Agenda and documents
here: http://www.doe.mass.edu/boe/docs/FY2016/2016-06/default.html
Opening comments by
Chair Sagan
·
Asking for interest in retreat this summer.
·
Charter School Authorizers contacted Sagan and asked
about value of charters in our area, how board prepared to make charter
decisions, and functioning of Board subcommittee.
·
Last night’s meeting: apologies for actions and
responses; returning to facilitation practice (open meeting law requirements).
Higher bar in change in regulation. Ed Doherty to put impact ratings on agenda.
(May require several meetings.) McKenna: when we hear from MASC and MASS, need
to understand why the Board does something and we need to hear them. We have a
process/need to follow. If this needs public comment, will take two meetings.
Not deaf to this issue.
Commissioner:
·
Ed Eval system: he’s “not tone deaf” and will continue
to work with MASS and others. Conviction: an eval system that doesn’t pay
attention to what students are getting out of schooling is one that “misses the
mark”. Continuing to explore other “architectures” that allow students to show
they are getting what they need. MTA on the record supporting assessments tied
to learning standards (so it didn’t emerge from his office). How to provide
system that provides feedback to teachers? Provided assurance that he’ll
continue to work on this.
·
Noted MA Teacher of the Year Award event
(including other honorees).
·
Aggressive process re: accountability and
assistance with respect to ESSA. Rec’d over 2300 comments. Have had numerous
meetings. The Rennie Center will be holding a meeting on this issue also.
·
In process of putting together History and
Social Science Work Group (charged with reviewing history/social
science/civics) – close to finalizing.
·
On June 13th: Discipline Report.
Working with those schools regarding reliance on suspension and/or expulsion.
(Are the rates appropriate?) In one school, the #1 reason for suspension is
“cutting class.” Doesn’t want to underplay administrators’ responsibility for a
safe and orderly building. Disproportionate impact on students of color, males,
and students with disabilities.
·
Notification of other documents in packet.
Progress Reports on
Level 5 Districts:
·
Lawrence
o
665 students graduated this spring (rates up
from 52.3 to 71.8 from 2011-2015.
o
Dropout rate down from 8.6% to 4.5% for the same
years.
o
Some improvements in ELA (up 4%, math up 28% too
44.5% and science up from 13% to 25%.
o
Active employees living in Lawrence: 378 to 628
so residents are part of turnaround (“home grown talent”).
o
Work around summer learning with outside
partners to create document for parents re: summer programming opportunities.
o
Breakfast in the Classroom/Summer Meals Program
growing. (Food scarcity is a problem in Lawrence.) Breakfast especially
important.
o
Family Resource Center ensuring parent
engagement.
o
Next: district contracts, SPED Task Force, HS
Redesign, Best Practice Conclave, etc.
·
Holyoke
o
Established core values and vision based on
community input (e.g. additional opportunities like college credit, technical
ed, etc.). Matching education with district’s unique needs. Pride in Holyoke is
an important asset.
o
Five priorities have crystalized; they are next
evolution of turn-around plan
§
Quality instruction (ext. student day, accel.
Academy, new eval system).
§
Personalized pathways (2ndary redesign,
expansion of early ed dual language program, MS personalized pathway).
§
Engaged students/families/communities (monthly meetings,
summer community walks, tech infusion).
§
Effective/thriving workforce ($1+ investment in
prof. comp. system, recruiting initiative, launch of Holyoke Univ. and Teacher
Cabinet).
§
System of empowered schools (dev. Of school
based strategic plans, central office redesign reallocates $700K to schools).
o
Significant changes in individual schools
(hours, more PD, inclusion, curric. mat’ls, teacher and student devices, more
enrichment partners).
o
Reflections: core instruction critical, SEL
important, balance between autonomy and accountability, be clear/aspirational,
family stories important, families want choice and options.
·
Southbridge
o
Initial reflections: “tough love needed, but a
hug first” given period of turmoil/turnover. Surprising: suffering from neglect
(broken relationships); clear divide along race/socioeconomic lines; lack of
expectations and accountability; lack of systems (data, student supports,
financial, SPED, ELL), climate of schools range.
o
Accomplishments: personnel, partnerships,
addressing academic frustrating (PD), restorative justice training, technology,
purchasing. Planning dual language, tech roll-outs, revamped summer learning,
revamped MS programming, launching CBE initiative, new assessment system to
drive teaching and learning, Tripod Survey (climate and culture), SPED audit,
financial audit through MASBO, new leadership team, turnaround plan completion
and release.
o
Next steps: recruiting, tech and data
management, SEL, new teacher induction and full staff PD.
