The Committee met last night in a brisk Alderman's Chamber, welcoming our newest member Jessica Dugan, and covering a number of diverse topics. (Don't forget - all the documents are on the IQM2 portal on the School Committee section of melroseschools.com.) Here are some highlights:
* A group of about 25 MHS Spanish students will be headed to Valencia, Spain over February vacation for the visit part of their exchange.
* Line-item revenue and grant predictions for next year are out: the bottom line is expected to drop about $87K in FY15 (about 5%) compared with the current year. Supt. Taymore and her staff are following this information closely.
* This fall, about 41% of high school students participated in an MHS sport while about 32% of students participated in a winter sport. Best of all, GPA's for student athletes ranged from 3.01 to 3.69, from which one could infer that engaged and active students make for high-performing academic students. Great job Red Raiders!
* As MVMMS Principal Mr. Brow is planning to retire at the end of this school year, Supt. Taymore is in the process of forming a search committee. Interested in participating? The committee will include two parents (chosen by the Site Council) and one community member chosen by Supt. Taymore.
* The Committee completed its legal duty to assess the Superintendent's mid-year performance and found her to be "On-Target" with respect to her four goals.
* Using samples from other districts, thinking about our December self-assessment, and forming our own ideas based on thoughts around the community, we brainstormed some district goals from which the Superintendent can set goals for herself and staff later this year. Chair Kristin Thorp is compiling our ideas in order for us to have a more focused discussion in the future. (We will invite a representative from the Mass. Assoc. of School Committees in for an hour prior to two upcoming meetings to talk in general terms about framing our work and monitoring its progress. The community is welcomed to attend.)
Most importantly, thank you so much for all you do to help and support Melrose students!
Wednesday, January 29, 2014
Friday, December 6, 2013
Looking at "Condition of Education in the Commonwealth"
The Rennie Center for Education Research & Policy is an "independent non-profit organization committed to addressing the critical challenges of reforming education in Massachusetts," and publishes an annual report entitled "Condition of Education in the Commonwealth." This year's report was released very recently and it uses data that it says measures the things that state policy is trying to impact, with the goal of increasing conversation around whether reforms are working (and to what extent) as well as "potential strategies for improving student learning outcomes." (The report is only a few pages, has lots of visuals, and can be found here:
http://www.renniecenter.org/research/COE_2013DataReport.pdf.)
As the state and district become more sophisticated in their collection and use of data, we need to think more about how to better employ data in our policy-making and other School Committee functions in Melrose. First we have to ask the right questions regarding the problems we need to solve, then determine what data is needed and where to get it. Then we can use it more effectively to focus expectations around how and why our administration can improve teaching and learning in both the short and long term. This effort is best done collaboratively with a clear understanding around roles and responsibilities, and within a reasonable timeframe. Reports like those produced by the Rennie Center are helpful benchmarks to expand our own conversations about what how our policies can support high-quality education for our own students.
http://www.renniecenter.org/research/COE_2013DataReport.pdf.)
As the state and district become more sophisticated in their collection and use of data, we need to think more about how to better employ data in our policy-making and other School Committee functions in Melrose. First we have to ask the right questions regarding the problems we need to solve, then determine what data is needed and where to get it. Then we can use it more effectively to focus expectations around how and why our administration can improve teaching and learning in both the short and long term. This effort is best done collaboratively with a clear understanding around roles and responsibilities, and within a reasonable timeframe. Reports like those produced by the Rennie Center are helpful benchmarks to expand our own conversations about what how our policies can support high-quality education for our own students.
Wednesday, December 4, 2013
School Budget 101
Last night's School Budget 101 forum, hosted by the Melrose Education Foundation, the Melrose Public Schools, and the City of Melrose was an enlightening look into sources of revenue for the city and schools, along with expenditures for both. Some key financial goals include maintaining a balanced city budget (required by law) and one that is stable (employing the policy that no more than 5% of the city budget is devoted to loan payments on our bonds), while using bonded money to pay for one-time expenditures only (so that we aren't borrowing money to meet day-to-day expenses). Challenges for our city include managing expenditures given limited opportunities to expand revenue, health care costs, moving toward a greener/cleaner energy protocol, maintaining pension system funding, managing our debt/bond rating, regionalizing to maximize efficiencies, being aggressive about state grants, and being innovative (like privatizing trash and having the DPW absorb the schools' custodians).
