationAssessment ofperformance againstrubricAttainment of GoalsPortfolio ReviewSelf Assessment
Future InputsStudent GrowthScores (State / Local)Community Input
Individualized butAligned w/district &
SC Improvementgoals
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What They Are: Common assessments
All subject areas all grade levels
Administered periodically throughout the year
Why We Are Developing Them: Required by MA Department of Education
FY14 Study and Pilot Year
Full Implementation by 2016
Progress Monitor Student Growth Data for Standard II in Educator Evaluation