HomeMy Public PortalAbout20230921 - School Committee - Agenda PacketHopkinton School Committee
Thursday, September 21, 2023
Regular Meeting & Executive Session 7:00 PM
HCAM Studio, 77 Main Street, Hopkinton
AGENDA
I. Ca11 to Order
II. Pledge of Allegiance
III. Public Comments
IV. Recognitions
Welcome: Jack Ianelli, Student Representative
V. Reports:
a. 7:10-7:15: Student Council - Jack Ianelli
b. 7:15-7:25: Superintendent's Report - Dr. Cavanaugh
c. 7:25-7:30: School Committee Chair Report
Payroll Warrant S24005 has been approved. Warrant #24-011S has been approved.
Warrants are included in your folder.
d. 7:30-7:35: Liaison Reports
VI. New Business
a. 7:35-8:05: School Improvement Plans
• Elementary Schools - Mrs. Dubeau, Mr. Brauninger, Mr. Cotter
• Middle School - Mr. Lefebvre
• High School - Mr. Bishop
b. 8:05-8:35: Student Services at Middle School Report- Mrs. Hanscom,
Mrs. Murray, Mrs. Callahan and Mr. Lefebvre
• To include the Athena Report
c. 8:35-8:40: FY25 Budget Timeline - Mrs. Rothermich
For Consideration: FY25 Budget Schedule setting forth calendar dates relating to the
development of the FY25 Budget.
Motion: Move to accept the proposed FY25 Budget Timeline.
The listed matters are those reasonably anticipated by the Chair to be discussed at the meeting. Not all items may in fact be
discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Unless an agenda item
is a posted public hearing, the matter may be considered earlier than the indicated time if there are last minute cancellations or
other unforeseen events which cause the Committee to move more quickly through the Agenda.
VII. Old Business
a. 8:40-8:45: Superintendent's Goals and Indicators - Dr. Cavanaugh
For Consideration: approve Superintendent Goals and Indicators, revised to include an
additional goal for the 2023-2024 School Year.
Motion: Move to approve the Superintendent's Goals and Indicators for 2023-2024.
b. 8:45-9:05: School Committee Goals - Ms. Cavanaugh
For Consideration: Review of SC Goals for 2023-2024
Motion: Move to approve SC Goals for the 2023-2024 School Year.
c. 9:05-9:15: Police In-Librar JMedia Materials Selection -2nd Reading -
Dr. Cavanaugh
For Consideration: Pursuant to SC Policy, Policy IJL-Library/Media Materials Selection is
brought forward for review and possible revisions.
Motion: TBD
VIII. 9:15: Future Agenda Items
IX. 9:20: Items by Consensus
The Superintendent recommends the School Committee approve the Items by Consensus as
listed below:
a. Payroll Warrant S24005 in the amount of $1,870,050.11.
b. Operating & Other Funds Warrant #24-011S in the amount of $1,582,331.18.
Motion: Move to approve the Items by Consensus.
X. 9:25: Executive Session
To comply with, or act under the authority of, M.G.L. c. 30A, s. 21(a)(3) specific to
conducting a strategy session in regards to the Hopkinton Teachers' Association, because
having the discussion in an open meeting would have a detrimental effect on the School
Committee's bargaining position and to adjourn in executive session.
XI. Adjournment
Next Meetings:
October 5, 2023
October 19, 2023
The listed matters are those reasonably anticipated by the Chair to be discussed at the meeting. Not all items may in fact be
discussed and other items not listed may also be brought up for discussion to the extent permitted by law. Unless an agenda item
is a posted public hearing, the matter may be considered earlier than the indicated time if there are last minute cancellations or
other unforeseen events which cause the Committee to move more quickly through the Agenda.
INTENTIONALLY
BLANK
ITEM
DIVIDER
MARATHON, ELMWOOD, and HOPKINS SCHOOLS
SHARED SCHOOL IMPROVEMENT PLAN
2023 - 2024
The ory of action
The Theory of Acti on e xplains the rationale behind the strategic priorities, i.e. how the strategies will mo ve
the district forward .
If Pre K - 5 st ude nts and staff contin ue to grow the core comp et encies of
social -emotional wellness and, f urther, commit themsel ves to a socially just
comm unity, then a safe, incl usi ve, joyful learning e nvironme nt will be fostered, one
that emphasi zes str ength of self, dema nds mut ual respect, and embraces diversity.
Y ear: 2023-2024
Actions
Actions are the specific activities to be undertaken in each
year to progress the key improvement strategi es .
There may be more than one action for each strategy .
Schools will choose to describe actions with different levels
of detail.
ieasurabil S uccess Criteria
Success criteria are markers of success .
They are useful in demonstrating whether
the strategies and actions have been
successful. Success criteria often reflect
observable changes in practice or
beha vi our . To simplify and focus the
school's monitoring of pr ogress, only a
limited number of success criteria should be
set .
GOAL #1
SO CIAL -EMOTIONAL
LEARNING AND
CULTURALLY AND
LINGUISTICALLY
SUSTAINING PRACTICES
• Expand educators' understanding of
Culturally Responsive Teaching the
practices of the Culturally Responsi ve
Instruction Observation Protocol (CRIOP)
• Maintaining Tier I implementation of PBIS:
schoo lwide goals/initiatives and common
lesson plans that explicitly address SEL
competencies
• Introduce the CRIOP tool,
initially emphasizing Pillars I
and IV, and work
collaboratively to reflect on
practices
• Data will support
implementation of PBIS
practices
epue6d OS -e .IA wall 6I.-60-EZOZ
• PBIS Team participation in Social Emotional
Behavior Academy (SEB) to continue
building our school -based approach to SEL
• Enhance Tier II supports and interventions
for students who do not/have not
responded to Tier I implementation
• Foster home -school partnerships through
engagement opportunities to support
students' social emotional learning needs .
• PBIS Team member
expansion
• PBIS team to lead
professional development
opportunities on
implementation of school
wide expectations and
reinforcement system which
includes social emotional
learning and equity practices.
• School Community surveys
to gather feedback related to
engagement opportunities
• Pilot Social Studies
Curriculum CDJ: Children
Discovering Justice, K-4
• Continue Book Study at
Marathon
• Continue SELOC (Social and
Emotional Learning
Observation Checklist) study
in collaboration with Yale at
Elmwood
• Conduct Pear Holistic
Student Assessment survey,
administered twice a year at
H opkins
Theory of acti, i
The Theory of Action e xplains the rationale behind the strategic priorities, i .e . how the strategies will move
the district forward .. .
