2012-2013 District Goals year end Update 6-13 - Needham Public ...

Needham Public Schools 

District Goals 2012-2013 

Goal One: Advance Standards Based Learning! 

To refine and continue to put into practice a system of curriculum, instruction, and assessment that enables 

each student to be engagedi n challenging academic experiences that are grounded in clearly defined 

standards.! 

Objective #1: 

Students in all classrooms have the opportunity to increase their achievement as a result of instruction that is 

differentiated and grounded in best research practices. 

Objective #2: 

Students develop proficiency in a language other than English, and they will develop the technological, civic, and scientific 

skills necessary to adapt and respond to the conditions of 21st century global change. 

Objective #3: 

Teacher teams and administrators identify essential content and learning expectations for each grade level/subject area 

that are aligned to state standards and will clearly communicate them to students and parents 

Objective #4: 

Teachers incorporate common assessments, collaborative data analysis, and specific feedback into their instructional 

practice. 

Objective #5: 

Teachers provide students and parents with explicit feedback regarding their progress towards meeting identified learning 

objectives. 

Goal Two: Develop social, emotional, wellness, and citizenship skills! 

To ensure students develop the knowledge and skills that empower healthy, resilient, and culturally proficient 

global citizens who commit to act with integrity, respect, and compassion. ! 

Objective #1: 

Students experience a sense of wellness, participation, and safety in response to meaningful adult and peer relationships within a 

caring school environment. 

Objective #2: 

Students develop social competence, problem solving skills, a positive sense of identity, autonomy, and a sense of purpose through 

consistent, layered, and effective instruction of social and emotional skills at all levels. 

Objective #3: 

Students engage in age appropriate service activities that enable them to contribute to or act on local or global social 

needs and that provide them opportunities to develop social, civic, and academic skills through reflection and analysis of 

their efforts. 

Objective #4: 

Students and staff develop competencies to enable them to understand and effectively address matters of diversity, 

racism, ethnocentrism, and bias in the context of the pluralistic communities in which they live. 

Goal Three: Ensure infrastructure supports district values and learning goals! 

To build and carry out a sustainable plan for financial, building, technological, and human resources that 

enables our learning goals and is responsive to student and school needs.! 

Objective #1: 

School leaders engage in long-range planning that supports sustainable school infrastructure and operations. 

Objective #2: 

School administrators implement modern and efficient information systems and training opportunities to manage school and 

district operations, enhance communication, and sustain culturally proficient teaching, learning, and administrative environments. 

Objective #3: 

School staff create a safe and healthy work place that is culturally proficient, promotes a positive work ethic and reflects the 

district’s core values. 

Objective #4:bjective #5: 

Teachers experience professional development and supervision programs that provide learning opportunities which are 

job-embedded and enable them to: acquire rigorous and relevant content knowledge; implement best instructional 

strategies; receive support and guidance; and promote individual career growth. 

Scholarship, Personal Growth, Citizenship, Community

Goal One: Advance Standards Based Learning 

To refine and continue to put into practice a system of curriculum, instruction, and assessment that enables each student to be engaged in 

challenging academic experiences that are grounded in clearly defined standards. 

Objective #1: 

Students in all classrooms have the opportunity to increase their achievement as a result of instruction that is differentiated and grounded in best 

research practices. 

What are the Action Steps? 

What is the 

timeline? 

What evidence will show we are progressing as a district? 

Status 

• Integrate technology tools into classrooms as an integral 

part of differentiated curriculum and instruction 

practice. 

(Dir. Technology, Instructional Tech. Specialists, 

Curriculum Leaders, Sp. Ed. Leadership, Principals) 

2012-2015 

Specialists and teachers are able to successfully augment highimpact 

instructional technology into the classroom; School 

Improvement Plans describe progress 

Some progress 

• Develop a system of responsive early intervention at 

each school and ensure all teachers utilize effective 

instructional strategies and progress monitoring. 

(Principals, Curriculum Leaders, Sp.Ed. Leadership) 


A Response to Intervention (RtI) structure in place at each 

school; Students experience a greater variety of instructional 

strategies to meet their learning needs as evidenced by 

administrators’ teacher observations and evaluation documents; 

effective co-teaching models increase at all levels 

Some progress 

2 Approved 11/14/12




Objective #2: 

Students develop proficiency in a language other than English, and they will develop the technological, civic, and scientific skills necessary to adapt 

and respond to the conditions of 21st century global change. 