Level 5 Schools:
End-of-Year Reports
Five Level 5 schools. Turnover of leadership at Dever and
working with Blueprint (the receiver) on that. “Each school has a story.” Student
behavior is an issue but retention of student population is important with SEL
supports to meet student needs. Deep involvement with principal selections at
schools this year. Work with Blueprint this year: look at data. Creating
culture where students and families feel important. Cross-cutting themes:
curriculum and instruction (innovative practices in alignment and assessment);
personalized learning at Dever; Partner Schools intervention block
improvements; parent engagement (Morgan and UP Academy) + Holland needs more
work on parents as partners, teacher leadership (Parker and Morgan). Next:
specialized PD, SEL, etc. depending on specific schools’ needs. Members speak
emphatically about the significant lack of improvement issues (specifically at
Dever).
Digital Literacy and
Computer Science Standards
Peyser: “momentous moment;” MA is at forefront of this
topic; need to explore including digital and computer science in MASS Core.
(Passed unanimously by Board.)
Update on Next-Gen
MCAS and Review of ELA and Math Standards
Wulfson: entered into contact negotiations with Measured
Progress and in talks with PARCC Consortium for test items; on schedule for
those. In-house discussions continue and Assessment Committee as sounding
board. Time sensitivity around computer-based testing since goal is 2019 so
working to build phased-in approach. Next spring –computer based testing in
Grades 4 and 8, others will be voluntary. (HS off the table because of legacy
testing. Hardware requirements going out to get sense of districts that may not
have resources to employ them. There will be an opportunity for waivers if
districts can’t make resource deadlines. In process of organizing Content
Review Panels (responsible for reviewing test items and consistent with grade
levels and curriculum standards). Has new project newsletter. Working on
presentation re: curriculum assessments for availability to School Committees.
ELA/math frameworks: July 7th meeting regarding rolling out
information. In Sept., will come back to Board with proposed changes but won’t
be ready with final recommendations.
Commissioner’s
Performance Evaluation
Committee met in fall of 2015 to create performance
criteria: facilitation of student growth and achievement (30%), manage DESE
(25%), external communication (25%), support and communicate with Board (20%). Comments
that the job is difficult. Congrats: improved communication with Board,
receiver leadership. Concerns: student reading competency, achievement gaps,
relationships with Superintendents (“they don’t always feel heard”). Suggestions:
more “primary source reporters” to the Board for informative purposes, more
information to Board prior to press releases (no surprises).
UP Academy
Springfield: Request for Waiver of Opening Date
This is about Springfield Empowerment Zone. Unlocking
Potential and Empowerment Zone are interested in working together. Stakeholder groups
support waiver. Passes unanimously.
Pioneer Valley
Chinese Immersion Charter School: Request for Review of 2014 Amendment
Decision:
Commissioner: Reviewed timeline for enrollments/grade spans.
Recommendation not based on judgment that “school is not doing good job.”
Provides innovative program, etc. Time to consider additional enrollment
increase is at the time of charter renewal (and still have room to expand under
current option). Board needs to review evidence from 1.5 years ago (2014-15).
Part of criteria is demonstrating demand (to expand or alter) and PVCIC has met
that criteria. PVCIC has been asked to provide evidence and it’s due in a few
weeks. Commissioner not confident that demand is there; suggest PVCIC come back
in the fall. Probably can get to decision earlier than normal timetable. Pivot
on 4th year of data; however, looking at merit of question, wouldn’t
recommend. This is not the only charter school in the area. Amendment to
increase enrollment not taken up by the Board (so in effect denied until
further information presented in fall/winter).
Rescission of
Obsolete Regulations: Rescinded with no discussion.
Update on FY17 State
Education Budget
Budget is in Conference Committee. Revenue forecasts
“tailing off considerably.” As much as $1B shortfall is projected. The depth of
the crisis is understood by the Senate, House, and Conference Committee; they are
expected to work together to find agreement. It’s a fluid situation at the
moment. There may not be a finalized budget until well into the summer. A DESE
concern is the potential contract for assessment as it is extremely costly.
Delegation of
Authority to Commissioner to take Necessary Action between Board Meetings: Passes
unanimously with no discussion.
Calendar: Passes
unanimously with no discussion.