On the school side, 86% of expenditures are for staff salaries while 10% are for contracted services (like special education tuitions/transportation), 2% is for athletics, 1.5% is for supplies and materials, and the rest is for technology. Managing a tight budget means working to add revenue (like instituting school choice and renting facilities), and creatively addressing costs (like reorganizing some paraprofessional staff and charging fees to pay for part of music and athletics expenses). Challenges include addressing unfunded mandates (like collecting state-required data and aligning our curriculum with the Common Core); using technology in teaching and learning (adding technology for the new PARCC exams, paying for software licenses, etc.); training teachers to do all of the above and more; and the uncertainty around special education budgeting. Additional pressing needs include providing teachers more time to work and learn together (since that is proven to increase student achievement), social/emotional support for students (by way of school adjustment counselors), and infrastructure at Melrose High School.
Learn more! Check out the Powerpoint here: http://mayordolansblog.wordpress.com/2013/12/04/school-budget-forum-the-presentation/#more-3057 and watch for the replay of the forum on MMTV. Then come to the School Committee meeting on January 14th where you are invited to share where you would like to see district money spent in the FY 15 budget.
On the school side, 86% of expenditures are for staff salaries while 10% are for contracted services (like special education tuitions/transportation), 2% is for athletics, 1.5% is for supplies and materials, and the rest is for technology. Managing a tight budget means working to add revenue (like instituting school choice and renting facilities), and creatively addressing costs (like reorganizing some paraprofessional staff and charging fees to pay for part of music and athletics expenses). Challenges include addressing unfunded mandates (like collecting state-required data and aligning our curriculum with the Common Core); using technology in teaching and learning (adding technology for the new PARCC exams, paying for software licenses, etc.); training teachers to do all of the above and more; and the uncertainty around special education budgeting. Additional pressing needs include providing teachers more time to work and learn together (since that is proven to increase student achievement), social/emotional support for students (by way of school adjustment counselors), and infrastructure at Melrose High School.
Learn more! Check out the Powerpoint here: http://mayordolansblog.wordpress.com/2013/12/04/school-budget-forum-the-presentation/#more-3057 and watch for the replay of the forum on MMTV. Then come to the School Committee meeting on January 14th where you are invited to share where you would like to see district money spent in the FY 15 budget.
Tuesday, December 3, 2013
Standardized Tests - Where is MHS in the Mix?
At last week's School Committee meeting we had a spirited discussion around standardized testing at the high school level, most notably the SAT, ACT, and AP exams. Results are in last week's packet: http://melrosecityma.iqm2.com/Citizens/Detail_Meeting.aspx?ID=1245 (under 5.A.1.a.).
It was agreed that SAT scores are not where we want them, and Mayor Dolan pledged to financially support a summer prep class for the SAT through the Rec. Department. In addition, teachers are working SAT questions into their courses so students will have more practice throughout the year in preparation for the test. The ACT's, which differ from SAT's in that the ACT is content-based while the SAT is reasoning-based, are taken less frequently but most schools will accept either and some students naturally perform better on one than the other. The Guidance Dept. recommends that students take both and determine which works best for them, then consider using that score for college applications. Our ACT scores have been relatively static.