What is the 

timeline? 


Status 

• Explore online, blended, and 1 to 1 computer-based 

learning opportunities and develop plan for further 

student and staff participation. (Curriculum/Sp.Ed 

Leadership, Principals) 


Plan in place for future implementation; Program of Studies 

details course and learning opportunities 

Some progress 

• Identify opportunities and engage students in experiences 

that develop STEAM (Science, Technology, Engineering, 

Arts, Math) awareness and skills. (STEAM curriculum 

leadership, Principals) 


Increased student participation in middle school engineering 

and design course; Increased student participation in robotics; 

enhanced partnership with PTC Corporation; Increased teacher 

participation in Project LIFT and other internships; Increased 

interdisciplinary collaboration and programming; School 

Improvement Plans detail progress 

Some progress 

• Begin implementing the recommendations from the 

World Language Program Review. (Dir. Program Dev., 

Dir. World Languages, Principals) 


Action plan for implementation is published and 

recommendations addressed 

Significant 

progress 

• Develop digital citizenship guidelines and ensure 

teachers and students practice good digital citizenship. 

(Dir. of Technology, Technology staff, Principals) 


Digital citizenship guidelines are developed and teachers and 

students understand and demonstrate responsibilities 

Did not meet 

3 Approved 11/14/12




Objective #3: 

Teacher teams and administrators will identify essential content and learning expectations for each grade level/subject area that are aligned to 

state standards and will clearly communicate them to students and parents. 


What is the 

timeline? 


Status 

• Implement K-5 writing maps. Complete the 

development and pilot K-5 reading maps. (Literacy 

Coord., Literary Spec., Principals) 

2012-2013 

All K-5 teachers use writing maps to plan instruction; 

School Improvement Plans detail progress; Feedback from 

teachers piloting the K-5 Reading Maps 

Significant 

progress 

• Begin to incorporate Math Common Core practice 

standards into math instruction throughout the district. 

(Math Curr. Leaders, Math Coach, Principals) 


Teachers begin to incorporate math practice standards in 

their instruction 

Some Progress 

• Emphasize literacy experiences in planning and 

instruction outside of the ELA classroom. (Instructional 

Leaders, Literacy Specialists, Principals) 


Content area teachers begin to understand, develop, and 

engage students in literacy experiences 

Significant 

progress 

• Familiarize teachers with the major shifts in 

instruction/ practice that the ELA Common Core 

entails and begin to shift instruction to incorporate the 

use of more non-fiction complex texts. (ELA Curriculum 

Leaders, Literacy Specialists, Principals) 


Students experience instruction that helps them to read 

complex, non-fiction texts 

Significant 

progress 

• Conduct PE/Health program review to evaluate its 

effectiveness. (Dir of Wellness, Dir. Program Dev.) 


PE/Health program reviewed, report written, and 

presented to School Committee 

Significant 

progress 

• Continue to implement the recommendations from 

English Language Arts Program Review. (ELA/Literacy 

Instr. Leaders, ELA Teachers, Literacy Specialist, Principals) 


Additional recommendations from ELA program review 

are addressed; curriculum is modified; and instrumental 

changes are incorporated into School Improvement Plans 

Significant 

progress 

4 Approved 11/14/12




Objective #3: 

Teacher teams and administrators will identify essential content and learning expectations for each grade level/subject area that are aligned to 

state standards and will clearly communicate them to students and parents. 


What is the 

timeline? 


Status 

• Implement the new elementary math program, Think 

Math! in Kindergarten. (Math Instructional leaders, 

Principals) 


Professional development provided and Kindergarten 

teachers all teaching the Think Math! program 

✔ Met 

• Provide effective mainstream curriculum learning 

expectations, modifications, and program 

development through general and special education 

staff partnership. (Dir. of Student Dev., Sp. Ed. 

