Maria Geryk Self Evaluation

Superintendent Evaluation

2013-2014 End-of-Year Update

This document includes an introduction, progress on professional practice goals, progress on student learning goals and progress on district improvement plan. Please see the attached full District Improvement Plan progress as well.

Table of Contents

Introduction

page 1

Student Learning Goal and Progress

page 3

Professional Practice Goal and Progress

page 5

District Improvement Goals and Progress

page 8

Analysis of Standard I

page11

Analysis of Standard II

page 12

Analysis of Standard III

page 16

Analysis of Standard IV

page 17

Progress on Full District Improvement Plan (DIP)

Attached

Artifacts:

HYPERLINK "../../../Equity/Equity%20Progress%20and%20Planning%20(Maria's%20updates%205-27-14).pdf"Draft Equity Plan (History and Moving Forward) HYPERLINK "http://www.arps.org/common/pages/DisplayFile.aspx?itemId=2388582" MCAS report from October 2013 HYPERLINK "http://www.orton-gillingham.com/" Orton Gillingham information HYPERLINK "http://www.doe.mass.edu/sped/2012/0412sped.HTML" SE Report Recommending Strategies (RTI, Universal Design, etc.) HYPERLINK "http://www.doe.mass.edu/sped/advisories/2014-3ta.html" SE Report Regarding Paraeducator to SE Teacher Shift HYPERLINK "EOY artifact--Sample DILTAgendas.pdf"Sample DILT AgendasHYPERLINK "EOY Artifact--Family Center Update.pdf"Family Center Report

HYPERLINK "http://www.amazon.com/Courageous-Conversations-About-Race-Achieving/dp/0761988777" \l "reader_0761988777" Courageous Conversations Curriculum Materials

HYPERLINK "http://www.amazon.com/Whistling-Vivaldi-Stereotypes-Affect-Issues/dp/0393339726" Whistling Vivaldi

HYPERLINK "EOY artifact--Amherst-Pelham Family Survey 2014.pdf"Amherst-Pelham Family Survey 2014

HYPERLINK "EOY artifact--MS Survey.pdf"Middle School Survey

HYPERLINK "http://www.doe.mass.edu/news/news.aspx?id=7127" Chapter 222 HYPERLINK "http://www.amazon.com/Cultural-Proficiency-Manual-School-Leaders/dp/141296363X" Cultural Proficiency for School Leaders

HYPERLINK "http://www.cast.org/udl/" Universal Design CAST HYPERLINK "EOY artifact--family center newsletters.pdf"Family Center NewslettersHYPERLINK "EOY artifact--ARPS Curriculum Mapping Template_1.pdf"Curriculum mapping template

HYPERLINK "EOY artifact--Amherst Glossary.pdf"Amherst glossary

HYPERLINK "EOY artifact--Curriculum_Mapping_MS_planning.pdf"Curriculum Mapping MS Planning

HYPERLINK "EOY artifact--MS_Fall2013_G7_IS_big ideas.pdf"Middle School Fall 2013 Grade 7 IS Big Ideas

HYPERLINK "EOY artifact--Social_Studies_Transfer_Goals_040714.pdf"Social

Studies Transfer Goals

HYPERLINK "EOY artifacts--phonics_notes_review.pdf"Phonics Notes

HYPERLINK "EOY artifact--Textbook_Review_Discovering_World_Geography_Hybrid_April_2014.doc"Textbook Review—Discovering World Geography

HYPERLINK "EOY artifact--Grade8_Math_Ideas_Proposed_SC.pdf"Grade 8 math ideas SC Presentation

HYPERLINK "EOY artifact--Family Assessment Guide.doc"Family Assessment Guide

HYPERLINK "EOY artifact--2013-2016 Unit A Teacher APEA FINAL 5-30-14 k edits.pdf"Negotiated contract language regarding professional development HYPERLINK "file:///S:\\Teaching%20and%20Learning\\Teacher%20Induction\\Teacher%20Induct%20Part%201\\Orientation%20Day\\handouts\\ARPS_Staff_Orientation_Agenda_Mission.doc" Mentoring and Induction (meeting agenda)HYPERLINK "Tiered Instructional Model"Tiered Instructional Model HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\Safety\\Agenda--5-29-13%20tabletop.doc" School Safety Tabletop (agenda) HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\Safety\\SLOVIN%20CRISIS%20RESPONSE%20PROCEDURES%20FLIP%20CHART%20(final)%202012.pdf" Safety Flip Chart

HYPERLINK "\\\\Oesfs111\\co_users\\SUP\\westmord\\My Documents\\School Committee\\superintendent's evaluation\\2012-2013\\Safety memo.docx" Safety Scenarios (Email) HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\School%20Committee\\superintendent's%20evaluation\\School%20saftey%20checklist.doc" School Safety Walk-through ChecklistHYPERLINK "EOY artifact--Facilities Update 4-29-14 (1).pdf"Facilities Update to School Committees

HYPERLINK "EOY artifact--MSAN Road w ARHS Banner FINAL.jpg"Flyer for MSAN Conference HYPERLINK "http://www.quabbinmediation.org/" Quabbin Mediation/Restorative Practices

HYPERLINK "EOY artifact--Human Resources Report 12-3-13.pdf"Human Resources Report to the School Committees

HYPERLINK "http://www.arps.org/administration/budget_information" FY15 Budget Information HYPERLINK "EOY%20artifact--Information%20Systems%20Update.pdf" Information

Systems Update to School CommitteeHYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--ARPS Partnership listing 2014-2015.doc"ARPS Partners 2013-2014 HYPERLINK "http://prezi.com/7x4o6jebzavt/the-movement-prezi/" Ron Ferguson’s The MovementHYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--ACTV Voices guests & topics.doc"Voices from our Schools SegmentsHYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\Amherst Together\\Amherst Together Press Release (KS & CR edits).docx"Amherst Together InitiativeHYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School Committee\\superintendent's evaluation\\2013-2014\\EOY--Leadership academy.pdf"Leadership Academy Agenda

HYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--2013-2016 Unit A Teacher APEA FINAL 5-30-14 k edits.pdf"Negotiated Contract Language