If we provide writing opport unities for st udents to acq uire, develop, a nd apply broader
skills across all curricul um are as, then stud ents will expa nd their writte n langu age skills
thereby growing their literacy competencies and understandings, while acquiring
k nowledge as well as con veying k nowledge and acti vely usi ng it.
Actions are the specific acti viti es to be undertaken in each
year to progress the key improvement strategies.
There may be mor e than one action for each strategy.
Schools will choose to describe actions with different levels
of detail.
Me asur able Success Criteria
Success criteria are markers of success.
They are useful in demonstrating whether
the strategies and actions ha ve been
successful. Success criteria often reflect
observable changes in practice or
behaviour . To simplify and focus the
school's monitoring of progress, only a
limited number of success criteria should be
set.
GO AL #2
Lite racy: Written Lan guage
• Begin implementation of new writing
curriculum units through daily writing
instruction to include flexible, small group,
and embedded cross -curricular
opportunities
• Prov ide professional development
opportunities for teachers to build
instructional capacity for opinion,
informative and narrative writing genres
• Refine grade -level Writing Rubrics and
common assessments
• After instruction, PLCs review
new writing unit
implementation to reflect and
revise as needed
• Pro vide PLCs with
opportunities and guidance
to discuss student work and
strengthen data -based
decisions around writing
instruction
• Writing opportunities: Writing
block, embedded throughout
the day across content areas
• Continue the re vision process f or the
writing curriculum including updated use of
SRSD (Self -Regulated Strategy
Devel opment) strategies and graphic
organizers to create a standards -based,
cohesive K-5 writing curriculum that
incorporates the SRSD framework as well
as the discrete skills of writing aligned with
State Standards
• Implement consistent use of
the Mathematical Problem
Sol ving Graphic Organizer in
grades 3-5 which requires
students to write solutions
and present arguments to
explain their thinking .
• Collect grade le vel writing
e xemplars to implement a
calibration/inter-rater
reliability process to make
scoring student work more
consist ent and more aligned
to the standards
• ELA (English Language Arts)
Director will lead CTLs,
teachers, and administrators
in monthly meetings to
continue the revision of the
writing curriculum. At times,
this will be grade specific and
others vertical to ensure
alignment
INTEN'TI IINALLY BLANK
ITEM DIVIDER
2023-09-19 Item VI.a. SC Agenda
HOPKINTON MIDDLE SCHOOL
SCHOOL IMPROVEMENT PLAN
2023 -2024
GOAL #1
Social Emotional Learning and
Equv
Theory of action
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the
strategies will achieve the goals articulated in the Plan.
IF we create an academic and social culture that advances and embraces social emotional teaming,
equity and diversity THEN all students will have access to curricular opportunities leading to outcomes
that cannot be predicted by demographic groupings or limited skills.
Actions
Actions are the specific activities to be undertaken in
each year to progress the key improvement strategies.
There may be more than one action for each strategy.
Schools will choose to describe actions with different
levels of detail.
Measurable Success Criteria
Success criteria are markers of success. They
are useful in demonstrating whether the
strategies and actions have been successful.
Success criteria often reflect observable
changes in practice or behaviour. To simplify
and focus the school's monitoring of progress,
only a limited number of success criteria
should be set.
• Modify the Advisory program that was piloted
last year in grade 6
• Selection of lessons
• Samples of student work from Advisory
meetings
• Growth as demonstrated by HSA data
from October to April
• The SEL committee will continue to use HSA
data to inform our SEL lessons advise/oversee
this process, collecting anecdotal evidence from
staff
• Three focus areas determined, lessons
designed and implemented across the
school
o Work with RethinkEd to determine
appropriate SEL lessons for students and
staff based on HSA data.
o Meetings used for reviewing SEL lessons
o Preview lessons with staff
GOAL 12
Curriculum and Instruction
Theory of action
The Theory of Action explains the rationale behind the key improvement strategies, i.e how the
strategies will achieve the goals articulated in the Plan.
If we develop and enact a school -wide model for disciplinary literacy and executive skill building THEN
students will grow literacy and discourse skills as well as content area knowledge.
• Grades 6-8 students will engage in multiple
targeted writing assignments within the
disciplines of Science, ELA and History and
Social Sciences.
• Grade 6 Math PLC will explore and pilot the
Workshop model
• In an effort to grow literacy skills,
students will be asked to read with
disciplinary literacy in mind and write
in regular intervals using subject
specific structures. This will be evident
based upon locally created,
subject -specific criteria and rubrics.
• The 6-8 ELA Director will work with the
HMS teachers to continue to broaden
students' writing opportunities,
evidenced by student writing samples
and growth scores.
• Grade 6 math lesson plans
differentiated at multiple levels.
• Building Support Team will look at examples of
executive functioning curricula in an effort to
improve students' academic organization and
time management
• Upon visits to classrooms, these
executive functioning practices will be
visible; students regularly receive
specific strategy instruction
GOAL#3
Culturally Proficient Practice
Theory of action
The Theory of Action explains the rationale behind the key improvement strategies, i.e. how the
strategies will achieve the goals articulated in the Plan
IF everyone in our school commits to viewing our practices through the observational lens of the CRIOP.
THEN we will ensure that we are a school focused on the unique needs of all the learners in front of us.
• Our staff will utilize the CRIOP tool to guide
discussions on classroom practices and their
implementation.
o Trimester 1 will focus on Pillar !-
Classroom relationships
o Trimesters 2 & 3 will focus on Pillar IV -
Instructional Practice
• All practices this year will be viewed
and planned through the lens of the
CRIOP. Teachers will access the list of
observable practices and implement
them in their classroom communities.
The impacts of Pillar I should be felt in
the classroom setting and evidenced in
the HSA data.
• During professional learning time,
protocols will be shared with staff to
guide professional conversations.
• Teachers have the option to make the
CRIOP either their professional practice
and/or student learning goals this year.
INTENTIONALLY BLANK
ITEM. DIVIDER
i
HOPKINTON HIGH SCHOOL
SCHOOL IMPROVEMENT PLAN
2023 - 2024
Goal #1: (1 -YEAR GOAL)
CURRICULUM,
INSTRUCTION, and
ASSESSMENT
Theory of action
The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the
district forward.