MHS offers a variety of AP classes as well as individual Virtual High School opportunities (for students who may uniquely find a topic appealing or useful to their future plans). Our AP exam scores reflect mixed results over time and it was made clear last Tuesday that we all want our students to prepare and perform as well as possible. When compared with other similar communities (ref: the DESE web site) our scores look unimpressive, but the devil is in the details. The AP philosophy at MHS is that every student who seeks the rigor of an AP class and who is willing to do the work has the opportunity to enroll. In addition, by virtue of enrolling, the student also agrees to take the exam in May so we have virtually 100% participation on test day. Test day also includes students who weren't enrolled in the class but choose to self-study and take on the challenge the test brings. Conversely, many similar communities screen students to allow only those who meet selected criteria to enroll in the class, and don't allow opting out of the test or opting in if not enrolled in the class. As such, their aggregate test scores are likely higher. A recent New York Times article speaks to accessing AP courses, specifically by a diverse group of students (http://www.nytimes.com/2013/11/27/us/pulling-a-more-diverse-group-of-achievers-into-the-advanced-placement-pool.html?_r=1&).
My opinion? Continue to support access for as many students who want to take the AP challenge as possible, and provide AP teachers with the most training and resources that we can afford. Encouraging continued employment of this MHS philosophy not only speaks to national, state, and Melrose emphasis on rigor and accountability to ensure that all students are college and career ready, but it also reinforces important life skills like taking on a new challenge, hard work, and perseverance. (And if they end up with college credits to take with them on their journey, all the better!)
It was agreed that SAT scores are not where we want them, and Mayor Dolan pledged to financially support a summer prep class for the SAT through the Rec. Department. In addition, teachers are working SAT questions into their courses so students will have more practice throughout the year in preparation for the test. The ACT's, which differ from SAT's in that the ACT is content-based while the SAT is reasoning-based, are taken less frequently but most schools will accept either and some students naturally perform better on one than the other. The Guidance Dept. recommends that students take both and determine which works best for them, then consider using that score for college applications. Our ACT scores have been relatively static.
MHS offers a variety of AP classes as well as individual Virtual High School opportunities (for students who may uniquely find a topic appealing or useful to their future plans). Our AP exam scores reflect mixed results over time and it was made clear last Tuesday that we all want our students to prepare and perform as well as possible. When compared with other similar communities (ref: the DESE web site) our scores look unimpressive, but the devil is in the details. The AP philosophy at MHS is that every student who seeks the rigor of an AP class and who is willing to do the work has the opportunity to enroll. In addition, by virtue of enrolling, the student also agrees to take the exam in May so we have virtually 100% participation on test day. Test day also includes students who weren't enrolled in the class but choose to self-study and take on the challenge the test brings. Conversely, many similar communities screen students to allow only those who meet selected criteria to enroll in the class, and don't allow opting out of the test or opting in if not enrolled in the class. As such, their aggregate test scores are likely higher. A recent New York Times article speaks to accessing AP courses, specifically by a diverse group of students (http://www.nytimes.com/2013/11/27/us/pulling-a-more-diverse-group-of-achievers-into-the-advanced-placement-pool.html?_r=1&).
My opinion? Continue to support access for as many students who want to take the AP challenge as possible, and provide AP teachers with the most training and resources that we can afford. Encouraging continued employment of this MHS philosophy not only speaks to national, state, and Melrose emphasis on rigor and accountability to ensure that all students are college and career ready, but it also reinforces important life skills like taking on a new challenge, hard work, and perseverance. (And if they end up with college credits to take with them on their journey, all the better!)
Tuesday, November 26, 2013
MASC Conference Wrap Up
As promised, some things that struck me as particularly meaningful.......
* Most if not all districts are struggling with the problems caused by unfunded mandates (in other words, practices that state law says we have to perform, but for which they don't provide 100% funding). Districts can and should work with legislators to explain the challenges and help them propose solutions; finding time is tough.
* Districts have to make every single dollar do the work of many dollars. Data from a wide variety of sources must be gathered to thoughtfully design how resources are used to support giving our students the best education possible. Can districts partner for more purchasing power? Can technology be implemented to manage paperwork processes to redirect money for things like teaching and textbooks? Is there a way to start any special education programs so students can stay in the district?
* Plan, set goals, implement objectives and actions, use data to measure effectiveness; then repeat, repeat, repeat...........