INTRODUCTION

This self-evaluation summary, which comments on each of the Standards for Superintendents and progress made on my Student Learning, Professional Practice and District Improvement Goals, is provided for your review. Also included is progress on the full District Improvement Plan and corresponding School Committee Goals. Since my February 15, 2011 appointment as Superintendent of the Amherst, Pelham, and Amherst-Pelham Regional Schools, our leadership team has been actively engaged in systemically reforming a traditionally strong school system in order to address the needs of ALL students. These reforms are being realized through implementation of a multi-year plan that included evidence-based strategies. These include implementing specific strategies to create a positive school climate, strengthening student voice in decision making and action planning, implementing a tiered instructional model (RTI) academically and behaviorally, implementing a coherent educator evaluation model, expanding our data systems and use of date to inform our work, implementing a systemic approach to family engagement, aligning the curriculum pre-K-12, and strengthening the instructional model to meet the needs of a diverse group of learners using the principles of co-teaching and universal design.While our schools historically hire and retain highly qualified staff, have a wide range of programmatic offerings, and are considered to be high performing overall, we have not historically employed systems and structures that allow us to align and continuously improve teaching and learning so as to meet the needs of all children within our diverse student body. The diversity of learners within our schools requires the faculty/staff to demonstrate a high level of cross-cultural competence and the ability to adjust and adapt our instruction. The level of systemic change necessary to address the needs of our current student body requires a substantial district cultural shift for faculty, staff, and students. When implementing change to longstanding practices, it is essential to involve stakeholders in the process. Otherwise, we will not be able to move beyond the vision for change to deep, real change. The challenge comes in creating a level of urgency within a system that already successfully serves a large percentage of students. We must recognize that we cannot truly celebrate until all of our students are benefitting from our programming. People often become unsettled when change is implemented and can revert back to prior practice. It is important that the leadership team, with the support of the School Committees, remain persistent and courageous during these times. We are well under way in this work, which we can expect to be a complex, but crucial, journey.To place the work of our schools in context, it is important to call attention to the status of our system at the time of my appointment. Based on our internal assessment, as well as assessments by multiple outside evaluators, there were a number of systemic gaps that required immediate attention. It is important to note again that this level of reform requires a strategic plan implemented over multiple years. We are fortunate that our past and current partners have supported our efforts by providing technical expertise and support. Our prior efforts were supported by many including our UMASS partners (Dr. Katie McDermott, Dr. Laura Valdeviazo, Dr. Sarah Whitcomb and Dr. Rebecca Woodland), our Five College Advisory members, our Family Engagement Action Team, Dr. Ron Ferguson, Calvin Terrell, and Dr. Rossi Ray-Taylor. Based on our current and future priorities, we are fortunate to partner with the UMASS School of Education and Psychology Departments (Dr. Chris Overtree, Dr. Sarah Whitcomb, and Dr. Sara Fefer) related to school climate, PBIS, and discipline disparities; Calvin Terrell and the Amherst College Center for Community Engagement and Multicultural Resource Center (Molly Mead, Karen Lee Miller, and Mariana Cruz) regarding development of an intergenerational mentoring model grades 5-16; Hampshire College Critical Studies of Childhood, Youth, and Learning Program/Youth Connect (Matt Healey and Natalie Sowell) regarding systemic family engagement; Rossi Ray Taylor from Ray-Taylor and Associates regarding overall reform efforts

and issues related to equity and excellence; and Dr. Pat Romney regarding school climate and professional development related to equity and excellence. Our current partners have provided input into our district and school improvement plans and continue to provide technical support and development. Continuing with the framework from Dr. Ron Ferguson regarding “The Movement: Excellence with Equity,” we have begun a partnership with the Town of Amherst to bring together leaders from Amherst government, the public schools, Boards and Committees, town departments, business owners and community members to explore ways in which all stakeholders can work together to recognize and build upon the qualities and attributes that make Amherst such a wonderful place to live and work, while enhancing appreciation for, and understanding of, the great diversity within our community. Dr. Ferguson talks about creating a social movement to create equity for all students. We need to create a collection of people and organizations who feel called to contribute to the work of our schools, including our town government, community groups, and employers. The operational end of our world is the foundation which allows us to focus on the mission of schooling. In addition to the day-to-day functions of Human Resources, Information Systems, School Finance, and Maintenance and Transportation, we continue to implement changes to improve our procedures and practices so that we can realize efficiencies while still providing effective support to our staff, students, and families. We also experience ongoing and ever changing requirements from the state and federal government in terms of regulations, procedures, and documentation. Because we have oversight of three separate districts, we must comply with three sets of such requirements. This year presented many additional challenges for our operational departments. We are actively engaged in the process related to potential regionalization of our schools, which is a significant process for the operational departments and requires substantial collaboration with our four town partners. We also spent a significant amount of additional time this year focusing on concerns regarding the assessment methodology for our regional schools. This required a high degree of analysis from our Business Office and Human Resources and multiple additional meetings and presentations with our four town partners and with Shutesbury, specifically. Lastly, we are currently engaged in the Massachusetts School Building Authority (MSBA) process of potentially renovating or building a school (Wildwood). This process requires a substantial amount of additional analysis and reporting from the Business Office, Human Resources, and Transportation and Maintenance. Based on these efforts, we have been invited into the process and have received approval from the Town of Amherst for up to one million dollars for a feasibility study. This process will be complex and time intensive for at least the next year while the study is being conducted, and potentially for the next three to four years with the prospect of building or renovating at the elementary level. The goal of this self-assessment is to call your attention to a few key highlights and accomplishments over the past year, to recognize where work continues, and to reflect on areas for growth. You will see my self-rating, a brief narrative, attached progress document, and artifacts. In addition, we did a general calculation to demonstrate the broad areas in which my time has been spent over the past eleven months:

12% Outreach—This includes partnership work, networking, community presentations, speaking engagements, and parent/community meetings.13% Teaching and Learning—This includes meetings and work time focused directly on improving teaching and learning.52% Leadership and Supervision—This includes time spend on the operational end of running districts, direct supervision of administrators, and meetings specific to school issues/concerns.15% School Committee—This includes time spent on school committee meetings, meetings with Chairs, Subcommittees, and correspondence.

2% Negotiations**4% Regionalization**2% MSBA**

**Topics which are not routine Implementing the reforms described above, along with the daily operation of a school district, is the work of a collective, rather than an individual. I am thankful for the amazing administrative team, faculty, staff, school committee members, and community partners who are engaged in this work with me. We have made substantial progress in many areas.

Maria GerykSuperintendent

STUDENT LEARNING GOALS

Goal 1: (three year goal): To increase the growth percentile in English Language Arts for the state-designated subgroups of Special Education and Low-Income.Year Two of Implementation

Goal 2: (three year goal): To increase the growth percentile in English Language Arts for the state-designated subgroup of African American/Black in Amherst and for the state-designated subgroups African American/Black and Latino at ARMS.Year One of Implementation

In 2011, MCAS performance demonstrated two areas of concern. In both the Regional and Amherst districts, the ELA growth percentile was below the average for the state-identified subgroup of special education (SE) and low income. In Amherst, the SE subgroup demonstrated a growth percentile of 32% and the same group demonstrated a growth percentile of 39% in Region. Both fell below the average range of 40–60%. In Amherst, the state-identified low income subgroup demonstrated a growth percentile of 44% and the same group demonstrated a growth percentile of 46% in the Regional district. While both are within the average range, they were below the fiftieth percentile. Progress based on the 2012 MCAS showed the Amherst low income subgroup rose to over 50%. We would like to see this trend continue. The Regional low income subgroup rose to over 50%; however the ARMS growth percentile, specifically, declined. The SE subgroup showed growth in the Region, however still needs to progress to reach and exceed 50. These two areas continue to be areas of growth. See HYPERLINK "http://www.arps.org/common/pages/DisplayFile.aspx?itemId=2388582" MCAS report from October 2013 for information about this growth.

An additional area of necessary growth was identified in the 2012 MCAS scores and is noted in goal 2 above. Below are a sample of the steps put in place to improve the growth of the groups of students identified in goals one and two. We will review MCAS scores in the fall to analyze growth based on these strategies.

Self-Rating: Significant Progress

I will charge staff with identifying patterns within the data for these groups of students.

MCAS and other local data is analyzed to determine specific student needs and to identify themes within a school and across our schools.

Information Systems staff supported district staff in the identification of student progress as measured via several assessments through continued implementation of Inform software. They continued to evolve the structural set up of Inform to hold assessment data, and loaded item-level MCAS data for all students allowing for the evaluation of MCAS performance by DESE Standard.

