Thursday, October 31, 2013

DESE Coordinated Program Review in Topsfield - November 18-20, 2013


October 31, 2013

Bernard F. Creeden, Superintendent of the Topsfield Public Schools, was informed by the Department of Elementary and Secondary Education of an upcoming Coordinated Program Review that will be taking place this school year. As part of this Coordinated Program Review, Department staff will visit the district during the week of November 18th.  Such visits are routinely conducted by the Department to satisfy federal and state requirements for the periodic review of specific education programs and services in schools throughout the Commonwealth.  The Department is reviewing several programs during a single visit in order to use Department and school staff’s time most efficiently and to encourage strong connections among the programs.

The Department's Coordinated Program Review will address the following programs:   Special Education, English Learner Education, and Civil Rights.  After reviewing school district procedures for these programs, a Department team will make its onsite visit, during which it will review individual student records, interview administrators, teachers and paraprofessional staff, survey parents and observe instructional spaces. After the onsite visit it will prepare a report for the superintendent and school committee, with detailed findings for each program. 

Using a scale of ratings ranging from “Commendable” to “Not Implemented,” the report will rate the implementation of each requirement reviewed by the Department. Where requirements are found not implemented or only partially implemented, the district must propose to the Department corrective action to bring those areas into compliance with statutes and regulations.  Districts and schools are encouraged to incorporate the corrective action into their district and school improvement plans and professional development plan. The school district will be provided with technical assistance from the Department in developing a corrective action plan.  Both the Department’s report and the corrective action plan are public information and will be available to the public upon request. Program Review Final Reports are also available on the Department’s Internet website at <http://www.doe.mass.edu/pqa/review/cpr/reports/>.

Any member of the public may request to be interviewed by telephone by a member of the Department's visiting team.  Those wishing to be interviewed should call the superintendent's office  at 978-887-0771,  no later than  November 5th,  to leave their name and phone number, or they may call the Department of Elementary and Secondary Education at (781) 338- 3720, to speak with Nathan Lemmon, the DESE’s on-site Chairperson.  Mr. Lemmon or another member of the visiting team will contact each person desiring an interview within two weeks after the completion of the onsite visit.  If an individual is not comfortable communicating in English or requires some other accommodation, the Department will make arrangements to communicate appropriately with the individual.

 

Math In Focus Parent Night Presentation October 28th


Dear Tri-Town Families, Teachers and Staff,
More than 50 people were able to attend the Math In Focus Parent Night on October 28th. For those who are interested and could not attend the narrated presentation is available by accessing the link below. This link will take you to the Curriculum Page on the Tri-Town School Union web site. We hope you find the presentation to be both interesting and informative.
Warm Regards,
Christine Elliott
Director of Curriculum


 

 

Monday, October 28, 2013

Invitation to the Omnibus Technology Advisory Committee (OTAC) Kickoff Meeting


Invitation to the Omnibus Technology Advisory Committee (OTAC) Kickoff Meeting


The Boxford School Committee has established an Omnibus Technology Advisory Committee to assist in establishing the future direction for Digital Learning in our schools. Parents/guardians, teachers, staff and members of the community are welcome to become involved with this effort. The first meeting has been scheduled for:


Cole School Meeting room
Tuesday, November 5
3:00pm - 4:30pm

Please prepare for the meeting by thinking about, or even bringing answers with you to, the following focus question:

What issues do you see going forward with digital learning in our schools? Please be specific.

This kickoff meeting will be a working session to gather a comprehensive set of data not only from committee members, but also from the Boxford learning community, so the more input we have from people like you, the better. 

If you cannot attend but would like to identify issues for the committee, please make a bulleted list in response to the focus question and send it to drivers@tritownschoolunion.com. Please list each issue as a single bullet that would fit handwritten on a post-it note without any further explanation. All of the issues that you list will be transcribed onto post-it notes, and will remain anonymous.