Leadership, Dir. of Program Dev., Curriculum Leaders, 

Principals) 


Increased instances in which special education and 

general education staff collaborate on curriculum and 

instructional matters to target learning; school and 

department agendas detail increased collaboration 

Significant 

progress 

• Examine the alignment of the middle and high school 

math programs to the Common Core and adjust 

programs as necessary. (MS/HS Math Curriculum 

Leaders, Dir. Program Dev., Principals) 


Plan is in place for making needed adjustments to 

curriculum; Middle and high school programs of study 

detail revisions/changes 

Significant 

progress 

• Align IEP goals to the new Common Core 

frameworks. (Director of Student Dev., Sp. Ed. 

Directors) 


IEP goals reflect new standards 

Some progress 

• Vertically articulate special education programming 

from pre-school to post-graduate. (Director of Student 

Dev., Sp. Ed. Directors) 


Coherent program planned and documented Pre-K 

through PG and shared broadly; decreased number of out 

of district placements; decreased number of IEP 

rejections; increased NPS program options 

Significant 

progress 

5 Approved 11/14/12




Objective #4: 

Teachers incorporate common assessments, collaborative data analysis, and specific student feedback on student performance into their instructional 

practice. 


What is the 

timeline? 


Status 

• Continue to develop, refine and administer at least 

two common assessments in each grade, subject area 

or course at each level. (Curriculum Leaders, Sp.Ed. 

leadership, Principals) 


Increased number of grade, subject area or courses at each level 

have developed and administered common assessments; Teams 

analyze data from these assessments to inform, modify, and/or 

differentiate instruction; School Improvement Plan for each 

school detail progress 

Some progress 

• Analyze data from various relevant sources (MCAS, 

district, grade/course common assessments) and use 

the information to: develop goals for students’ 

learning, modify instructional practices, provide 

intervention as needed, and facilitate student 

transitions between grades. (Curriculum leaders, 

Sp.Ed./ELL Leadership, Principals) 


Data analyzed, school improvement plans reflect general 

areas of focus, teachers have information on student needs 

and target instruction accordingly; MCAS results show 

Needham becomes a Level One district 

Significant 

Progress 

• Ensure that increased number of students have met 

DESE target expectations for ELA, Math, and Science. 

(Curriculum Leaders, Sp.Ed./ELL Leadership, Principals) 


MCAS results indicate Needham attains Level One district 

status 

Significant 

Progress 

6 Approved 11/14/12




Objective #5: 

Teachers provide students and parents with explicit feedback regarding their progress toward meeting identified learning objectives. 


What is the 

timeline? 


Status 

• Pilot a standards-based reporting system for grade 2. 

(Dir. Program Dev., Principals) 


Grade 2 standards-based progress report piloted 

✔ Met 

• Ensure that teachers help students to understand 

academic learning goals and provide them with 

meaningful feedback on their progress towards 

meeting those goals. (Curriculum & Sp.Ed. Leadership, 

Principals) 


Learning goals are explicit and understood by students at the 

start of each curriculum unit; Performance standards are in place 

and used to help students understand progress towards meeting 

learning goals; Evidence of learning goals and performance 

standards posted in classrooms; report cards and progress reports 

indicate specific feedback 

Significant 

progress 

7 Approved 11/14/12

Goal Two: Develop Social, Emotional, Wellness, 

and Citizenship Skills 

To ensure students develop the knowledge and skills that empower healthy, resilient, and culturally proficient global citizens who commit to act 

with integrity, respect, and compassion. 

Objective #1: 

Students experience a sense of wellness, participation, and safety in response to meaningful adult and peer relationships within a caring school 

environment. 


What is the 

timeline? 


Status 

• Improve student attachment at middle and high school 

level. (Dir. Health & Wellness, MS & HS Principals, Dir, 

Student Dev.) 


An increased number of Pollard Middle School and NHS students 

report having an adult at school they can talk to: 2010-67% - 2012- 

69%; Needham High School students: 2010-60% - 2012-62%; 

School Improvement Plans detail progress 

Some progress 

• Provide baseline data through parent, staff and student 

surveys for perceptions of SEL learning experiences 

and healthy schools, such as high expectations, school 

connectedness and parent/community involvement. 