The ARHS SE department is meeting in June 2014 regarding the planned use of AIMS WEB as a monitoring tool for all high school SE students for school year 2014-2015. Further training will be planned if needed.

I will charge staff with creating action plans to increase the growth of these groups of students. I will charge staff with implementing short- and long-term strategies to increase growth of these groups of students, including RTI model shifts, instructional models, and structural changes including the use of time.

At the school level, grade level teams identified students who required specific interventions in ELA based on MCAS and formative assessments. Trends were discussed and teaching was adjusted.To support the K-1 literacy initiative, baseline AIMSWEB assessment data are being collected to identify strengths and challenges in the early literacy program. These data are being used to inform the selection of standards-based ELA curriculum materials to be used in the early grades.Curriculum materials have been chosen for kindergarten and grade one, and professional development has begun to support implementation in September 2014. The focus of the work includes explicit phonics instruction, guided reading and vocabulary instruction.Reading Specialists worked with classroom teachers to expand the non-fiction Guided Reading collections at each of the elementary schools.The Pelham School has expanded the K-2 intervention model to include Title 1 and identified at-risk students are receiving targeted intervention during the enhancement block period. Students identified through data to be working above grade level can move to enrichment groups during the time block.In grades 3-6, the reading specialists provided two hours of professional development for all grades 3-6 teachers on administering the Fountas and Pinnell Benchmark Assessment. Teachers examined student data and discussed instructional strategies—this group included ELL and Special Education teachers as well. This assessment is a K-8 assessment tool designed to inform instruction and is part of a larger effort to use the same tool at the elementary and secondary schools. In June, second grade teachers will receive professional development so that all teachers in grades 2-6 will administer this assessment twice per year beginning in the fall. This tool is also used to assess the progress of those students receiving interventions. Work is continuing to build scheduling models to promote co-teaching at all levels and to shift from having paraeducators provide inclusion support to having Special Education teachers teaching alongside General Education teachers. Professional development was implemented this year for administrators and teacher leaders from CAST on Universal Design of Learning. The final session was in April, and we are currently developing an implementation plan to bring these principles to classrooms in all schools. The Orton Gillingham (OG) training program was used to expand the multisensory reading instructional expertise of personnel. This technique is used to improve basic reading skills of students. The first cohort of OG trainees will be certified in June 2014. Most of these graduates will be participating in the advanced training in 2014-2015 and the second cohort of trainees will begin in 2014-2015.School level changes were made to improve ELA performance of students. All buildings continue strengthening their response to intervention models through use of time, interventions, and using data to inform instruction and to monitor progress of students receiving intervention.

Wildwood focused on moving to a full inclusion model for ELA and math in sixth grade and writing in grade three. Crocker Farm focused school wide on building vocabulary using chapters and exemplars for student/teacher use from the book Teaching the Critical Vocabulary of the Common Core. Fort River teachers are facilitating data-focused RTI meetings with classroom teachers to provide student specific interventions in ELA. ARMS increased time on learning in the core academic areas by adding a Core Skills

class allowing for an additional weekly period in each area. ARMS has added an ELA intervention teacher for next year through the budget process. SEC has added a D-period advisory to the third trimester schedule, ensuring that each student is given an advisory for all core classes supported by their classroom teacher and have added a 10th grade MCAS prep class. In addition, SEC staff reviewed how the writing standards apply to different content areas, developed common vocabulary regarding formative and summative grading and have been working on different possible writing rubrics across content areas. Consistent with the writing and reading school-wide learning expectations, a consultant-trained cohort of ARHS and ARMS teachers will provide a professional development to the ARHS faculty on Common Core literacy practices. This will take place across the course of the year. The plan provides for expanding the size of the cohort this summer and continuing the work with the entire faculty in the 2014-2015 school year. The objective is to ensure that literacy practices in all subject areas will enable students to master the standards.

ARHS is currently deep in schedule change discussion to directly address pace, content, instructional models, and time for focused intervention.Co-teaching continues to be promoted to support inclusion of SE students in the mainstream with access to the general learning environment.

We will provide professional development for all DILT members and select Teacher leaders regarding the principles of Universal Design for our classrooms

Professional Development was provided to all teacher leaders and administrators with sessions provided by CAST, a nationally recognized organization. Plans are being created currently to bring these principles to the classroom at each school. This will include specific professional development for teaching staff.

Related Artifacts: HYPERLINK "http://www.arps.org/common/pages/DisplayFile.aspx?itemId=2388582" MCAS report from October 2013 HYPERLINK "http://www.orton-gillingham.com/" Orton Gillingham information HYPERLINK "http://www.doe.mass.edu/sped/2012/0412sped.HTML" SE Report Recommending Strategies (RTI, Universal Design, etc.) HYPERLINK "http://www.doe.mass.edu/sped/advisories/2014-3ta.html" SE Report Regarding Paraeducator to SE Teacher Shift

PROFESSIONAL PRACTICE GOAL

Goal 3: To provide clear expectations for and provide support to administrators regarding culturally sensitive communication, including resources and expertise to communicate outside of the school buildings and school day.

We have focused on creating a broader range of strategies to communicate with families. We are working to strengthen outgoing and incoming communication methods, and we are working on creating meaningful dialogue opportunities for families as well.

In addition, we focused heavily on creating pathways for making connections with families who

have historically been underserved by our schools. We focused on developing a greater understanding of the diverse families within our community in terms of culture, values, and language so that we become stronger communicators. This requires our administrators and staff to gain a stronger level of cross-cultural competence and a consciousness regarding use of language.

Self-Rating: Significant Progress

We will continue the work within the DILT regarding cross-cultural competence

There have been six two-hour DILT sessions on these topics, using the work of Michael Burkhart as well as a focus on understanding privilege and the book HYPERLINK "http://www.amazon.com/Cultural-Proficiency-Manual-School-Leaders/dp/141296363X" Cultural Proficiency for School Leaders to guide our work. The administrative focus was on

offering feedback to teachers on how well ALL students’ learning needs are being met during observations.

DILT members have read Claude Steele’s book Whistling Vivaldi on stereotype threat and discussed implications for our students.

DILT members engaged in protocols to assist in the understanding of how privilege impacts our students in a variety of ways and how to mitigate the harm that is caused by systemic inequities.

DILT members observed videos of teachers with a focus on equity and have developed skills in offering feedback on equitable teacher-student interactions.

Based on DILT’s examination of cross-cultural competence, the expectation is that each member of the leadership team will bring this work to their faculty.

We will schedule and implement equity professional development for all elementary staff throughout the school year.

ARMS faculty participated in four faculty meetings to address issues of equity. Staff members have examined the way in which students and our instruction are impacted by stereotype threat, privilege, and overseer vs. actor perspective. In addition, staff has examined insights shared by high school students and has explored three strategies for addressing stereotype threat in our classrooms.At ARHS, cultural proficiency work has focused on students and teachers. Faculty meeting time has been devoted to positioning students of color to speak to faculty about their ARHS experience. Themes emerged that will drive future professional development. Advisory time was developed by students and included topics related to equity. Calvin Terrell presented to the whole faculty and student body in September. A presentation to all students and staff occurred this spring related to the Matthew Sheppard story. In June, all students and staff will attend a dialogue with focused prompts related to this year and actionable steps for next year. Students, staff, and community facilitators will be trained by Dr. Pat Romney who will lead this work with our staff/student planning team.