If we update and revise our curriculum, our instructional practices, and our assessments through a culturally
responsive lens .. .
THEN all of our students will have the opportunity to experience success and reach the desired levels of mastery and
feel a sense of belonging.
Actions
Actions are the specific activities to be undertaken In
each year to progress the key improvement strategies
There may be more than one action for each strategy.
Schools will choose to describe actions with different
levels of detail.
Measurable Success Criteria
Success criteria are markers of success. They are useful
in demonstrating whether the strategies and actions
have been successful. Success criteria often reflect
observable changes in practice or behaviour. To simplify
and focus the school's monitoring of progress, only a
limited number of success criteria should be set.
• During the 2023 - 2024 school year, all staff will be
introduced to the Culturally Responsive Instruction
Observation Protocol (CRIOP) framework and
protocol.
• The school will conduct a needs assessment to gauge
the level of awareness and understanding of
culturally responsive instruction among staff
members. Based on the needs assessments,
professional development will be provided during
building based meetings throughout the year.
• By the end of the year, educators will report a better
understanding of the knowledge and skills needed to
implement culturally responsive Instructional
practices, specifically Pillars I, III & IV.
• During the 2023 - 2024 school year, all students will
complete multiple targeted writing assignments
within the disciplines of EIA, Science, History and
Math with disciplinary literacy strategies In mind.
• In an effort to continue to foster the growth of
literacy skills, students will be asked to read and
write in regular intervals using subject specific
structures. This will be evident based upon locally
created, subject -specific criteria and rubrics.
• During the 2023 - 2024 school year, opportunities
and time will be given for teachers to routinely
reflect upon, update and revise their curriculum.
• Faculty meeting and building based meeting time
will be set aside throughout the year for staff to
work within their PLCs and departments to reflect on
educational practices. During this reflection,
emphasis will be placed on looking at assessment
data and grading practices, completing stages 2 & 3
curriculum, exploring SEL signature practices,
investigating curriculum for bias, and embedding
areas for students to foster agency and to lead their
own teaming.
Goal #2: (1 -YEAR GOAL)
STUDENT EXPERIENCE
Theory of action
The Theory of Action explains the rationale behind the strategic priorities, i.e. how the strategies will move the
district forward..
If we invest in social -emotional wellness and amplify student voice and self -advocacy skills.. .
THEN students will employ more agency in their learning, demonstrate a higher level of school life balance, and
contribute constructively to their community.
Actions
Actions are the specific activities to be undertaken in
each year to progress the key improvement strategies.
There may be more than one action for each strategy.
Schools will choose to describe actions with different
levels of detail
Measurable Success Criteria
Success critena are markers of success. They are useful
in demonstrating whether the strategies and actions
have been successful. Success criteria often reflect
observable changes in practice or behaviour. To simplify
and focus the school's monitoring of progress, only a
limited number of success criteria should be set
• During the 2023 - 2024 school year, we will collect
and analyze student data from a variety of sources
(Le., HSA, Vision of the Graduate, MWAHS, etc.) with
particular focus on feelings of inclusion, belonging,
as well as ways in which student voice and choice
can be amplified.
• At the end of the year, students will report having
experienced increased opportunities to exercise
agency.
• Students will report that their classes have
embedded additional learning opportunities within
the curriculum that feature student choice
pertaining to knowledge acquisition and
demonstration of learning mastery.
• During the 2023 - 2024 school year, opportunities for
more'real-world' skill development and exploration
of post -secondary options will be made available to
• Administration and staff will continue to expand
upon the Senior Capstone Experience to incorporate
more community connections and pathways for
• Members of the staff will plan to organize and offer a
job fair/reality fair in the spring for our
underclassmen.
• Administration and counseling staff will partner with
the Chamber of Commerce and the Mental Health
Collaborative to offer a robust senior transition
program that will include aspects of financial literacy,
personal finance as well as mental health education.
• During the 2023 - 2024 school year, we will collect
data to continue to inform our Tier 3 interventions
and to formulate measurable student outcomes.
• During the 2023 - 2024 school year, staff will receive
professional development on restorative justice
practices in order to utilize them within their
classrooms.
• Throughout the year, administration and SMLs will
collect and analyze various data sources (HSA
screening, Empower, START, MWAHS, etc) to utilize
in decision making related to the support of Tier 3
students and the efficacy of existing programming.
• Teachers will learn strategies to strengthen
relationships and to build a classroom community.
This will build capacity within teachers to manage
student issues within their classrooms, leading to
improved student behavior and attendance.
INTENTIONALLY
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ITEM
DIVIDER
2023-09-19 Item VI.c. SC Agenda
Draft Budget Ti1uv..1C
FY25
September
Meet with Town Manager/CEO
Superintendent, Director
of Finance
Town Manager, CFO
Select Board
SC
Appropriations
September 19th
Joint Meeting
Town Manager gains consensus on budget
timeline with Select Board, Appropriations.
and SC and establishes budget guidelines
based on financial projection model.
Budget Instructions and timeline to
Administration to include reference to SIP's
and district priorities
September
Director of Finance
August -
Mid -October
Develop Capital Plan
Director Buildings and
Grounds. Director of
Finance
Mid -September - Develop individual budgets
Mid October
All
October 15th -31st
October 5
October 19
October 19
Individual operating budget meetings
Oct. xx - Ashoke
Oct. xx - Kim
Oct. xx- David, Matt C, Matt L. Lauren.Abby
Oct. xx - Ricky, Evan
Oct. xx - Tim. Susan
Oct. xx - Jeff
SC to Review Capital Plan
CPC Applications deadline
SC to Approve Capital Plan
Preliminary Budget overview related to
strategic initiatives and overall cost
Director of Finance.
Accounting Manager.
Superintendent
Director of Finance
Superintendent.
Director of Finance
November xx
November xx
November 2
Capital Request due to Town Manager
Capital Request due to CIC
Individual Budget presentations to SC
November 16 Individual Budget presentations to SC
Director of Finance
Director of Finance
Technology, B&G, Special
Education
Athletics, HHS, HMS,
Curriculum
December 7
December 21
December xx
Individual Budget Presentations to SC
Marathon, Elmwood,
Hopkins, Central Office
Superintendent Budget Recommendation Superintendent.