(Dir. of Student Development & Prog. Evaluation) 


Baseline data on school climate measures established 

✔ Met 

• Evaluate and refine transition structures that facilitate 

adult-student and student/student relationships for all 

students as they move from one school building to the 

next. Particular attention will be paid to members of 

special populations including students with disabilities 

and English Language Learners. (Sp.Ed. Dir, Guidance 

Dir., Principals) 


Document of all transition activities in the district will be 

published; School Improvement Plans detail progress 

Some progress 

8 Approved 11/14/12





Objective #2: 

Students develop social competence, problem solving skills, a positive sense of identity, autonomy, and a sense of purpose, through consistent, 

layered and effective instruction of social and emotional skills at all levels. 


What is the 

timeline? 


Status 

• Plan and develop teacher professional development 

sessions so that new teachers and administrators will 

participate in SEL and cultural proficiency professional 

development. (Dir. of Human Resources, Dir. Program 

Development, Dir. of Student Development) 


Social and Emotional Learning and Cultural Proficiency 

professional development will be included in 2013-2014 teacher 

orientation and professional development offerings 

Did not meet 

• Continue and evaluate the Middle School Parenting 

Conference (Dir. Student Dev.) 


Parent attendance will increase by 10% over 2011; Post conference 

survey will indicate high or very high rating of conference 

✔ Met 

• Redesign the Kindergarten registration web page and 

the Kindergarten process. (Dir. of student Dev., Dir, of 

Planning) 


Improved registration process developed; website updated; Know 

Your Schools program implemented 

✔ Met 

9 Approved 11/14/12





Objective #3: 

Students engage in age appropriate service activities that enable them to contribute to or act on local or global social needs and that provide them 

opportunities to develop social, civic, and academic skills through reflection and analysis of their efforts. 


What is the 

timeline? 


Status 

• Continue to integrate service learning activities and 

opportunities into the curriculum and communicate 

these to the school community. (Community Service 

Learning Coordinators, Principals, Teachers) 


Each school will implement at least one curriculum-based service 

learning experience that includes an opportunity for student 

reflection; School Improvement Plans will highlight student 

learning and service 

✔ Met 

• Assess service learning activities to determine need and 

impact on overall student learning and school culture. 

(Community Service Learning Coordinators, Principals, 

Teachers) 


Survey results will show level of participation and impact on 

student learning 

Did not meet 

10 Approved 11/14/12





Objective #4: 

Students and staff develop competencies to enable them to understand and effectively address matters of diversity, racism, ethnocentrism, and bias 

in the context of the pluralistic communities in which they live. 


What is the 

timeline? 


Status 

• Evaluate and refine support structures for students and 

staff of color, including mentoring opportunities and 

affinity groups. (Dir. of Student Dev., Dir. of METCO, 

Principals) 


May 2013 survey and report will provide summary of district 

support; School Improvement Plans detail progress 

Did not meet 

• Provide opportunities for students, staff, and parents to 

develop an understanding and awareness of culturally 

proficient practices. (Dir. of Student Dev., Dir. METCO, 

Principals) 


Community programs initiated; professional development reflects 

increased culturally responsive offerings; Empowering Multi- 

Cultural Initiatives (EMI) registration increases over 2011; School 

Improvement Plans detail progress 

Some progress 

• Develop international collaborations to promote 

learning and student and staff educational exchanges 

that meet district criteria for student and staff 

exchanges. (Dir. of Planning, Principals, Dir. of Guidance) 


Global Competency Certificate update and report shared; Virtual 

school and student collaborations explored; additional 

student/staff exchanges initiated 

Some progress 


Goal Three: Ensure Infrastructure supports 

district values and learning goals 

To build and carry out a sustainable plan for financial, building, technological, and human resources that enables our learning goals and is 

responsive to student and school needs. 

Objective #1: 

School leaders engage in long-range planning that supports a sustainable school infrastructure and operations. 


What is the 

timeline? 


Status 

• Annually engage in long-range financial and 

infrastructure planning to better understand the “big 

picture” and inform the resource allocation process. 