The entire South East Campus (SEC) staff participated in a shared reading of Whistling Vivaldi and engaged in a meaningful discussion. The primary question addressed was “How do we approach interaction with students and help them problem solve while being cultural aware?” Staff discussed the need for us all to understand that we fall on a continuum of cultural awareness.The District Instructional Leadership Team Sessions were modified and were carried out at the elementary schools. School based equity groups meet approximately every six weeks.

Wildwood discussed in grade level clusters partnerships with families, parent conferences, anti-bias curriculum, stereotype threat and privilege with particular emphasis on practical applications in our classrooms.

The Crocker Farm Principal met regularly with staff for Equity work (used Whistling Vivaldi, protocols for Privilege exercise).

At Fort River, equity meetings included meaningful discussion of how to support the school’s diverse students and families.

Pelham’s ongoing equity work at DILT and Staff meetings is focusing on culturally proficient communication using Whistling Vivaldi and protocols around equity to raise awareness of our practices and how privilege impacts our learning environment and teaching practices.

We are creating a year-long equity sequence for next school year for teachers within their first two years of employment in addition to the site-based ongoing equity series. We will be using Courageous Conversations at all of our elementary schools next year for faculty and staff, and our secondary staff will be trained by Dr. Pat Romeny regarding strategies to work with students around “diversity flashpoints.” In addition, we will implement community days into our secondary schedule which includes student-generated theme activities and dialogue for staff, students, and evening dialogue for families. Please the HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Equity\\Equity Progress and Planning (Maria's updates 5-27-14).docx"Draft Equity Plan for additional information.

Planning with UMASS partners, including Dr. Chris Overtree, regarding disparity in our discipline data and will do a survey in the spring to get information from all stakeholders to position our district to make meaningful changes to address this problem area.

We will continue our work related to overall school climate and implementing a positive behavioral framework for our schools.

All Codes of Conduct are currently being revised and will be completed by the start of the new school year. Several district personnel attended the MSAN conference on Discipline Disparity to help address our district’s discipline disparity issue.

We will be implementing differing strategies for responding to student behavior including restorative practices and adherence to Chapter 222 regulations. Our full administrative team

will meet with Quabbin Mediation to plan for implementation of and additions to our code of conduct. Our school district’s legal counsel will meet with our administrative team to train them to implement the requirements of Chapter 222.

We have created an after action review process by which all suspensions will be reviewed next school year.

We have revised the model of Deans of Students at ARMS and ARHS to include School Climate Coordinators and the corresponding administrative organization will focus more on overall prevention and having consequences that are more educational and problem solving in nature.

The middle and high school are preparing to administer a school climate survey to both students and staff in an effort to identify priorities. This work is moving forward quickly as a result of expertise shared by our partnership with UMASS professors and will be administered in the fall. Students will be trained to administer the survey to their peers and will work with the administration to analyze the data and create action plans.

Amherst Pelham Family surveys are being conducted, as scheduled, at the end of this year.

We will provide the staff and necessary expertise to enable us to connect with families outside of the school building and school day.

The ARPS Family Center has implemented numerous strategies and events to reach out to families both in and outside of the school day.

Information Systems launched the Districts’ new web site, which features integrated translation, and worked with staff to harness existing (e.g., blogs) and newer technologies (e.g., Twitter) to broaden the technological culture of the district.

The Superintendent’s Communication Advisory will be formed this month and will be co-facilitated by Kimberly Stender and Carol Ross. This advisory will act as a “think tank” for communication strategies, and will provide feedback/questions regarding aspects of schooling to support clarity in communication.

Through the generous support of Parent/Guardians Organizations, grant funding, and local sponsors, administrators work with teacher leaders (e.g., math coach, reading specialist, classroom teachers) to hold math and literacy nights at each of the schools. Programming this year included holding a math night and a literacy night at Crocker Farm, Fort River, and Wildwood. Pelham held a literacy night in April.

Wildwood hosted its first African-American Read-In Day to celebrate and highlight African-American authors. Community members (HS and college students, parents, staff and others)

came into all classrooms throughout the day to read a book/poem written by an African-American author. They plan to maintain our connections to our guest readers and look for ways for them to visit Wildwood at other times in the year. Wildwood staff discussed ways to infuse the spirit of this event throughout the school year. Wildwood classroom teachers and special education staff have organized student celebrations of learning at times which work for all families. Teachers and office staff have worked to remove any obstacles that families might have in attending school events.

Crocker Farms sends out communication to parents in both English and Spanish, supports IEP's with needed translators, and secures translators for new non-English-speaking students.

For the Preschool, Pelham hosted a Literacy Night in November and a Math Night in January. Pelham hosted a spring Open House event to showcase student learning and academic programs. Pelham increased efforts and outreach to engage families that need to be drawn in to events via PTO and staff.

The district supported the Cambodian New Year Celebration, African American Achievement Event, and Latino Student Achievement Event.

Related Artifacts: HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--Sample DILTAgendas.pdf"Sample DILT AgendasHYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\Equity\\Equity Progress and Planning (Maria's updates 5-27-14).pdf"Draft Equity Plan (History and

Moving Forward)

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\School Committee\\superintendent's evaluation\\2013-2014\\EOY Artifact--Family Center Update.pdf"Family Center Report

PBIS- Information, State RTI information

HYPERLINK "http://www.amazon.com/Courageous-Conversations-About-Race-Achieving/dp/0761988777" \l "reader_0761988777" Courageous Conversations Curriculum Materials

HYPERLINK "http://www.amazon.com/Whistling-Vivaldi-Stereotypes-Affect-Issues/dp/0393339726" Whistling Vivaldi

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--Amherst-Pelham

Family Survey 2014.pdf"Amherst-Pelham Family Survey 2014

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--MS Survey.pdf"Middle School Survey

HYPERLINK "http://www.doe.mass.edu/news/news.aspx?id=7127" Chapter 222

HYPERLINK "http://www.amazon.com/Cultural-Proficiency-Manual-School-Leaders/dp/141296363X" Cultural Proficiency for School Leaders

HYPERLINK "http://www.cast.org/udl/" Universal Design CAST

DISTRICT IMPROVEMENT GOALS

Goal 4: To increase family engagement by creating an in-district family center, with resources and support in collaboration with local agencies so that we can identify and remove barriers to families' involvement, including families whose home language is not English.

We recognize that true partnership with families is a strong predictor of the level of achievement reached by our students and have been strengthening our systems and strategies to ensure success of all of our learners. While many of our families access our schools, connect on a regular basis with faculty/staff, and actively engage in the education of their students, there are many circumstances in which we needed to consider ways to connect outside of the traditional routes. We note that this trend often cuts along the lines of income and home language being other than English, and we put in place specific strategies to connect with our families. Our goal is to create stronger connections, to make adjustments in our practice in response to need, and to rely heavily on family input.

Self-Rating: Met

We will create a Family Center space to welcome families and to provide resources.

The ARPS Family Center opened in September. To date, their work has been marked by high achievement, challenge, and successful engagement. Through their programs, events, and direct outreach through the steps to success program, they have worked in a variety of ways with more than 250 students from more than 125 families across the districts. Highlights can be seen in the update report provided to the school committee.