Joint Meeting -Select Board. Appropriations Director of Finance
CPC and CIC complete Capital Hearings
Submit Capital to Town Manager
January xx
January 4
January 11
January 18
January 19
January xx
January xx
Submission of Proposed Warrant Articles
Superintendent Budget Recommendation
(Repeated)
Public Hearing
Joint Meeting -Select Board, Appropriations
SC Vote Budget
School budget Submitted to Town Manager
Town Manager submits consolidated budget
to Select Board
Town Warrant Closes
SC, Superintendent
Superintendent
Director of Finance
SC
SC
Director of Finance
Town Manager
February xx
March
March xx
Select Board - Budget and Capital hearing SC
Select Board - Budget and Capital hearing SC
Select Board - Public Hearing
Select Board adopts budget and capital to
submit to Appropriations
Appropriation Public Hearing
April xx
April xx Submission of Town Meeting Presentation
materials
May 6?
May xx
SC
Superintendent, Director
of Finance
Town Meeting
Town Election
INTENTIONALLY
BLANK
ITEM
DIVIDER
Carol Cavan augh
Superintendent
HOPKINTON P UBLIC SCHO OLS
2023-2024
Professio nal Practice,
Student Achievement,
an d
D istrict Improvement Goals
epue6v OS •e -11A well 61-60-E?Oe
Student Achievement G oal
Goa l 1: In the 2022-2023 Key Proc ess Benchmarks:
School Yea r, I introduced a
mathema tics student growth
and achievement goal. After a
yea r's work, I believe this goal
should be extended for a
second year to ensure that
math instructio n, from K-12, is
cohesive.
Tie to Superintendents' Rubric
Standa rds:
(3)
(4)
(5)
(6)
(7)
(1)
Curr ently STAR Math is t aken by all students in gr ades 1 through 10 three times per year . This
d at a is now triangulat ed with stude nts' scores on MCAS m ath assessments, as availabl e, and
local math assessments.
(2) Est ablish a math instructional team c onsisting of the Director of Mathematics K-5, Shelly
M or an; the HMS Mathem atics CTL, C athy Anusauskus; the H HS Mathematics CTL, Carla
Cris afulli; the newly -hir ed Grade 6-12 Special Educ ation Director of C urric ulum, Instr uction,
and Ass essment, Assistant Superintendent for Curriculum, Instruction and Assessment, and
the sec ondary leadership team members (SLT), as appr opriate.
Analyze student growth and achievement m ath scores, disaggregated by subgroup. Present
this inf ormati on to the m ath instructi onal team as well as to the School C ommittee.
Use c ommon assessments K-5 (problem solving template and associ ated rubric) to measure
constructed responses, a math competency that has be en identified as an area for growth.
Continue to m onitor K-5 g uarant eed and viable curric ul um to e nsur e its efficacy in meeti ng
all students' ne eds; differentiate instruction at the K-5 levels as appropriate.
Implement Numb er Co rner in all cl assrooms grades K-2; ST Math grades K-3; B east Academy
grades 2-5 .
Wo rk with the K-5 Math Director, special education direct ors, and te acher leaders to set goals
fo r a ll students who are not reaching math benchmarks and pl an f or necessary inter venti ons
a nd remediation.
In grade 6, either differentiat e the curriculum and its d eliv ery to increase the depth of study
a nd rigor and/o r establish formal math le veling at grade 6. This decisi on will need to be
made by Januar y 2024. This would me an e xposing grade 6 learners wh o pr esent with
readiness to a pre -algebra curricul um. 9/13/23, 10/4/23, 11/1/23, 12/6/23, 1/3/24
Key Pro duct Benchmarks:
(1)
(2)
(3)
(4)
(5)
(6)
STAR Math (three iterations) a nd other complement ary data --triangulated
Notes and materials from periodic Meetings with the newly formalized math instr uctional
tea m.
A presenta tion to the scho ol committee on math stre ngths a nd weaknesses.
Revised Grade 6 curriculum —whether differentiated, le veled, or both
A record of professio nal lea rning opportunities/meetings to h elp te achers gain str ategies for
delivery of instruction or implementation of programs.
Improved MCAS/STAR growth scores
I - A - Curriculum: Monitors and assesses progress across all schools an d content areas to e ns ure th at all i nstr uctional
staff implement effectiv e and rigorou s standards -based un its of in struction.
I - B - Instructio n: Sets high ex pectations for the co ntent an d qu ality of instru ction and emp owers all administrat ors to
do the same, such that instru ctional practices throughout the district are engaging, inclusive, a nd perso nalized to
accommodate diverse learning needs of all st udents . Stays informed of new, evidenced -based i nstr uctio nal practices a nd
provides resources and s upports to impleme nt them as needed. Monitors principals and instructional staff in support of
these practices thro ugh obser vations a nd feedback .
1- C - Assessment: Empowers teams of administrators and instr uctional staff to use a c omprehe nsi ve system of informal
a nd formal assessme nt methods to meas ure each stude nt's lear ning, growth, a nd progress t oward achieving state/local
standards, a nd to use findi ngs to adjust i nstr ucti onal pr actice a nd impleme nt appropriate i nter venti ons a nd
e nh ancements for students . Ens ures alig nment of assessme nts to content a nd grade le vel sta ndards, and mo nitors
admi nistrators' eff orts a nd s uccesses in this area. Models this practice for others.
Tie to Curren t Stra tegic
Objective:
Resources:
Timeline:
This Goal is Aligned under Plan for Enrollment Gr owth and Value Indi vidu al Pathways:
"Prioritize high quality curric ulum, instruction, and assessme nts and the impleme ntation of best practic es;
"Account for evol ving pr ofile of student pop ulatio n"
F unding and Time
July 1, 2023 - June 30, 2024
Evidence :
See Key Product Benchmarks:
Student Achievement Goa l
Goa l 2: Because the 2023
MCAS data has not yet been
relea sed a nd beca use I wish to
disaggrega te da ta by subgrou p
to assess gain s on this goa l
fro m 2022-2023, this yea r I
will ma intain this Student
Achieveme nt Goa l fo cuse d on
writing curriculum,
instructio n, and a ssessment,
no tably at the seconda ry
levels. Here is an ex ample of
the kind of deeper diver I want
to ma ke with this goal.