* We are in a new era of communication and schools struggle to find the manpower, time, and money to understand and build communication mechanisms and systems that are prevalent in private industry. How do districts engage a community with social media (mechanism)? How do community members get to tell what they are thinking (system)? What are the communication priorities and what are the choices that must be made between and among communication investments and teaching students?
* Bullying is serious and it is a community-wide challenge - not just schools, not just homes, not just the time in-between. Two keys: using evidence-based programs and information, and like they say on the T, "if you see something, say something."
* Parent involvement is critical to helping students. Parents want to be involved. Schools want parents involved. Finding on-going ways for every single parent to know they are wanted and welcomed as educational partners is particularly important given the rapid pace of change in how teachers teach and how students learn. It's way different from when you and I went to school :)
* There are so many hard-working, talented, and kind educators, parents, legislators, volunteers, community members - and most important - students, who are willing to give of their time, talent, and treasure to improve education in the Commonwealth and around the country. Although we face constant challenge, it's important to remember to celebrate the successes - and right now I bet you can picture the face of a student who finally figured out that confounding math problem or could eloquently explain the simplicity and beauty of the Gettysburg Address. That's the goal we all share.
* Most if not all districts are struggling with the problems caused by unfunded mandates (in other words, practices that state law says we have to perform, but for which they don't provide 100% funding). Districts can and should work with legislators to explain the challenges and help them propose solutions; finding time is tough.
* Districts have to make every single dollar do the work of many dollars. Data from a wide variety of sources must be gathered to thoughtfully design how resources are used to support giving our students the best education possible. Can districts partner for more purchasing power? Can technology be implemented to manage paperwork processes to redirect money for things like teaching and textbooks? Is there a way to start any special education programs so students can stay in the district?
* Plan, set goals, implement objectives and actions, use data to measure effectiveness; then repeat, repeat, repeat...........
* We are in a new era of communication and schools struggle to find the manpower, time, and money to understand and build communication mechanisms and systems that are prevalent in private industry. How do districts engage a community with social media (mechanism)? How do community members get to tell what they are thinking (system)? What are the communication priorities and what are the choices that must be made between and among communication investments and teaching students?
* Bullying is serious and it is a community-wide challenge - not just schools, not just homes, not just the time in-between. Two keys: using evidence-based programs and information, and like they say on the T, "if you see something, say something."
* Parent involvement is critical to helping students. Parents want to be involved. Schools want parents involved. Finding on-going ways for every single parent to know they are wanted and welcomed as educational partners is particularly important given the rapid pace of change in how teachers teach and how students learn. It's way different from when you and I went to school :)
* There are so many hard-working, talented, and kind educators, parents, legislators, volunteers, community members - and most important - students, who are willing to give of their time, talent, and treasure to improve education in the Commonwealth and around the country. Although we face constant challenge, it's important to remember to celebrate the successes - and right now I bet you can picture the face of a student who finally figured out that confounding math problem or could eloquently explain the simplicity and beauty of the Gettysburg Address. That's the goal we all share.
Monday, November 25, 2013
Thanksgiving Day Football Tix.....
Did you know that by purchasing your Thanksgiving Day
football tickets in Melrose prior to game day, all those proceeds come back to
Melrose? (It works the same in Wakefield for you Warrior fans.) Receipts for
tickets purchased at the game are split 50-50 between Melrose and Wakefield. So if you think that turkey will
taste better with a side order of Red Raider pride, head to Gray’s Appliance,
the Mayor’s office, or the Athletic Director’s Office of the Melrose Public
Schools before the big day. Not only will you get a discount off the game-day
price, you’ll be keeping 100% of your ticket price in our fair city!
Thursday, November 21, 2013
PARCC - It's Coming.......
Two presentations at the MASC Conference were related to the Partnership for Assessment of Readiness for College and Careers (PARCC). Here are some notes:
* PARCC is to the Common Core State Standards as MCAS is to the former Massachusetts curriculum frameworks except that PARCC will be computer-based. It was "developed in response to concerns of educators, parents, and employers who want assessments that better measure students' critical-thinking and problem-solving skills and their ability to communicate clearly."#
* ELA will look different from MCAS in that it will more carefully assess writing and critical-thinking. Math will look different from MCAS in that students will solve problems and show how they solved them.