Family Center staff work with the Intergenerational Equity Cohort to mentor Middle School Students and in realizing their other action plans.Family Center staff facilitated dialogues with various ARHS student groups.The ARPS Family Center made strong connections with all schools. Some examples are: All schools have made specific referrals to the family center.Family Center staff members are facilitating both a boys’ and a girls’ group for students, most

of whom are students of color, to examine social and academic skills needed for success. In addition, Family Center staff have helped plan and implement parent education opportunities

We will create a council of families so that their voice drives our work.

Family members have been identified and have been meeting on a monthly basis with the Family Center staff. They are currently participating in leadership training and identifying topics and areas of interest for district families.

We will collaborate with institutions of higher education and community agencies to create programming.

The family Center partners with Family Outreach of Amherst, which maintains an office within the Family Center and provides direct service to our families, students, and consults with our staff.

We are currently creating an additional partnership with Amherst College to provide training to an intergenerational cohort, including Amherst College students, who will create a

mentoring program for specific students in grade 5–12. Many other organizations and educational institutions are working in partnership with the ARPS Family Center.

Hampshire College provided grant funds to support the Youth Culture Initiative and the Intergenerational Youth Cohort, which brings different social identity groups together in positive dialogue.

The ARPS Family Center partnered with the Mobile Dentists to provide state-of-the-art, on-site dental care to eligible students at no cost. To date, more than 100 students have received x-rays, exams, cleanings, fillings and other dental services.

We have an ongoing connection with service agencies that can help support our students’ progress (i.e. UMass and Westfield State University ICE programs, Adult service agencies, Service Net, Elms College for BCBA training, and Western Mass Learning Centers for Children for OG training)

The Wildwood Principal Advisory Council has addressed issues of equity, such as fund raising, and has created a draft policy to guide future fund raising efforts.

The Wildwood Math Coach and interventions staff organized a highly successful family math night which was attended by approximately 300 people who represented a broad cross section of families.

We will develop an evaluation plan to gather information regarding the efficacy of the Family Center.

We have begun the process of creating/adopting an assessment tool for the work of the ARPS Family Center. All of the staff working in the center, the center’s college interns, and the group of parents/guardians who will comprise our Center's Board have done the following:

Discussed the need to create/adopt such a toolResearched different assessment toolsReviewed evaluations from our events this yearBegun drafting a self-assessment tool to use at the end of this school year

The goal of this self-assessment is to help us become aware of important indicators of quality. This self-assessment tool supports an intentional review of program policies and delivery of services with a focus on improvement.

Related Artifacts:HYPERLINK "../School Committee/superintendent's evaluation/2013-2014/EOY Artifact--Family Center Update.pdf"Family Center Report

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--family center newsletters.pdf"Family Center Newsletters

Goal 5: To insure that principals and district leaders are trained in the principles of universal design so they can provide development for their faculty/staff regarding effective teaching strategies to implement with diverse learners.

We currently have a highly diverse student body with a varied level of challenges, strengths, interests, and talents. More than forty languages are spoken in our schools and many of our students have special learning needs. Our schools must develop varied instructional strategies and ways to assess achievement of learning objectives. The principles of Universal Design support faculty and staff in differentiating for a range of learners and move us from a traditional classroom instructional model to a 21st century learning experience.

Self-Rating: Met

We will provide professional development to DILT members regarding the principles of Universal Design. We will provide professional development to teacher leaders, positioning them to lead this work.

This has occurred over the winter with four sessions being provided for administrators by CAST, a nationally recognized professional development organization. These sessions included in-person training, three webinars, and a final wrap up in-person session. We have the Amherst UDL Connect website for information sharing and access to resources.

Teacher leaders attend initial and final PD sessions and access webinars facilitated by building principals in the interim.

We will develop building-based action plans through our work at DILT meetings.

Building based action plans are currently being developed with a PD plan for this summer and next school year. We anticipate a multi-year roll out plan.Examples of current work at the school level are:

Wildwood’s building-based UDL leadership team has been meeting independently and studying the main principles of UDL and how they can be implemented at Wildwood.

The ARHS SILT has completed three UDL sessions, one for each of the core principles. Discussions have begun about what concrete application work could look like. Linkages between UDL and the importance of a change in the master schedule have also been made.

The SEC Biology Teacher is participating in this year’s ongoing UDL training. In June-July 2013, the SEC STEP coordinator and an English teacher participated in training. All three have presented at faculty meetings what they felt were the most salient points.

Related Artifacts: HYPERLINK "http://www.cast.org/udl/" Universal Design CAST

Superintendent Evaluation Rubric

Standard I: Instructional Leadership. The education leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning the central focus of schooling.

Self-Assessment Comments: The Office of Teaching and Learning, our principals, our coaches, our curriculum leaders and our Department Heads have made substantial progress in moving our curricular and instructional work forward. The priority of our District Improvement Plan and corresponding School Improvement Plans is improving the instructional core—the relationship between the teacher and student in the presence of content. For the past four years, our District and School plans have become much more aligned in our efforts to create a strong instructional program for all of our students. To make a difference in the achievement of our students, we must focus clearly on content knowledge, pedagogy, and relationship (engagement) between educators and students.

In terms of content, we continue our second year of implementing our elementary mathematics curriculum and are in our first year of implementing our seventh grade curriculum and pathway. We reviewed the mathematics curriculum in grades 8-12 to align our work to the state standards. A new mathematics curriculum will be in place this fall for grade eight.

New science inquiry units have been introduced and will be expanded next school year in addition to new elementary social studies units. We continue to review social studies curriculum K-12. We are currently planning our arts integration programming to begin at the elementary level next year, and anticipate integration to begin in grade four social studies.

Our early literacy programming has been reviewed and new curricular materials will be in place for grades K and one in the 2014-2015 school year. Professional development is currently underway.

Substantial progress has been made bringing in a consistent approach to curriculum mapping using Rubicon Atlas programming. The district has a mapping template and glossary completed and each department has transfer goals underway.

Related Artifacts: HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--ARPS Curriculum Mapping Template_1.pdf"Curriculum mapping template HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Amherst Glossary.pdf"Amherst glossaryHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Curriculum_Mapping_MS_planning.pdf"Curriculum Mapping MS PlanningHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--MS_Fall2013_G7_IS_big ideas.pdf"Middle School Fall 2013 Grade 7 IS Big IdeasHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Social_Studies_Transfer_Goals_040714.pdf"Social Studies Transfer GoalsHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifacts--phonics_notes_review.pdf"Phonics NotesHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Textbook_Review_Discovering_World_Geography_Hybrid_April_2014.doc"Textbook

Review—Discovering World GeographyHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Grade8_Math_Ideas_Proposed_SC.pdf"Grade 8 math ideas SC PresentationHYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Family Assessment Guide.doc"Family Assessment Guide

Our leadership Team, led by Mike Morris, has focused explicitly this year on equitable programming and outcomes for our students. Our team has focused on increasing our cross-cultural competence and that of our faculty/staff, and overall improvement of our instructional model. We are currently engaged in development to apply principles of universal design in our schools to create educational experiences that meet the variability of our students. We continue our focus on increasing the co-teaching opportunities within our school setting. Our high school schedule is currently under review and will focus heavily on creating a schedule that improves the pace of instruction and the design of the instructional block, moves us toward more inclusive grouping practices, provides for co-teaching, provides time for intervention, and allows for meaningful adult collaboration.