Best regards,
David Rivers, OTAC Organizer, Boxford Elementary School Committee



More information about the OTAC:

Charter: OMNIBUS TECHNOLOGY ADVISORY COMMITTEE to the BOXFORD SCHOOL COMMITTEE

Goal

The Omnibus Technology Advisory Committee is being established for the purpose of studying and developing a Technology Strategy and Plan for the Boxford Elementary School District, and making recommendations to the Boxford School Committee for consideration and implementation.

Technology is a shifting landscape. We need our district to be flexible and responsive to technology so that we can make the best use of the tools available for our students.

Deliverables for 2013-2014 School Year

The OTAC members will formulate the specific agenda for research, development and implementation, but they should focus on the following goals for the 2013-2014 school year.

 - Assess and evaluate the district’s current technology status. Create a prioritized list of short term recommendations to the School Committee for the 2014-2015 school budget (by December, 2013)

- Prepare a 2-year Technology Plan and a 5-year Strategic Technology Plan. The 5-year Strategic Technology Plan will contain long-range goals that will serve as guides for the 2-year Technology Plan, which will be more tactical (by May, 2014).

- Recommend the Technology Assessment standards (based on the state technology standards) to be used in the 2014-2015 school year (by June, 2014).

- Recommend Technology Professional Development opportunities for staff members (both formal and informal training).


Operational Guidelines

As an Advisory committee to the School Committee, the OTAC will provide recommendations to the BSC that are based on fact and research.

The OTAC will be chaired by the Technology Liaison of the Boxford School Committee.

The OTAC will prepare reviews and reports, for the Boxford School Committee in November and March of each year and progress reports at appropriate intervals.

The Boxford School Committee will have the final authority on the OTAC's recommendations for implementation.

 

Thursday, October 24, 2013

Tragedies in Danvers and Nevada


October 23, 2013

Dear Tri-Town Parents, Guardians, Teachers and Staff,  

Once again we are compelled to come together as school communities to respond to this week’s horrific events on Tuesday at a Middle School in Nevada and yesterday at Danvers High School. Our thoughts and prayers go out to the families and educators impacted so directly in these two learning and teaching communities. The loss of two dedicated teachers within days of each other is most difficult to comprehend. All of us directly involved in the educational process are deeply affected by having such unimaginable events occur in schools. The sense of loss we feel is deep as we try to understand that which is so difficult to understand. We all feel vulnerable in times like these; however by working together we can renew our strength and sense of well being and safety.

A number of our staff members live in Danvers. Many of them have children who attend school in Danvers.  Many of our families and staff have relatives and friends who live in Danvers. Many of us have professional colleagues who work in the Danvers school system. We can all look for ways to support them as their children prepare to return to class in the days to come.

We will look for ways to reach out to offer support to all dealing with the trauma of this week’s attacks. Locally, we will continue to work with our public safety officials in building school cultures that promote safe environments for learning and teaching in our schools and our communities.

We are including in this message two resources, which were shared in April at the time of the Marathon bombing, which you may find to be helpful in “listening” and “talking” with children and each other about this week’s tragic events.

  1. The first resource is from the National Association of School Psychologists (NASP) (2013): “Helping Children Cope With Terrorism- Tips for Families and Educators”     
“Acts of violence that hurt innocent people are frightening and upsetting. Children and youth will look to adults for information and guidance on how to react. Parents and school personnel can help children cope first and foremost by establishing a sense of safety and security. As horrible as these events are, children need to know that acts of terrorism are extremely rare in the United States. As information becomes available, adults can continue to help children work through their emotions and help them to learn how to cope with other life challenges.

All Adults Should:

1.      Model calm and control. Children take their emotional cues from the significant

adults in their lives. Avoid appearing unnecessarily anxious or frightened.

 2. Reassure children that they are safe and (if true) so are the important adults and other loved ones in their lives. Depending on the situation, point out factors that help ensure their immediate safety and that of their community.