Key Process Benchmarks:
(1) Work (a s appropriate) with th e Assist ant Superintendent, the Middl e School Direct or of ELA,
the HHS ELA SML, HHS and HMS Admin teams, and the Speci al Educ ation 6-12 Direct or of
Curriculum, Instruction, and Assessme nt to continue to grow writing in the disciplin es in all
cla sses from grades 6-12. Analyze ELA and Scie nce MCAS d ata from the spring of 2023 to assess
growth and achiev ement as they apply specifically to writing and to c ontent learning.
(2) Ma ke a re port of the findings fr om number 2 ab ove to the School C ommittee as part of the
MCAS presentatio n made annually.
(3) Meet with H HS Prin cipa l Evan Bishop and HMS Princip al Matt Lefebvre to assess pr ogress on
disciplinary literacy goa ls --especially in terms of writing and discourse in the co ntent area --at
bo th secondary scho ols. 9/12/23, 10/24/23, 12/5/23, 1/16/24, 2/27/24, 4/9/24, 5/21/24
(4) Twice annu ally meet with HHS SMLs (ELA, Science, S ocial St udies) and HMS PLCs in those
co ntent areas. 10/17/23
(5) Ensure that the common writing asse ssments that we devel oped last year are employed this
year with fidelity.
(6) Ask the Directors (6-8 ELA a nd 6-12 Special Education) to an alyz e STAR data growth, especi ally
fo r subgro ups.
Key Pr od uct B enchm arks:
(1) STAR Re ading (three iterations)
(2) R esults of c ommon writing assessm ents 6-10
(3) Notes from p eriodic meetings
(4) MCAS analysis data
(5) Notes fr om meetings with the thr ee HHS SMLs (ELA, Science, Soci al Studies) and me etings with
the HMS PLCs (twice ann ually)
(6) Impr oved writing and reading scores
Tie to Superintendents' Rubric
Standards:
Tie to Current Strategic
Objective:
R esources:
I - A - C urriculum: Mo nitors a nd assesses pr ogress across all scho ols and conte nt areas to ensure that all instructional
staff implement effective a nd rigorous standards -based units of i nstruction.
I - B - Instr ucti on: Sets high e xpectations for the content and q uality of i nstruction a nd empowers all administrators to
do the same, such that instr uctio nal practices thro ughout the district are e ngagi ng, inclusive, and personalized to
accommodate diverse lear ning needs of all students. Stays i nformed of new, e videnced -based instructional practices a nd
provides resources and s upports to impleme nt them as needed . Monitors principals a nd i nstructio nal staff in s upport of
these practices thro ugh observations and feedback.
I - C - Assessment: Empowers teams of administrators and instr uctional staff to use a comprehe nsive syst em of informal
an d fo rmal assessment methods to measure each stude nt's learni ng, growth, and progress toward achie ving state/local
standards, and to use findi ngs to adjust instructi onal pr actice and impleme nt appr opriate interventions and
enhancements for stude nts. Ensures alig nment of assessments to co nte nt and grade level sta ndards, a nd mo nitors
admin istrators' efforts and s uccesses in this area . Models this practice for others.
This Goal is Aligned under Plan f or Enrollment Growth and Value Individu al Pathways:
" Prioritize high qu ality cu rriculum, instr uctio n, a nd assessments a nd the impleme ntatio n of best practices;
" Accoun t for evolv ing pro file of student pop ulation"
Fundin g and Time
Timeline:
July 1, 2023 - Jun e 30, 2024
Evidence:
See Key Produ ct Ben chmarks:
Student A chievement Goal
Goal 3: This year's sec ond
student achievement g oal is
fo cused on the co -teaching
mo dels as they apply to
Hopkin to n Middle School.
Athena Report Breakdown
Key Process Benchm arks:
(1) C arefully place students into the co -ta ught cl assr oom, based on students' unique learning
pr ofiles;
(2) Work with the Assistant Superintendent, the District's Direct or of Student Services, the
s econdary Special Ed ucation Dir ector of Curriculum, Instructi on, and Assessment, the Middle
School Direct or of ELA, and HMS Administrat ors to grow co -te aching efficacy .
(3) Provide professional de vel opment for teachers that includ es: expos ure to th e co -teaching
models, method ol ogy for developing co -taught less ons within limit ed planning time, m odeling
on h ow to differentiate;
(4) Ensure that l esson pla ns ar e geared to meet gr ade level standards for all students
(5) Meet with HMS Principal M att Lefebvre to assess progress on co -teaching prof ession al
development and implementation;
(6) Once -m onthly conduct walkthroughs with the new Director of Student Services and/or the
new 6-12 Special Educ ati on Director of Curric ulum, Instructi on, and Assessment; Discuss what
was observed during the w alkthroughs and det ermine any ne xt steps f or curriculum
development or profession al de velopment for educators; 9/21,10/19, 11/16, 12/21, 1/18, 2/15,
3/21, 4/18, 5/16
(7) With feedb ack from teachers, review the placement of students this year in the co -t aught
setting.
(8) Revie w students' growth and achie vement
Tie to Superinte ndents' Rubric
Standa rds:
K ey Product Benchmarks:
(1) STAR Reading (three iterations)
(2) Results of common writing assessments K-10
(3) No te s from pe riodic meetings with the Assistant Superintendent, the 6-8 ELA Director, and the
K -5 ELA Director during which we review d at a.
(4) Notes from meetings with the three HHS SMLs (ELA, Science, Soci al Studi es) and meetings with
the H MS PLCs (twice annually)
(5) Improved writing and rea ding scores
I - A - Curriculum: M onito rs a nd assesses progress across all schools a nd co nte nt areas to ens ure that all instructio nal
staff implement effective and rigorous standards -based units of i nstruction.
I - B - Instruction: Sets high ex pectations for the content and quality of instructio n a nd empowers all administrators to
do the same, such that in struction al practices throu ghou t the district are e ngaging, incl usive, a nd personalized to
accommodate diverse learning needs of all studen ts. Stays informed of new, e videnced -based instr uctio nal practices a nd
provides resources an d supports to implement them as needed. M onitors pri ncipals and instr uctional staff in support of
these practices through observ ations and feedback.