Related Artifacts:

HYPERLINK "../School Committee/superintendent's evaluation/2013-2014/EOY artifact--Sample DILTAgendas.pdf"Sample DILT Agendas HYPERLINK "http://www.cast.org/udl/" Universal Design CAST

Creating opportunity for embedded professional development for faculty and staff has been a district priority. This is evidenced in an improved program of mentoring/induction, careful professional development for new curricular materials, planning for staff development for using data to inform instruction, and ongoing development for the new model for teacher supervision and evaluation. My Learning Plan is the web-based platform currently used for the Educator Evaluation process (OAYSIS), and is partially in use as a professional development application. This system is a paperless process that will provide an opportunity for a range of professional development offerings consistent with district/school/staff goals, a clear approval process, and a system for documentation of such development. This year, we focused development on cross-cultural competence at the district and school level, provided dialogue experiences for ARHS students and staff, trained leader and teacher leaders on ways to improve our instructional model, and focused on a variety of content areas and curricular material implementation.

We have negotiated contract language with our professional staff which provides for teacher created and delivered professional development and an internal process for moving along contract lanes. The heavy focus of professional development for next year will be on strategies for school climate and responding to behavioral issues, principal of universal design for learning, co-teaching, and equity. We will be implementing this coming year a number of new professional development experiences for staff including a year-long equity series for induction, community days at the secondary level which includes dialogue groups for faculty and students, and school based equity development.

Related Artifacts:

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--2013-2016 Unit A Teacher APEA FINAL 5-30-14 k edits.pdf"Negotiated contract language regarding professional development HYPERLINK "file:///S:\\Teaching%20and%20Learning\\Teacher%20Induction\\Teacher

%20Induct%20Part%201\\Orientation%20Day\\handouts\\ARPS_Staff_Orientation_Agenda_Mission.doc" Mentoring and Induction (meeting agenda)

In addition to focusing on classroom instruction (Tier 1) which involves curricular alignment, unit and lesson design, and Universal Design for Learning (differentiation), a priority of our work continues to be creating a continuum of supports and interventions for students that rely on evidence-based interventions employed after gathering norm-referenced achievement data. We continue to define and strengthen Tier 2 and Tier 3 academic interventions with a focus on inclusive practices. Our elementary school and middle school are working on Tier 2 systems of our behavioral framework, and our high school has been working on the initial training and planning for the PBIS framework.

A method of documenting student growth over a student’s academic career has begun through the use of INFORM, which is a partner with Powerschool (student data system), to manage student achievement data and provide user friendly information for informing instruction.

Related Artifacts:HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\Tiered Instructional Model"Tiered Instructional Model

Standard II: Management and Operations. The education leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective

learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.

Self-Assessment Comments: The physical and emotional safety of our students and staff is a priority. Our safety planning and crisis response plans are solidly in place. We collaborate with the local police, fire, health services, town administration, and state agencies in our response plans which we practice routinely. Prior to the start of each school year, we conduct safety walk-throughs of all facilities that include building and central office administrators and Amherst Fire and/or Police Department Officers. In addition, we have safety flip chart which is routinely reviewed and adjusted as necessary. These are located in every classroom and office in our schools.

This year we conducted a reunification table top on and off campus to simulate and practice this complex step in crisis response planning. We continued our safety awareness by moving our reception areas in Wildwood and Fort River to have a clear view of the main doors, which involved renovations. In addition, after lockdowns which occurred this school year, debrief sessions were conducted with school staff and police partners to adjust procedures and practices appropriately. This year, an alarm system was installed in Pelham. In 2014-2015 we will place cameras in all of our school buses and in the halls of the middle school and high school.

Related Artifacts: HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\Safety\\Agenda--5-29-13%20tabletop.doc" School Safety Tabletop (agenda) HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\Safety\\SLOVIN%20CRISIS%20RESPONSE%20PROCEDURES%20FLIP%20CHART%20(final)%202012.pdf" Safety Flip Chart

HYPERLINK "\\\\Oesfs111\\co_users\\SUP\\westmord\\My Documents\\School Committee\\superintendent's evaluation\\2012-2013\\Safety memo.docx" Safety Scenarios (Email) HYPERLINK "file:///\\\\Oesfs111\\co_users\\SUP\\westmord\\My%20Documents\\School%20Committee\\superintendent's%20evaluation\\School%20saftey%20checklist.doc" School Safety Walk-through Checklist

A capital plan has been established for our Regional Schools to support the ongoing maintenance needs of our Regional buildings. This includes working collaboratively with our four towns to determine the financial viability of maintaining our schools within a multi-year plan. We work collaboratively with the Town of Pelham and the Town of Amherst to address the capital needs of our elementary schools. Under the direction of Ron Bohonowicz, Director of Facilities and Transportation, our facilities are consistently maintained and upgraded. The windows project was successfully completed last year at ARMS to increase comfort for our students and staff, update the exterior of the building, and reduce utility costs over time.

This year we completed renovation of our high school locker room, our Pathways to Independence Program Classrooms, our Family Center, Business Office, and the Pelham Chimney extension. In addition, we submitted a statement of interest to the MSBA for state funds for further updates on Fort River, and have been invited into the process for Wildwood Elementary School. We have completed the required MSBA steps to date and received approval from the Town of Amherst to engage in a feasibility study of up to one million dollars. This study will look at multiple potential scenarios, including renovating Wildwood as a K-6 school; building a new K-6 Wildwood; and reconfiguring our elementary schools and building a grade 2-6 school for students, which would include closing Wildwood and Fort River Schools.

Related Artifacts:

HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Facilities Update 4-29-14 (1).pdf"Facilities Update to SC

In terms of our students' physical health, we maintain strong nursing staffing in all of our schools and a "Nurse Leader" who works to align our guidelines and practices. A Wellness Committee was established this year under the direction of Faye Brady, Student Services Director, to address multiple issues related to student wellness, one being allergy awareness. A policy recommendation has been made to the Policy Subcommittee and is currently under review. Our nurses consistently update their protocols and practices based on the DPH and DESE regulations. They have been actively engaged in monitoring and responding to issues such as West Nile Virus, and Swine Flu.

The implementation of culturally responsive School Wide Positive Behavioral Intervention and Supports is an attempt to put in place a more systemic, proactive approach to mental health and behavioral needs of students. K-8 we are currently working on strengthening tier II interventions, and have begun year one work at ARHS. We are also implementing specific strategies from restorative practices to provide a problem solving approach to behavioral issues this coming year. We are actively engaged in decision-making regarding training and implementation of these interventions. This year we remodeled our mental health supports at each school so to implement supports and interventions for students at Tier I, II and III. In addition, we have been actively working to implement the BRYT program for this coming school year to support students who experience more chronic mental health needs, who are transitioning from or to hospitalization, and students who have medical needs such as concussion.

In addition to the teaching and intervention aspects of this programming, real-time discipline data is documented to inform planning for individual students and broader environmental adjustments. Definitions have been clarified and normed this year to strengthen our data entry. Dr. Overtree, from the UMASS Psychology Department, has experience working with school districts in analyzing discipline data by demographics and creating action plans to address identified disparities and is providing consultation to our schools. A number of our administrators and staff attended the MSAN conference regarding discipline disparities to support our ongoing work. We are currently in the process of revising all codes of conduct, reorganizing our staffing patterns to support a more preventative approach, and are bringing in new strategies such as restorative practices to respond to student behavior. Anti-bullying guidelines are in place and will be revised this coming year.

