1. School Committee Meeting September 19, 2016
System-wide Goals
School Committee Meeting
September 19, 2016

2. System-wide Goals

3. Educational Goal 1: Academic Excellence
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Provide curriculum and instruction that inspires and engages students.
In our Elementary Schools:
Continue implementation of writing units introduced in the past four years. (I)
Continue implementation of the Benchmark Assessment System (BAS) into the second year. (I)
Identify a new math program. (C,P)
Implement research-based literacy professional development program for teachers in grade 3. (I)
Implement new science unit in grade 5 to align with Next Generation Science Standards. (I)
Improved student performance measured by analysis of writing data.
Analysis and use of Benchmark Assessment System (BAS) data to improve elementary students’ reading proficiency.
New program identified for implementation in select grades in September 2017.
More consistent and effective literacy instruction for third grade students as measured by teacher survey data of professional development.
Student learning experiences in science reflect current research and units of study aligned to NGSS and the MA Curriculum Frameworks.
In our Middle Schools:
Expand implementation of Teacher’s College Writing Program units to include additional genres of writing and appropriate professional development. (I)
Continue implementation of grade 6 science units aligned to the Next Generation Science Standards and implement newly designed grade 7 science units. (I)
Continue developing grade 8 curriculum for SY2018 through teacher collaboration. (P)
Writing Program units to include additional genres of writing and appropriate professional development. (I)
Identify and support a cohort of teachers to pilot Connected Math Project (CMP) 3 curriculum units in grades 6-8. (P)
Include opioid awareness in health curriculum. (I)
Implementation of Teacher’s College writing in both narrative genre and one additional genre in all three grades.
Feedback from teachers in different grades and schools on the effectiveness of the CMP3 curriculum and recommendations for further implementation.
All middle school students will participate in opioid awareness education.

4. Goal 1: Academic Excellence (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Provide curriculum and instruction that inspires and engages students.
In our High Schools:
Continue work in ELA on vertical alignment, writing instruction, diversifying instructional strategies, and text selection. (P)
Design a process for assessing technology device needs based on a shared vision for instruction. (C)
Implement the DaVinci program at Newton South for eleventh graders. (I)
Include opioid awareness in health curriculum and in all athletic team meetings. (I)
Combined 6-12 professional development sessions designed to target the creation of new curriculum maps and instructional units in English Language Arts.
Shared vision of instruction that allows planning and selection of devices that support teaching and learning.
Additional Newton South students will have the opportunity to learn in the interdisciplinary style of the DaVinci program.
All ninth grade students and all student athletes will participate in opioid awareness education.
B. Foster a cycle of continuous instructional improvement through the use of data, collaboration and instructional support.
Continue professional development for elementary school-based teams on use of Data Wise process to analyze student work, develop teacher leaders and improve instruction. (I)
Shift the mentor and induction structure to a school-based team model in all schools. (I)
Develop cohort model for new educators to provide a support network in their first five years. (P)
Work with administrators to foster educator collaboration including broadening the impact of coaching. (C, P)
Begin to conceptualize a way to formally support teacher leadership as it emerges in teaming structures, instructional coaching roles, and mentoring. (C, P)
Incorporate student voice and feedback into the educator self-assessment and goal setting process. (C, P)
Monitor internal assessments carefully in light of shifting state assessments. (I)
Improved teacher data analysis and meeting skills to increase the effectiveness of Professional Learning Communities (PLCs) and their ability to identify student misconceptions and skill gaps and intervene quickly.
New educators at three or more elementary schools will have onsite support teams during their first three years in Newton.
Some second year educators will take new educator courses as a cohort.
Enhanced capacity to support teaching and learning.
Identification of teacher leadership roles, both existing and potential, professional development needs, and delivery systems.
Pilot protocols that include student perspective in the educator self-assessment and goal setting process.
Changes in aggregate student performance will inform curriculum and instruction decisions.