I - C - Assessment: Empowers teams of administrators an d in stru ctio nal staff to use a comprehe nsive system of i nformal
and formal assessment methods to measu re ea ch stu den t's learning, gro wth, and progress toward achieving state/local
standards, and to use fin din gs to adjust in stru ctional practice and implemen t appropriate i nter ventio ns a nd
enhancements for stude nts . E nsures alignment of assessments to co ntent and grade level standards, and mo nitors
admi nistrat ors' efforts a nd s uccesses in this area . Models this practice for others .
Tie to Current Strat egic
Objective:
Resources:
Timeline:
Evidence:
Professional Practice
District Improvement
Goal 4: Last year my goa l in this
rea lm was to begin the work of
a ligning a nd merging the
district's work in DEI/SJ,
cultura lly responsive practices,
and Social Emo tio na l Lea rning
(SEL). A gain, this is wo rk tha t
sho uld continu e in to the 23-24
school yea r. Thro ugh
Bla ckPrint Co nsulting, the
District ha s been introduced to
the CRIOP, and for this coming
school year, all five School
Impro vement Plan s (SIPs) will
have a CRIOP goa l. What this
means is tha t every educa to r in
every classroom in the
Hopkinto n Public Schools
sho uld be employing culturally
responsive tea ching pra ctices.
This Goal is Align ed under Pl an f or En rollment Gr owth and Val ue Individual Pathways:
"Prioritize high quality curric ulum, instr uction, a nd assessments and the implementatio n of best practices;
"Account for e volvi ng profile of st udent pop ulatio n"
Funding a nd Time
July 1, 2023 - June 30, 2024
See Key Product Benchmarks:
Ke y
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Proce ss Benchmarks:
Use the district's st atement of cultur al pr oficie ncy as well as our Structur al Review Fe edback
docu men t fro m BlackPrint to effect the changes in that Bl ackPrint findings d ocument.
https://docs. google.com/ present ation/d/ 1W1Kd4TkJn1IJ Gphgmsl Q gBwFfSwGh1TQH43a5yFmLz
Ojedit#slide=id.g22b4004dab2 0 78
Work with the Director of Student Services and the Director of English L anguage Acq uisiti on,
Equity and Access to develop plans fo r SEPAC and ELPAC this ye ar. 9/19/23,12/19/23, 3/18/24
The SEL director will wo rk with teachers and couns elors in grades 4 to 12 to ensure that the HSA
is administere d at le ast twice per ye ar and to ensure that the harv ested data is used f or to h elp
students access curriculum. SEL competencies sho uld be woven into curric ul um and lesson
design (e.g. self -regulation , social interactio n, i nterperso nal comm unicatio n, co nflict resolutio n
and problem so lving, and civic responsibility and service)..
The CRIOP will a ppear in every building's Scho ol Impr ovement Pl an this year. Ensure
pro fession al learning on culturally proficient teaching pr actices across the district, and ensure
that educato rs are implementing them in keeping with e ach b uilding's SIP.
At BlackPrint's recommen dation, develop an Equity Tool for use in decisi on -making am ong all
administrators.
Present on Ho pkinton's use of the CRIOP at the MASS Summer Conf er ence.
Con tinue the trial program between Yale University and the Elmw ood Sch ool . Continue K-5 PBIS
work, year three.
Concurrently, I will continue
the goal of gr owing the SEPAC
a nd ELPAC. The new Director of
Student Services will assist in
the evolution of the SEPAC,
while the Director of English
La nguage Acquisition, Equity
and Access will work with me
towa rd the ELPA C goa l.
Tie to Superinte ndents' Rubric
Standa rds:
Contin ue to train faculty and staff in restorative practices. (Last ye ar secondary Admin and
selected t eacher leaders were trained. The $100K c ompetiti ve gr ant has been amazing effective
in ensuring th at these trainings could take pl ace.)
Thr ough the w ork of Jen Cuker, commit to parent, family, and community outreach, enlisting the
support of stakeh older groups in the district and school community.
Work with HR to continue to diversify our w orkforce in all HPS r oles .
Culturally responsive and inclusive practices in e xtracurricul ars, especially athletics.
Key Product Benchmarks:
(1) MASS Presentation
(2) Professio nal learning: Karen Anderson presentation on the CRIOP at the Admin Summer
Retre at; Matthew Rodriguez pr es ent ation to faculty on the opening d ay of sch ool; other
professi onal learning ... TBA
(3) Prese ntati ons on the HS A D ata and counselor feedb ack
(4) The implementati on of the CRIOP in every SIP
(5) The implementation of the Eq uity Tool for Decision -Making
(6) Intermittent r ep orts on SEPAC and ELPAC work thr ough out the year
(7) Calenda r/Agendas for m eetings when professio nal le arning takes place on these topics
(8) Docume nted changes to ser vices th at support st ud ents across departments/teams
(9) Hiring Me trics
II - B Hu man Resour ces: En sures a districtwide system for recruiti ng, hiri ng, and retaini ng an e ffecti ve and diverse workforce
of administrators and edu cators who share the district's missio n and meet the lear ning needs of all students, as evidenced by:
• comprehen sive induction supports for all new educators;
• job -embedded profession al learning that (a) rei nforces district goals, (b) res ults in high -quality and effecti ve practice;
an d
• fo rmalized distributed leadership and career growth opportunities .
Empowers all admin istrators to implement these systems co nsiste ntly.
HI -C-2: Culturally Proficient Communication: Sets clear expectations for and provides s upport to administrators regarding
culturally sensitiv e commun ication. Ensures that district -wide communication with families is always respectful and
demon strates un derstan ding of an d sensitiv ity to different families' home la nguage, culture, a nd val ues .
III - D - 1 Communication - Family Co ncerns: Provides system and support for all school personnel to reach o ut to families
proactiv ely, as so on as con cern s arise. Effectiv ely reaches equ itable sol utions that satisfy families, faculty, a nd staff and are in
the best in terest of students. Is able to model this element.
IV B Professional Culture - Po licies and Practices: Dev elops and implements cult urally se nsiti ve policies that
acknowledge the diverse backgrounds, identities, strengths, and challenges of admi nistrators, students and staff .
Provides admin istrators with relevan t resou rces to support them in building cultural proficie ncy a nd promotes a cult ure
that affirms individual differen ces.
IV - E - Share d Vision: Continuou sly en gages a ll stakeholders in the crea tion of (or commitme nt to) a shared
education al v ision focu sed on stu dent preparation for college and career readiness, civic engagement, comm unity
contribu tion s, an d respon sible citizenship.