Related Artifacts:HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--MSAN Road w ARHS Banner FINAL.jpg"Flyer for MSAN Conference

HYPERLINK "http://www.quabbinmediation.org/" Quabbin Mediation/Restorative Practices

Our Human Resources Department advertises widely for open positions, including through outlets geared to recruitment of staff of color such as Nemnet (the National Employment Minority Network), Minority Reporter and Teachers of Color Magazine. Personal connections are often made to support staff moving from outside of the area. We have revised and implemented a strong mentoring and induction program for staff in their first two years in the district. We are implementing in 2014-2015 a required equity sequence for non-PTS staff, which will also be open to all staff. We anticipate partnering with professors from higher education to provide aspects of this year-long sequence. We successfully conducted collective bargaining with all five units: APAA (administrators), APEA Unit A (teachers), APEA Unit B (paraprofessionals), APEA Unit C (clerical/media), and AFSME (custodial, maintenance and drivers).

Related Artifacts:HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY artifact--Human Resources Report 12-3-13.pdf"Human Resources Report to the School Committees

The use of time in the schools has been a major topic of conversation at the administrative level. We are reviewing instructional time and the structures of schedules at all levels, while ensuring adequate preparation time for teachers. The elementary schools maximized time on learning by increasing the school day on Wednesdays. In addition, principals, with the support of Michael Morris and Faye Brady, have worked to create functional schedules, considered grouping practices, and adjusted instructional minutes per content areas. We implemented a before school option at the elementary level in Amherst, and continue after school and summer programming at all levels. Pelham continues their before and after school option, and they created a preschool this year which offered before and after school options for families. ARHS implemented an advisory program this year for all students to build community and address non-academic topics. We are actively engaged in high school schedule review though the use of national and local consultants. We anticipate having a recommendation solidified by the end of the school year so that feedback from staff can be gathered in 2014-2015. The goal is to create a schedule that meets the needs of all of our students. We must consider pace, instructional time, co-teaching implementation, consistent instructional time over the course of the year, and must include collaboration time for adults. We anticipate having a new schedule in place for September 2015.

Our budget documents have become quite comprehensive and detailed, including the appropriated budget, grant information, revolving fund information, priorities, and staffing trends. The budget process is highly functional and focuses the resources on established district and school priorities. We have a budget subcommittee which meets regularly to address budget process, capital planning, and district audits. This year we had additional time focused on the Regional Assessment Method. Given that a concern was raised by Shutesbury during this process, we provided substantial historical documentation and analysis to inform the vote at Town Meetings. In addition, we will implement an assessment working group this coming month to discuss and review the methodology in advance of the next budget cycle. Our business office is currently working on updating their business office protocols and will benefit from an Amherst College intern to support this effort. Lastly, we are engaged in additional projects which require substantial effort from the business office including regionalization and the MSBA building project.

Related Artifact: HYPERLINK "http://www.arps.org/administration/budget_information" FY15 Budget Information

The Information Systems department provides operational support on a daily basis for most areas of the school system, including many of the initiatives addressed in the district goals and improvement plan. In addition, they are the primary link between staff and administrators and software vendors. This year they have worked to configure and implement:

OASYS/MyLearningPlan (educator evaluation)—Worked closely with the Director of Evaluation and Assessment to implement the OASYS web-based staff evaluation system. Loaded all staff data, created staff accounts, configured rubrics, configured system framework, and provide staff support. They are now working on My Learning Plan which support our professional development processes. Educator’s Handbook (PBIS)—Continue to support the implementation of this software program.

INFORM (data management system)—Worked with Director of Evaluation and Assessment to configure and implement INFORM, a “data warehouse” which will hold student assessment data. Loaded MCAS, MAP, NEASC rubric, DRA and other local assessment data to INFORM. In addition, they have worked to support AIMSWeb assessments implementation as well.PARCC pilot—Worked to ensure technology needs were in place for this process, trained staff, and provided direct support during the assessment. Substantial curriculum materials which include on line tools, including training and support for these tools.

The Information Systems department continues to work with the Student Services Office to implement our new district model for Instructional Technology. IS works closely with the new instructional technology coordinator to implement these efforts. A new assistive technology coordinator was hired to replace the departing coordinator. Teams have been created at each school so that staff become empowered to apply the skills necessary to integrate technology into the classroom to benefit all students.

The Information Systems department identified the need to update and upgrade the existing website, and fully implemented this process this year. The main goal is to empower more staff to utilize the website, improving communication between staff, students, parents, guardians and the public.

Related Artifacts:HYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--Information Systems Update.pdf"Information Systems Update to School Committee

Standard III: Family and Community Engagement. The education leader promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district.

Self-Assessment Comments: We have made substantial progress toward creating a systemic strength-based approach to family engagement. We have created broader opportunities for families, community members, and partners to be involved in our schools.

Our Family Engagement Team worked together for more than a year to determine how best to make connections with families who have been traditionally underserved by our schools. Through this work, we opened the doors of the ARPS Family Center this year. This center actively partners with families, area service providers, community agencies, departments of our town, and institutions of higher learning.

A parent advisory group provides input into programming and services to be developed and implemented through the Family Center. Family Outreach of Amherst currently partners with our staff by providing a 30 hour a week caseworker. This outreach worker provides consultation and direct service to families and students. The Family Center staff work directly with students through mentoring and dialogue groups, with families through specific programs such as Family University, and through offering activities for families and children and workshops such as “Juntos We Play.”

The addition of the Ombudsperson position in 2011-2012 has provided families with a mechanism for conflict resolution, mediation, and an impartial sounding board when they feel at an impasse with school staff. This position has been accessed by many family/community members.

Related Artifacts:HYPERLINK "../School Committee/superintendent's evaluation/2013-2014/EOY Artifact--Family Center Update.pdf"Family Center Report

HYPERLINK "EOY artifact--family center newsletters.pdf"Family Center Newsletters HYPERLINK "EOY%20artifact--Dialogues%20about%20race.ARHS.pdf" Student Dialogue Information

We have demonstrated clear growth in our creation of meaningful partnerships and have collaborated with area service providers to maximize resources. Kimberly Stender has been working over the course of the year with area medical providers and community partners to bring a community health center to Amherst. The Amherst Area Community Health Center’s intent is to provide free medical, dental and mental health services and promote healthcare access for populations that are not currently being served or are underserved. This includes those who are uninsured or underinsured, are homeless, have limited financial resources, have limited English proficiency, are veterans who wish not to seek care in the Veteran’s Administration system and others.

We have positive, collaborative relationships with our four-town community, which is essential to ensure stakeholder input into our schools. In addition to hosting four town meetings, I work closely with each town on a number of issues to the extent requested. I attend the Budget Coordinating Group meetings for the Town of Amherst through which all town departments work

together to address budget needs. I have district representatives attend the Joint Capital Planning Committee and the Health Care Advisory Committee. I meet bimonthly with the Amherst Town Manager to share information and plan collaboratively. I work closely with the Pelham Finance Committee and Select Board to ensure town support of our budget and capital needs. As requested, I present budget information to the Select Boards and Finance Committees of Amherst and Pelham. I, or a designee, typically attend and/or present at the Town meetings for Amherst, Leverett Pelham and Shutesbury. In addition, I attend meetings at any of the schools, communities, or town committees as requested. This year Sean Mangano, Mike Morris and I presented to the Leverett Finance Committee; Mike Morris, Kathy Mazur, Sean Mangano and I presented to Shutesbury School Committee; and Mike Morris and Sean Mangano presented to the Shutesbury Town Meeting. In addition, I attend the regionalization meetings of the RAWG.