5. Educational Goal 2: Educational Equity
Objectives
Select Improvement Strategies
Anticipated Outcome
Create and build upon promising initiatives to meet the needs of all learners to ensure that all students succeed.
In our Elementary Schools:
Continued implementation (year 2) Leveled Literacy Intervention (LLI) in all schools. (I)
Full implementation of Student Intervention Teams. (SITs) (I)
Establish baseline data using BAS and begin tracking student growth.
Consistent access to general education interventions and procedures for all students.
In our Middle Schools:
Further develop professional development model begun in SY 2016, with teachers working in teams on projects designed to close the achievement gap and align with other district goals. (I)
Continue and strengthen after-school programming that provides academic and social emotional support at each middle school. (I)
Continue and expand the Calculus Project. (I)
Refine recruitment process and academic support strategies.
Monitor achievement of program participants.
Develop long-range funding plan. (C)
Teacher-developed projects that improve student learning, student engagement and connectedness to school.
Collect and share data on program effectiveness and program models across middle schools.
Consistent participation and increased achievement in middle school math courses for participating students.
Convene a group to project funding needs and identify potential sources.

6. Goal 2: Educational Equity (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Create and build upon promising initiatives to meet the needs of all learners to ensure that all students succeed.
In our High Schools:
Support Calculus Project students in grades 7-10, monitor course placement and achievement in both high school cohorts. (I)
Continue to implement strategies to increase enrollment of underrepresented groups in higher level courses across content areas, including clustering, move-up support, and multi-level and unleveled courses. (I)
Explore new program models and strategies to increase the enrollment of traditionally underrepresented subgroups in upper level courses in other content areas. (C)
Increased enrollment and achievement in upper level math courses for traditionally underrepresented subgroups.
Increased enrollment and achievement in a range of upper level courses for traditionally underrepresented subgroups.
Develop new and expanded models for supporting student achievement in upper level coursework across content areas.
In all our schools:
Continue to provide professional development to all administrators focused on leading courageous conversations about race and racial identity development. (P, I)
Identify and support (5-7) school-based elementary and/or middle school teams to build capacity to lead conversations and create greater understanding about the impact of race and racial identity on student school experience. (P, I)
Use the Responsive Schools process to support culturally proficient practices through Courageous Conversations that serve all students and families effectively. (P, I)
School-based teams and leaders are better prepared to lead conversations about race that in turn lead to more welcoming and inclusive school climates for students of color and their families.
School administrators and teachers will report greater confidence and preparedness to lead their schools in creating better school climate and creating strategies to close achievement gaps.
Identify school-based structures and activities that can include more social emotional and culturally proficient content.

7. Educational Goal 3: Social and Emotional Learning Including Health and Wellness
Objectives
Select Improvement Strategies
Anticipated Outcome
Provide broad support for social and emotional learning for all students.
In our Elementary Schools:
Support continued application of the Responsive School and Responsive Classroom model by training additional teachers and administrators. (I)
Continue study of social and emotional Tier 2 and Tier 3 instruction and intervention to establish more consistent protocols and supports for students and staff through the SIT process. (C, P)
Ten or more schools will have a school-wide behavior program.
Over 150 additional school personnel will be trained.
In our Middle Schools:
Support continued implementation of the Responsive School and Responsive Classroom model by training additional teachers and administrators. (I)
Support advisory component of Responsive School at Brown and Bigelow Middle Schools with support from Social Emotional Learning coordinator. (I)
Develop student leaders through the World of Difference peer training program. (P, I)
Train 80 or more additional middle school educators school personnel and create a Responsive School team in each middle school.
Monitor implementation of Responsive School model, including advisory program, at all middle schools.
Middle school students are identified and trained to become peer leaders in each school.
In our High Schools:
Develop an assessment to assist high schools in identifying gaps between groups of students in school connectedness and other facets of social and emotional learning. (C, P)
Work with high school staff to study current social and emotional programming and develop a plan to meet additional identified school needs. (C, P)
Based on analysis of data, develop a plan to assess needs and progress in key areas of social and emotional learning at the high school level.
Develop an action plan based on results of the planning process.

8. Educational Goal 3: Social and Emotional Learning Including Health and Wellness (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
Provide broad support for social and emotional learning for all students.
In all our schools:
Collect broader and more specific data about student connectedness to school, including annual actionable data for all grades and subgroups. (C, P, I)
Support Responsive School Teams (RST) in elementary and middle schools to effectively use data collected through Skyward and paper. (P, I)
Support elementary and middle schools to implement school-wide systems and practices for responding to misbehavior equitably and with attention to disproportionality. (P)
Pilot, revise and implement a survey to augment the school connectedness portion of the YRBS.
RSTs access reports summarizing discipline data on Skyward and paper and use the data for problem solving and decision making about enhancing Tier 1 supports and professional development needs.
School-wide positive behavior plans developed using district template and all staff trained in the philosophy, procedures and practices of the plans.