Tie to Current Str at egic
Objective:
Resources:
Timeline:
Evidence:
This goal is aligned und er "Build School Communities of Coll aboration"
July 1, 2023 - Ju ne 30, 2024
District Improv ement Go al
Goal 5:
Co ntinue to a ddress
enrollme nt growth and
ultimately buildin g
use/expansion throughout
the district. It will be
e specia lly critical to educa te
the co mmunity between no w
a nd the Novembe r Spe cial
To wn Mee ting a bout the
e nrollment, academic, a nd
SEL needs of our schools.
While the co nstructio n
a spects of the work require a
partnership with the
Assista nt Superintendent for
Fina nce a nd Opera tions and
the Directo r of Facilities, the
enrollment numbers and
educa tio nal needs will need
to be a rticula ted with
frequency an d transparency.
(C arried f orth with modific ati ons fr om last year)
Key Process Benchmarks:
(1) Working with the Assistant Sup erintendent for Finance and Oper ations as well as the Director
of F aciliti es, contin ue to educate the c ommunity on the two dir ely -needed building projects:
Elmwood replacement and H opkins addition.
(2) Co ntin ue to monitor enrollment gr owth
(3) M odify the five-year pl an to accurately reflect physical plant needs in acc ordanc e with
projected enrollment (1st meeting Tuesday, July 26th 9-11)
(4) Work with the ESBC-2, Vertex, and Perkins -Eastm an to ensure that b oth projects —the Elmwood
replacement project and the Hopkins addition project —stay on tim e and on budg et.
(5) Cr eat e and p ass a budg et that carefully analyzes th e need f or incre ased personnel, based on the
increases in enrollm ent; this should take place across all buildings, grade levels, disciplines,
and ser vices.
(6) Over two years' time, review and revise Grades 2-4 c urricula to reflect the afforded
o pportunities of the new school facility; this w as promised to the MSBA, as well .
Tie to Superintendents'
Rubric Stan da rds:
Key Produ cts Benchmark
(1) Pu blic Forums
(2) Slide presentations
(3) ESBC-2 meeting a gendas
(4) Research documen ts
(5) Revised five-ye ar plan
(6) Curriculum revision document
I - E Data Info rmed Decision -Making: Leads administrator teams in identifying and usi ng m ultiple so urces of evide nce
in clu din g state, district, an d schoo l assessment resu lts an d growth data, educator e val uatio n data, district culture a nd
climate in formation, to assess an d commun icate the district's strengths and areas for improveme nt. I nvolves
stakeholders in the creation of district improvement an d ann ual action plan s comprised of measurable, res ults - oriented
goals, and empowers pri ncipals to develop a nd implement similarly robust and alig ned school plans and goals . Regularly
monitors and shares progress with the commu nity.
II - Operations and Man ag ement: Promotes the learni ng and growth of all st udents a nd the success of all staff by
ens uri ng a safe, efficie nt, and effecti ve learning environment, usi ng resources to impleme nt appropriate curriculum,
staffi ng, and sched uling.
IV C C omm unications: Utilizes and models strong context- and a udie nce -specific interpersonal, written, a nd verbal
commu nicati on skills. Actively seeks a nd inc orporates feedback into decision -making and in comm unicating rationale for
the decisions to staff, family, community members and school committee .
Tie to Current Strategic
Objective:
Resources:
Plan for Enrollment Gr owth: "Pla n for human res ource, facility and eq uipment needs"
Build budgets that propel innovation
Launch initiatives that b uild leadership, innov ation, and practical and agile programm atic expansi on
Tim e, Budget f or consultant
Timeline:
July 1, 2023 - June 30, 2024
Evidence:
See K ey Products Benchmark.
Pro fessional Pr actice G oal
Go al 5: This year I will begin a
shared vision goal, which
emerges from an indicator I
had chosen last year.
The focus of this goal will be
to ana lyze the Ho pkinton
experience, o ur offerings
alongside student
experiences in o ur district to
ensure tha t stude nts a re
prepa red for whatever lies
ahead: co llege a nd career,
civic e nga geme nt, co mmunity
con tributio ns, and
respo nsible citizenship.
Key Pr ocess Benchmarks:
(1) Work with our researcher, Dr . Judy M artin, to h arvest inform ati on each year fr om the graduates
in the Class of 2023 .
(2) Periodically sur vey parents and students regarding th eir learning and s oci al -em otional
experiences in the Hopkinton Public Sch ools
(3) Use the results of the Equity Audit to drive change in HPS practices, p olicies, and culture
(4) Arr ange and engage a district -wide climate team to whos e primary role it is to assess mor ale in
our schools
(5)
(6) Meet bi-m onthly with the HMS and HHS School c ounselors 9/14, 10/12, 11/9, 12/14, 1/11/14,
2/8, 3/14, 4/11, 5/9, 6/13
(7) Conduct case studies (if agreed t o) with the students who h ave chosen a non -two- or
non -four-year coll ege option (e .g . f ull-time employment/career education)
(8) Re view the Civics curriculum for grad es 8 and 11
(9) Continue work with Jen C uker to e nsure that students' diverse needs are met
Use a portion of every Admin C ou ncil meeting to grow our gr oup as a team
Tie to Superintendents'
Rubric Standards:
Key Products Benchmark
(1) Data from Dr. Ju dy Martin
(2) Survey results
(3) Running agendas for ongoing meetings with 5 building principals
(4) The formation of a District Climate Team
(5) Admin Council Agendas
(6) Civics curriculum rev iew documents
(7) Case stu dy qualitative research documents
IV - A Commitment to High Standa rds: Establish a district -wide commitment to high standards of teaching a nd
learn ing with high expectations for achiev emen t for all, including:
1. M ission and core values: Collaborates with educators and commu nity members to develop, secure and/or
promote core valu es and an aligned mission, and to u se them to guide decisio n making .
2. Meetin gs: Empowers administrators to share responsibility for leading team meetings that address important
district matters, and foster collaborativ e learning and problem -solving aro und i nstr uctional leadership iss ues .
Models this practice fo r o thers.
IV E Shared Vision: Leads administrators, staff, students of all ages, families, and commu nity members to develop and
in tern alize a sha red edu cation al v ision aroun d studen t preparation for co llege an d careers, civic e ngagement, c ommunity
con tribution s, and respon sible citizen ship. En sures alignmen t of schoo l and district goals to this visio n.
