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 Agendas
HYPERLINK "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 Newsletters
HYPERLINK "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
ReviewDiscovering 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 Checklist
HYPERLINK "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 Committee
HYPERLINK "\\\\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 Fergusons
The Movement
HYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\School
Committee\\superintendent's evaluation\\2013-2014\\EOY artifact--ACTV Voices guests
& topics.doc"Voices from our Schools Segments
HYPERLINK "\\\\VNXFS\\co_users\\co\\westmorelandd\\Documents\\Amherst Together
\\Amherst Together Press Release (KS & CR edits).docx"Amherst Together Initiative
HYPERLINK "\\\\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% OutreachThis includes partnership work, networking, community presentations,
speaking engagements, and parent/community meetings.
13% Teaching and LearningThis includes meetings and work time focused directly on
improving teaching and learning.
52% Leadership and SupervisionThis includes time spend on the operational end of
running districts, direct supervision of administrators, and meetings specific to school issues/
concerns.
15% School CommitteeThis 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 Geryk
Superintendent
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 4060%. 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 strategiesthis 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 10
th
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 Steeles 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 DILTs 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
schools diverse students and families.
Pelhams 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 districts 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 districts 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 Superintendents 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 Agendas
HYPERLINK "\\\\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 512.
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 centers 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 tool
Researched different assessment tools
Reviewed evaluations from our events this year
Begun 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 21
st
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:
Wildwoods 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 years 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 corethe 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 glossary
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifact--Curriculum_Mapping_MS_planning.pdf"Curriculum Mapping MS Planning
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifact--MS_Fall2013_G7_IS_big ideas.pdf"Middle School Fall 2013 Grade 7 IS Big
Ideas
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifact--Social_Studies_Transfer_Goals_040714.pdf"Social Studies Transfer Goals
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifacts--phonics_notes_review.pdf"Phonics Notes
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifact--
Textbook_Review_Discovering_World_Geography_Hybrid_April_2014.doc"Textbook
ReviewDiscovering World Geography
HYPERLINK "C:\\Users\\westmorelandd\\AppData\\Roaming\\Microsoft\\Word\\EOY
artifact--Grade8_Math_Ideas_Proposed_SC.pdf"Grade 8 math ideas SC Presentation
HYPERLINK "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 students 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.
Educators 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 pilotWorked 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 Centers 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 Veterans 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 Fergusons 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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