* Unlike MCAS results that are announced in the fall, PARCC results are expected to be announced in the spring so that student needs can be considered earlier.
* How will it be better for students entering MA public colleges and universities? Now, students are expected to take a test called Accuplacer which measures competency levels in math and language, and helps schools find the corresponding college level for students - but it doesn't necessarily measure what was happening in the high school's curriculum. PARCC is aligned with the curriculum and when administered, students scoring a 4 or higher will be considered college-ready and won't need to take competency tests (like Accuplacer) - they will already be considered college-ready. The expectation is that students will come better prepared for college, spend less time and money on remedial courses for which they must pay but for which they won't gain credits toward their degree, and as a result, complete their degree in the most efficient way possible. (According to Complete College America from 2012, 90% of community college students placed in remedial courses fail to get a 2-year degree within 3 years and 49% of state university and UMASS students in remedial courses fail to get a 4-year degree within 6 years.)
* The test is computer-based and is designed to engage students in problem-solving with colors, movement on the screen, etc. - something like the graphics that our students are used to.
* Concerns: Where will we get the money/training/infrastructure for this exam? How will we integrate this test when there are so many other things we are doing (Common Core curriculum; changing the way teachers are trained to help English Language Learners; making sure our teachers are evaluated fairly, regularly, and given support to help them improve; etc.)?
* Want to know more? Check out http://www.parcconline.org/
* In Melrose we are scheduled to field test PARCC in a number of schools but the final school and grade list isn't out yet. There are many other unknowns since the state is still making final decisions and rolling them out to districts. Supt. Taymore is following these developments closely and will keep us posted.......
# noted from the PARCC web site as referenced above.
* PARCC is to the Common Core State Standards as MCAS is to the former Massachusetts curriculum frameworks except that PARCC will be computer-based. It was "developed in response to concerns of educators, parents, and employers who want assessments that better measure students' critical-thinking and problem-solving skills and their ability to communicate clearly."#
* ELA will look different from MCAS in that it will more carefully assess writing and critical-thinking. Math will look different from MCAS in that students will solve problems and show how they solved them.
* Unlike MCAS results that are announced in the fall, PARCC results are expected to be announced in the spring so that student needs can be considered earlier.
* How will it be better for students entering MA public colleges and universities? Now, students are expected to take a test called Accuplacer which measures competency levels in math and language, and helps schools find the corresponding college level for students - but it doesn't necessarily measure what was happening in the high school's curriculum. PARCC is aligned with the curriculum and when administered, students scoring a 4 or higher will be considered college-ready and won't need to take competency tests (like Accuplacer) - they will already be considered college-ready. The expectation is that students will come better prepared for college, spend less time and money on remedial courses for which they must pay but for which they won't gain credits toward their degree, and as a result, complete their degree in the most efficient way possible. (According to Complete College America from 2012, 90% of community college students placed in remedial courses fail to get a 2-year degree within 3 years and 49% of state university and UMASS students in remedial courses fail to get a 4-year degree within 6 years.)
* The test is computer-based and is designed to engage students in problem-solving with colors, movement on the screen, etc. - something like the graphics that our students are used to.
* Concerns: Where will we get the money/training/infrastructure for this exam? How will we integrate this test when there are so many other things we are doing (Common Core curriculum; changing the way teachers are trained to help English Language Learners; making sure our teachers are evaluated fairly, regularly, and given support to help them improve; etc.)?
* Want to know more? Check out http://www.parcconline.org/
* In Melrose we are scheduled to field test PARCC in a number of schools but the final school and grade list isn't out yet. There are many other unknowns since the state is still making final decisions and rolling them out to districts. Supt. Taymore is following these developments closely and will keep us posted.......
# noted from the PARCC web site as referenced above.
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