(Director of Finance) 


Five year forecast updated; 

Capital Improvement Plan submitted 

Did not meet 

✔ Met 

• Assess the programmatic suitability of the Mitchell and 

Hillside Elementary Schools, Pollard Middle School and 

the School Administration Building. (Director of Finance, 

Superintendent) 


School administration space assessment completed; 

Statement of Interest (SOI) submitted to MSBA 

✔ Met 

• Develop sustainable technology plan that addresses 21 st 

century skills, assistive technology requirements and 

modern administrative systems. (Director of Technology) 


Administrative IT plan developed; 

Capital Improvement Plan updated 

Some progress 

• Plan for and maintain adequate operational resources to 

maintain school facilities and equipment in good 

working order. (Director of Finance) 


FY14 school operating budget approved; 

expanded high school cafeteria plan approved 

✔ Met 






Objective #2: 

School administrators implement modern and efficient information systems and training opportunities to manage school and district operations, 

enhance communications, and sustain culturally proficient teaching, learning, and administrative environments. 


What is the 

timeline? 


Status 

• Ensure resources and documents are in place to assist 

ELL students and their families (Dir. of Student Dev., 

Dir. of Program Development) 


Important documents will be identified. Translations of these 

documents in the primary non-English languages of the district 

will be evident on website and in school documents 

✔ Met 

• Expand and continue to pilot and evaluate the use of 

iPads in grade 8 to determine their effectiveness for 

enhancing and differentiating learning in a 1-1 

instructional model. (Director of Technology) 


Report to School Committee will demonstrate effectiveness and 

increased student engagement; plan for continued deployment 

developed and shared 

Some progress 

• Implement new financial and payroll services 

program. (Dir. of Finance, Dir. Human Resources) 


New program implemented in phases; payroll implemented in 

January 2013 

Significant 

progress 

• Procure and utilize data integration services to link 

components of the overall information system and to 

improve the accuracy and consistency of information 

contained in the information subsystems. (Dir. Tech.) 


Data integration services fully implemented 

Significant 

progress 

• Implement system to permit on-line and electronic 

payments of school fees, in conjunction with the Town. 

(Dir. of Finance) 


Online system implemented for food services, KASE, 

transportation, Athletics, and Preschool with phased 

implementation of other programs 

✔ Met 

• Continue the work of the Teacher and Administrator 

Compensation Study Committee. (Dir. Human Res.) 


Committees produce document that complements collective 

bargaining agreement process 

✔ Met 

• Review and revamp district website as appropriate. 

(Dir. of Com., Planning & Com Ed.; Dir. of Technology) 


District website refreshed and updated 

Did not meet 

13 Approved 11/14/12





Objective #3: 

School staff create a safe and healthy work place that is culturally proficient, promotes a positive work ethic and reflects the district’s core values. 


What is the 

timeline? 


Status 

• Continue the Study Committee to conclude the Unit D 

job descriptions and evaluation instrument. (Director of 

Human Resources) 


Job descriptions and evaluation documents completed 

Significant 

progress 

• Convene a Study Committee to improve the Unit C 

evaluation instrument. (Director of Human Resources) 


Evaluation instrument adopted 

✔ Met 

• Develop a staff handbook for all employees. (Director of 

Human Resources) 


Employee handbook published and distributed 

Did not meet 






Objective # 4: Teachers experience professional development and supervision programs that provide learning opportunities which are jobembedded 

and enable them to: acquire rigorous growth and relevant content knowledge; implement best instructional strategies; receive support 

and guidance; and promote individual career growth. 


What is the 

timeline? 


Status 

• Negotiate a new collective bargaining agreement with 

members of Units A and B. (Dir. Human Resources) 


New contracts negotiated and signed 

Some progress 

• Implement the pilot DESE model teacher evaluation 

system. (Director of Human Resources, Principals) 


Model program successfully implemented and integrated into new 

contract 

Significant 

progress 

• Determine common teacher knowledge/competencies 

that staff is required to demonstrate/acquire prior to 

receiving professional status. Director of Human 

Resources, Superintendent) 


New contracts reflect expectations for teacher and administrator 

learning and competencies 

Some progress 


Glossary 

Academic Achievement: The relative success of students in learning and mastering the school subjects that they study, as measured by tests of the 

knowledge and skills that were taught. Some educators believe that academic achievement should include a broader sample of performances than 

just test scores. 

Achievement Gap: Persistent differences in achievement among different groups of students as indicated by scores on standardized tests, grades, 

levels of educational attainment, graduation rates, and other data. Narrowing or closing this gap is one of the rationales for standards-based reform, 

which aims to ensure that additional attention is paid to low-performing students and that expectations are similar for all students. 