Through partnership with partners in our Five College Advisory, we hosted the MSAN Student Conference; brought Calvin Terrell to present to our ARHS students, staff, and community; and Mr. Terrell worked with us to create an intergenerational equity cohort. Our Family Center benefits directly from partnership through Hampshire College and Amherst College. We are currently working with Amherst College to create an intergenerational mentoring program based on the work of Calvin Terrell. We anticipate a summer training opportunity for community members, staff, and students from ARHS and Amherst College. The intent is to create a mentoring program where college students mentor high school students, high school mentors middle school, and middle school mentors grade five and six.

Related Artifacts: HYPERLINK "EOY%20artifact--ARPS%20Partnership%20listing%20%202014-2015.doc" ARPS Partners 2013-2014

In addition to efforts through our family center, we use multiple venues to share information about our schools with our families and community. We are fortunate to partner with Amherst Media to provide Public Service Announcements and our ongoing segment Voices from our Schools. The district also provides families and the community with a number of district and site-based newsletters and communicates routinely via Twitter. We began a blog this year to share information regarding our schools and sent our weekly updates from the superintendent. We will begin our Communication Advisory next month which will be facilitated by Kim Stender and Carol Ross. In addition, we have increased the use of phone outreach and continue to use surveys on topics to gather information from families. We will be implementing a climate survey at ARHS this September where families will be able to provide input in addition to student and faculty input. We currently implement family surveys at all schools. We continue to host School/Community Events such as Latino Student Achievement Night, African American Achievement Night, Cambodian New Year Celebration, and First Day Celebration on the common. Continuing with the framework from Dr. Ron Ferguson regarding “The Movement: Excellence with Equity,” we have begun partnership with the Town of Amherst to bring together leaders from Amherst government, the public schools, Boards and Committees, town departments, business owners and community members to explore ways in which all stakeholders can work together to recognize and build upon the qualities and attributes that make Amherst such a wonderful place to live and work, while enhancing appreciation for, and understanding of, the great diversity within our community. Dr. Ferguson talks about creating a social movement to create equity for all students. We need to create a collection of people and organizations who feel called to contribute to the work of our schools, including our town government, community groups, and employers.

Related Artifacts: HYPERLINK "http://prezi.com/7x4o6jebzavt/the-movement-prezi/" Ron Ferguson’s The

Movement

HYPERLINK "EOY%20artifact--ACTV%20Voices%20%20guests%20&%20topics.doc" Voices from our Schools Segments

HYPERLINK "../../../Amherst%20Together/Amherst%20Together%20Press%20Release%20(KS%20&%20CR%20edits).docx" Amherst Together Initiative

Standard IV: Professional Culture. The education leader promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations and continuous learning for staff.

Self-Assessment Comments:

An organization requires a clear structure for decision making and through which continuous improvement is possible. A substantial amount of time has been devoted to developing the structure to set expectations, to improve practice, and to provide embedded professional development (professional learning community). Inherent in this structure is the expectation that all staff is engaged in ongoing development and improvement of skills. This structure provides an expectation and scheduled time for staff to meet together in dialogue to plan, review student work, and analyze student data. Staff is engaged in a process to share and receive feedback from colleagues. This is also the mechanism through which administration can pose questions for feedback and for embedded professional development. All schools currently have such site based opportunities in place; however, we are working to expand this amount of time through a schedule change at ARHS.

The leadership team has spent a significant amount of time norming expectations for our staff and developing a shared vision for our work specifically to meet the needs of all of our students. The District Improvement Plan and the School Improvement Plans clearly articulate this vision and action steps.

Our use of collaborative teams has become more focused by the educator evaluation model. Teams are able to create team goals to fulfill goal setting requirements, and administrators are able to have teams focus on goals which drive the districts work. We will coordinate early release days next year at the elementary and secondary levels to facilitate vertical conversations among job-alike colleagues. This is critical in our work to align curriculum and to create programming such as our new arts integration model which will begin in 2014-2015. We are working together as a leadership team to norm our PD priorities and to determine how time will be used next year to drive our work.

The leadership team has continued to work closely together to articulate common messaging for faculty professional days, handbooks, and notices. The leadership team models their commitment to learning during our DILT meetings and Principal meetings where we are asked to reflect on our own practice and use current research to make improvements. This year we implemented our first leadership academy cohort to support faculty who are interested in licensure for principal/assistant principal in achieving that goal. Lastly, we have negotiated a contract which includes language which provides for faculty to lead professional development for their colleagues and allows for them to move along pay lanes.

Related Artifact: HYPERLINK "EOY--Leadership%20academy.pdf" Leadership Academy Agenda

HYPERLINK "EOY%20artifact--2013-2016%20Unit%20A%20Teacher%20APEA%20FINAL%205-30-14%20k%20edits.pdf" Negotiated Contract Language

In general, I demonstrated strong communication skills with my leadership team and staff. This is critically important in an organization which is primarily comprised of people. To make movement in social-sector organizations requires a strong vision and the skills to help people find the drive to make the vision a reality. This requires the ability to develop strong, collaborative working relationships based on trust and respect. Inherent in a system comprised of adults working together, who also work with children and families, are many opportunities for conflict.

My counseling background is often put to good use. The ability to hear all sides of issues and to work to bridge gaps is essential. In addition, the ability to say no in a way that allows people to hear and accept it is a requirement.

To further support conflict resolution, we have contracted with the Employee Assistance Program (EAP) from UMASS for our elementary staff and most recently our secondary schools. EAP provides counseling services for staff and their families, support groups, referrals, crisis intervention, professional development, and mediation services. Having these services provided locally will increase our ability to more routinely address issues related to climate, cross-cultural competence and conflict resolution within the workplace.

The highest priority of our work this year and moving forward is toward creating an inclusive environment for all of our students. Toward this priority, our leadership team worked this year with Michael Burkart, equity consultant, to develop our observational skills regarding equity and to take this work to the classroom. Our elementary, middle school, and high school faculty worked over the course of the year specifically related to issues of equity. Next year we will have a year-long sequence for our induction program focused solely on equity. We accessed consultation services of Dr. Pat Romney, Dr. Chris Overtree, and Dr. Rossi Ray Taylor to implement strategies related to school climate and equity this year and to create our next steps. We are in the process of writing measurable outcomes for our equity plan for the next few years.

Culturally Responsive School Wide Positive Behavioral Intervention and Supports is a framework for our faculty as it is our students. The initial step in this process is having families, students, and staff members provide input into the values which support the school environment. This framework reorients us to consider the use of language and the use of positive feedback in our exchanges with colleagues and students. This framework fits well with the structures related to disciplined dialogue. It is important that we all use protocols to facilitate equitable participation in discussions, have a means of decision making, and have a process to respond constructively in conflict/disagreement. We will specifically be implementing restorative practices this coming year to support a problem solving approach to behavioral issues. In addition, we will hold three community days per year to address a theme determined by our students. These days include dialogue opportunities for our faculty/staff as well as our students. Having all engage in disciplined dialogue leads to developing a skill set which facilitates productive resolution of conflict.

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