9. Managerial Goals

10. Managerial Goal 1: School Facilities
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Continue to update Teaching and Learning Facilities
Specify mid-range renovations needs and confirm long-range plan for next five years.
Update to school committee and/or city council in September/October; include feedback from parent communities at Lincoln-Eliot and Horace Mann on implications of facilities plan.
Update capacity analysis and building conditions for middle schools.
Include review of short- and long-range facilities needs of middle schools and secondary school specialized programming.
Review and coordinate for FY18-FY22 next five-year Capital Improvement Plan (CIP) with City.
Begin to conceptualize transportation policy to respond to increasing traffic concerns and change to elementary school lines and locations. (C)
Preschool Working Group proceeds with the feasibility study.
Presentation of updated long-range plan in fall 2016.
Continued progress on current school building projects (Zervas, Cabot).
Request funding in the City CIP process from July 2016-June 2017 for planned school projects in the next five-year period (FY18-FY22) including preschool and Lincoln-Eliot at Aquinas, a second swing space and the next mid-range project, as well as required customary maintenance items.
Development of a plan to address transportation and traffic challenges.
Develop plan for permanent preschool space.

11. Managerial Goal 1: School Facilities (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Continue to update Teaching and Learning Facilities 
Continue Lincoln-Eliot early planning for readiness for possible response to SOI by MSBA. (I)
Complete move of Zervas modulars. (I)
Plan and complete 1st floor renovations at Ed. Center for Central High School. (I)
Progress on initial funding stage for feasibility phase of next major school building project—Lincoln-Eliot.
Move completed in fall 2016.
Students and staff move in fall 2016.
B. Approve and Implement a plan for student assignment in order to relieve space at overcrowded schools.
Begin Phase II of Student Assignment by re-convening a Working Group. (I)
Develop priorities and criteria for assessment for Cabot School expansion to new school for 480 students. (P)
Develop proposals for review to phase in students in affected district areas to Cabot in conjunction with new school opening in (C, P)
Include comprehensive review of enrollment trends, classroom spaces and needs on the northernmost side (Horace Mann, Franklin, Burr) of Newton. Consider buffer zone policies where possible to address growth at schools by assigning new families in buffer zones to schools with space availability to make best use of available classroom spaces. (C, P)
Engage community in the process; utilize feedback and communicate about potential changes. (I)
Present next phase of work, timeline, and process in October 2016 to School Committee.
Study of options, as needed, with community input, during December June 2017.
School Committee consideration of short-term student assignment options for north side, March 2017.
Continued consideration of long-term student assignment policy recommendation in ; Student Assignment phase II plan adopted in 2018 (at least one year in advance of school opening in September 2019).
Continue to develop web site areas for transparency and community engagement.

12. Managerial Goal 1: School Facilities (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
C. Implement Protocol for Elementary School transitions to new facilities
Create team to oversee planning and implementation of Zervas move to the new Zervas, and Cabot move to Carr between June and August (I)
Provide administrative support for moving activities beginning in October 2016 including room assignments in the new facilities, packing materials for each classroom, identification of furniture and technology needs, and timing of move for all classrooms and program spaces and offices. (I)
Coordinate moving schedules at end of school year and beginning of new school year with appropriate labor support to classroom teachers and program leaders. (I)
Incorporate best practices from Angier, Zervas, and Preschool moves.
Continue to refine protocol for all future school moves to swing space and new facilities.
Move Zervas at Carr to new Zervas, and Cabot to Cabot at Carr in summer 2017.