Action Research: The systematic investigation by teacher of some aspect of their work to help them improve their effectiveness. Action research 

requires that the participants identify a question or problem and then collect and analyze relevant data. It differs from conventional research in that 

the participants study an aspect of their own work in the classroom and intend to use the results themselves. 

Assessment: A test. An assessment may be part of a system for testing and evaluating individual students, groups of students, schools, or districts. 

Different types of assessment instruments include achievement tests, minimum competency tests, developmental screening tests, aptitude tests, 

observation instruments, performance tasks, and authentic assessments. Assessment may contain questions in any number of formats—multiplechoice, 

short response, and open-ended response. 

Benchmarks: Any specific, measurable goals or objectives for students to meet at various points during the school year. Benchmarks are sometimes 

represented by samples of student work either from current students or from students from previous years. A set of benchmarks can be used as 

checkpoints to monitor student progress in meeting performance goals within and across grade levels. 

Common Assessments: An evaluation developed by a group of teachers who teach the same grade, subject, or course on a common unit of study for 

the purpose of using the data for making decision about improving instructional practice. 

Content Standards: Standards that describe what students should know and be able to do in core academic subjects at each grade level. The purpose 

of content standards is to create a common curriculum, so that all students have access to the same curriculum and so that teachers know what they 

are supposed to teach. 

Cultural Proficiency: a model for shifting the culture of the school or district. It is a way a person or an organization make assumptions for 

effectively describing, responding to, and planning for issues that arise in diverse environments. Cultural proficiency is a paradigm shift from 

viewing cultural difference as problematic to learning how to interact effectively with other cultures. (Cultural Proficiency A Manual for School Leaders, 

2009) 

Curriculum Frameworks: A grade-by-grade description of the curriculum that will be taught in each of the subject areas as determined by a state’s 

educational agency. They determine what teachers will teach and what students are expected to learn. 

Data-Based Decision Making: The process of making decisions about curriculum and instruction on the basis of analysis of classroom data, school 

data, or the results of standardized tests. 


Differentiated Instruction: A form of instruction that seeks to maximize each student’s growth by recognizing that students have different ways of 

learning, different interests, and different ways of responding to instruction. In practice, it involves offering several different learning experiences in 

response to students’ varied needs. 

Formative Assessment: Evaluation carried out, often continuously or periodically, for the purpose of gathering information to improve student 

performance; teacher performance; and instructional methods, programs, and products. 

Global Education: Academic programs devoted to the study of the histories, cultures, geography, economics, and governments of the world. The 

emphasis is on the study of cultures over the study of political history and struggles for power between and within nations. 

Learning Outcomes/Expectations: An objective that states a goal or benchmark that students are expected to meet at a particular grade level in a 

particular subject. Specific expectations of what students are supposed to know or be able to do as a result of a specific course or learning activity. 

Professional Development: Learning opportunities that are designed to increase the professional knowledge and skills of teachers who are currently 

working in the schools. 

Research-Based: A descriptor of a program or policy that relies on credible, long-term studies of its effectiveness in practice. 

Response to Intervention (RtI): A method of intervention to provide early and responsive assistance to students experiencing academic difficulty. 

Service Learning: Service learning aims to deepen students’ social learning and to promote problem solving by having them engage in socially useful 

activities in the local community and school. It also provides them opportunities to discuss their experiences and to frame their learning within the 

context of current social issues. 

Social and Emotional Skills/Competencies: Social-emotional skills, or ‘emotional intelligence’, is the name given to the set of abilities that allows 

students to work with others, learn effectively, and serve essential roles in their families, communities and places of work. Research shows that 

social-emotional skills can be taught to students and that their presence in classrooms and schools improves academic learning. 

Standards-Based Learning: 

Unified system of research based practices in curriculum, instruction, and assessment that are focused on student learning. It is characterized by 

clearly defined expectations for students (i.e. standards), instructional strategies that give students multiple ways to learn and assessment practices 

that provide meaningful feedback for students. 

Summative Assessment: Evaluation used to document students’ achievement at the end of a unit or course or and evaluation of the end product of a 

student’s learning activity.

2012-2013 District Goals year end Update 6-13 - Needham Public ...

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