Tie to Curre nt Strategic
Objective:
Resources:
Timeline :
Evidence:
Parking lot
Than k you email to staff
This Goal is Alig ned under
Build a C ommunity of Respect and C ollaboration
July 1, 2023 - June 30, 2024
See Prod uct Benchmarks above .
INTENTIONALLY
BLANK
ITEM
DIVIDER
2023-09-19 Item VII.b. SC Agenda
The Hopkinton School Committee has established goals in support of the
vision, mission, and strategic plan of the School District.
Topics
"Smart" Goals
Diversity, Equity & Inclusion
Support the HPS in ensuring equitable access
for all students to academically challenging
curricula in a community that supports social
emotional learning.
1. Attend various events throughout the
community to show SC support for all (list
upcoming events at the start of each SC
meeting).
2. Write, review, and revise policies to ensure
equity.
Responsible Stewardship of Assets
Focus on careful expenditure of tax -payer
dollars, with attention to man-made physical
spaces, natural spaces, and the planet.
1
Pass an operational budget that reflects
the district values, continues our innovative
& excellent programming, and meets the
fiscal needs of the community.
2. Pass a capital budget that reflects careful
stewardship of our manmade and natural
environment in support of student learning.
3. Support high level campus planning and
the ESBC-2 in addressing enrollment and
programming.
Community Connectedness
Be present and available to the
community; honor transparency and
accountability
1 Hold office hours at convenient times and
locations, especially as/if needed. Topics
generated as needs progress
2. Conduct listening tour.
3. Make connections with other SCs in the
region.
4. As individuals, attend at least two school
events.
5. Develop a communications plan.
6. Establish relationships with new legislators
and their representatives.
SC Goals 2023-2024
2023-09-19 Item VII.c. SC Agenda
IJL - Library - Media Materials Selection
Policy IJL
Adopted: November 5, 2009
Suggested Edits: August 2023
LIBRARY/MEDIA MATERIALS SELECTION AND RECONSIDERATION OF MATERIALS
Objectives
1. The Hopkinton School Committee recognizes that each school's library plays a vital role in
the educational process. Print and online materials in the library should be selected to support
the curriculum, encourage informational and recreational reading, and be based on
consideration of students' diverse interests, developmental interests, abilities and backgrounds,
as well as costs. The value of any work considered for the collection should be examined as a
whole and should take into consideration the overall purpose of the selection.
2. Materials selection by professional library staff should include consultation with teachers,
administrators, and students as appropriate and be guided by the School Library Bill of Rights,
as adopted in January 2019 Atistietr92860 by the American Library Association, which says that
the responsibility of the School Library and Technology Center is to:
30h00Hibrerp-i. +e:
• Provide materials that will enrich and support the curriculum, taking into consideration
the varied interests, abilities and maturity levels of the pupils served.
• Provide materials in an appropriate and current format to effectively teach the
curriculum.
• Provide materials that will stimulate growth in factual knowledge, literarylitereey
appreciation, aesthetic values and ethical standards.
• Provide a background of information that will enable pupils to make intelligent judgments
in their daily life.
• Provide materials on opposing sides of ,v: , .' issues so that young citizens may
develop under guidance the practice of critical analysis of all media. ellifieeti-resel*ng-anel-
• Provide materials reflective of the pluralistic nature of a global society.
F Place principle above personal opinion and avoid re prejudice in the
selection of materials of the highest quality in order to assure a comprehensive collection
appropriate to the users of the library and technology center-
• Anticipate and meet needs through awareness of subjects of current interest.
• Provide materials with a recent copyright date as appropriate to the subject.
Selection Criteria
1. In general, all learning resources shall be selected for their strengths, rather than rejected for
their weaknesses. In order to achieve the objectives of the library and technology centers, a
combination of the following criteria are used as a guide in selection:
• Contribution and relevance to curriculum and goals of the school
• Factual content is accurate, current, reliable and authoritative
• Readability and accessibility to intended audience
• High degree of user appeal
• Present content in appropriate format and acceptable technical quality
• Literary style and/or artistic quality
• Quality and variety of format with efforts to incorporate emerging technologies
• Timeliness or permanence
• Reflect current research and meet current standards of excellence
• Durable and attractive construction
• The value of each work will be examined as a whole, transcending individual words,
phrases, illustrations or incidents
• Materials should represent various viewpoints on ee evefeiol-issues
• Reputation or significance of author, producer, editor or publisher
• Favorable reviews found in standard selection resources (School Library Journal,
Kirkus, Booklist, NetGalley, etc.)
2. Additionally, the diverse needs of students should be taken into account when materials are
being selected with an emphasis on ensuring that materials address
student needs with respect to equity, race, religion, poverty, gender communities, mental health,
language and technology. Consistent with the recommendations of the Massachusetts
Department of Elementary and Secondary Education "all educational products should be
assessed concerning the ability to achieve fairness and sensitivity in content and language by
excluding language or content that might disadvantage or offend a student because of gender,
race, national origin, ethnicity, religion, age, sexual orientation, gender identity, disability,
cultural, economic, or geographical background and to include content and language that
reflects the diversity of the student population."
3a, Gifts of library books will be accepted in keeping with the above policy on selection and
district policy "Gifts to the School or the School District (KCD).
4. The library media specialist, with principal approval, is responsible for the routine inventory,
evaluation, purchasing, and weeding of materials in the school library collection. Materials to
be discarded shall be screened by the same criteria as those outlined for acquisition. The
condition of the material, its historical accuracy and its currency, as well as its circulation status,
may make it a candidate for discard. Damaged or lost books shall be replaced according to the
acquisition criteria. Discarded books shall be disposed of as deemed appropriate by the library
staff and the principal.
Reconsideration of Library Materials
6 -Occasionally objections to a selection are made despite the care exercised by all professional
staff members involved in the selection process. If a citizen of Hopkinton challenges the
appropriateness of an item in a school library collection, school administration will follow
procedures developed jointly by school administration and professional library staff. If
necessary, the School Committee will be the final arbitrator if a challenge cannot be resolved at
a school or district office level. The school library will not restrict access to the challenged
materials during the reconsideration process and will adhere to whatever decision is reached
through the reconsideration process.
First Reading: September 7, 2023
Second Reading: September 21, 2023