13. Managerial Goal 2: Technology
Objectives
Select Improvement Strategies
Anticipated Outcome
A. Curriculum and Instruction: Promote and support effective use of technology
Continue to support Schoology - our Learning Management System. (I)
Increase collaborative research projects between classrooms and libraries. (I)
Develop and implement classroom lessons on social media and use of digital tools. (I)
Continue to develop and deliver system-wide online professional development courses for staff. (I)
Increased use of, and proficiency with, Schoology on the part of teachers and students.
Teaching of the research processes will be more consistent and Common Core aligned.
Set clear expectations for student use of technology.
Revise and update:
Internet Safety curriculum in libraries.
“How to” screencasts for staff including Skyward.
Evaluation screencasts.
System-wide professional development courses for staff on digital tools.
B. Infrastructure: Ensure reliable and efficient technology infrastructure
Continue Skyward implementation. (I)
Implement Wide Area Network (WAN) and wireless infrastructure plan. (I)
Develop a plan for improved security of IT systems and data storage. (C, P)
Online registration, fee payment, state and other reporting, data tracking including discipline referrals, and automated integration will work through Skyward.
In year 2, regular use of Skyward functions will be less time intensive and more streamlined.
Reduce single points of failure and upgrade middle school wireless networks.
Plan developed.

14. Managerial Goal 2: Technology (continued)
Objectives
Select Improvement Strategies
Anticipated Outcome
B. Infrastructure: Ensure reliable and efficient technology infrastructure
Design and oversee Zervas technology infrastructure. (C, P, I)
Support online MCAS 2.0 testing in grades 4 and 8. (I)
Begin reevaluation of our current and telephone systems. (C, P)
Transition Zervas at Carr to Zervas, and Cabot to Cabot at Carr. (I)
Zervas opens with state of the art, fully-functioning tech structures and systems.
Minimal tech failures during MCAS online testing.
Needs assessment and work plan developed.
All tech systems are fully functional when schools relocate.

15. Managerial Goal 3: High School Start Time
Objectives
Select Improvement Strategies
Anticipated Outcome
Complete next steps in our high school start time planning process as developed by the start time working group in School Year
Collect feedback through community forums and other events from community and NPS stakeholders on the scenarios presented in June 2016.
Share feedback and additional analysis with the school committee at the end of the 2016 calendar year, in order to narrow options for potential changes to high school start times in September 2017 or 2018.
Engage with various stakeholders including parents, students and NTA to continue to understand impact of any potential changes (all levels).
Follow through on next steps as indicated by the decision-making process, including supporting the narrowing and possible selection of scenarios for implementation.
Broad community understanding and buy-in to the course of action on the current high school start time proposals.
Facilitate a clear decision on the next step in the high school start time change process.
Provide implementation support for any proposed changes to high school start times.

16. Managerial Goal 4: Diversity of Faculty, Staff and Leadership
Objectives
Select Improvement Strategies
Anticipated Outcome
Increase the number of faculty and staff of color in the Newton Public Schools.
Analyze the recruiting strategies that lead to diversity hiring for this year.
Examine turnover results including exit interview feedback.
Explore non-traditional recruitment networking sources.
Continue to use digital tools to expand recruitment networking.
Strengthen the relationship between NPS and local universities by expanding internships.
Provide support to aides who are interested in becoming teachers.
Results reported to School Committee December 2016.
Inform building administrators of trends.
Increase by at least three new networking connections in FY17.
NPS will host the 2017 GBSHRN job fair.
Hire 12 Unit A and B educators of color in 2017.
Strengthen the NPS diversity committee.
Human Resources will partner with administrators in identifying and meeting with aides to discuss educator pathways and opportunities.
Create professional development opportunities for aides interested in becoming teachers.

17. Community Goals
Our aim is to engage both the parent and non-parent communities through both the face-to-face communication and digital means.

18. Community Goals Objectives Select Improvement Strategies
Anticipated Outcome
Engage the community through multiple means.
Conduct a parent meeting with School Committee in each school during (I)
Develop strategies for engaging families who are unable to attend the meetings. (P, I)
Continue parent book discussion with Superintendent (I)
Communicate timely and engaging information about important NPS issues through a variety of means including video. (I)
Examine how to use social media effectively and strategically to communicate district messages. (P, I)
Use analytics to measure reach and engagement of online communication. (I)
Provide support to building administrators on family and community engagement. (I)
Develop Newton Family Conference second year event. (I)
Provide Responsive School updates and Responsive Home workshops in elementary and middle schools.
Increased interaction between school communities and School Committee.
Pilot new strategies for family participation.
Engaging discussions on timely educational topic.
A range of communication over the course of the school year focused on system goals and priorities.
Pilot use of social media to communicate with the community.
Determine which online communication methods are effective for which populations.
Timely and clear communication at the building level.
Well attended and engaging event.
Families have opportunities to learn more about Tier 1 practices that enable them to make connections and use similar strategies at home.