3. Remind them that trustworthy people are in charge. Explain that emergency workers, police, firefighters, doctors, and the government are helping people who are hurt and are working to ensure that no further tragedies like this occur.

4. Let children know that it is okay to feel upset. Explain that all feelings are okay when a tragedy like this occurs. While you do not want to force children to do so, let children talk about their feelings and help put them into perspective. Even anger is okay, but children may need help and patience from adults to assist them in expressing these feelings appropriately.

5. Tell children the truth. Don’t try to pretend the event has not occurred or that it is not serious. Children are smart. They will be more worried if they think you are too afraid to tell them what is happening. At the same time, however, don’t offer unasked for details. Let children’s questions be your guide.

6. Stick to the facts. Don’t embellish or speculate about what has happened and who might be responsible. Don’t dwell on the scale or scope of the tragedy, particularly with young children.

7. Be careful not to stereotype people that might be associated with the violence. Children can easily generalize negative statements and develop prejudice. Talk about tolerance and justice versus vengeance. Stop any bullying or teasing immediately.

8. Keep your explanations developmentally appropriate. Early elementary school children need brief, simple information that should be balanced with reassurances that the daily structures of their lives will not change. Upper elementary and early middle school children maybe more vocal in asking questions about whether they truly are safe. They may need assistance separating reality from fantasy. Upper middle school and high school students may have strong and varying opinions about the causes of violence and threats to safety in schools and society. They may share concrete suggestions about how to make school safer and how to prevent tragedies in society. They will be more committed to doing something to help the victims and affected community. For all children, encourage (but don’t force) them to verbalize their thoughts and feelings. Be a good listener!

9. Maintain a “normal” routine. To the extent possible stick to normal classroom or family routines but don’t be inflexible. Some children may have a hard time concentrating on schoolwork or falling asleep at night.

10. Monitor or restrict viewing scenes of the event as well as the aftermath. This should include viewing scenes of the event by social media. For older children, caution against accessing news coverage from only one source.

11. Observe children’s emotional state. Depending on their age, children may not express their concerns verbally. Changes in behavior, appetite, and sleep patterns can also indicate a child’s level of grief, anxiety or discomfort. Children will express their emotions differently. There is no right or wrong way to feel or express fear or grief.

12. Be aware of children at greater risk. Children who were physically close to or knew someone affected by this particular event, have had a past traumatic experience or personal loss, suffer from depression or other mental illness, or with special needs may be at greater risk for severe reactions than others. Be observant for those who may be at risk of suicide. Seek the help of a mental health professional if you are at all concerned.

13. Provide an outlet for students’ desire to help. Consider making get well cards or sending letters to the families and survivors of the tragedy, or writing thank you letters to doctors, nurses, and other health care professionals as well as emergency rescue workers, firefighters and police.

14. Keep lines of communication open between home and school. Schools are a good place for children to experience a sense of normalcy. Being with their friends and teachers is helpful. Schools should inform families about available resources, such as talking points or counseling, and plans for information sharing and discussions with students. Parents should let their child’s teacher or school mental health professional know if they have concerns or feel their child may need extra support.

15. Monitor your own stress level. Don’t ignore your own feelings of anxiety, grief, and anger. Talking to friends, family members, religious leaders, and mental health counselors can help. It is okay to let your children know that you are sad, upset, or anxious; but that you believe things will get better. You will be better able to support your children if you can express your own emotions in a productive manner. Get appropriate sleep, nutrition, and exercise. “

© 2013, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, Fax (301) 657-0275; www.nasponline.org
  1. The second resource is an excellent five minute video for us as parents and educators to use when preparing to talk with our children:


 
Do not hesitate to contact your school’s principal, school psychologist, counselor or teachers with any questions you or your children may have. We are ready to work with you to provide your children the support they need.

 
Sincerely

Bernie Creeden 

Superintendent of Schools                 

 

Tuesday, October 15, 2013

DESE Coordinated Program Review Scheduled in Tri-Town Elementary Schools


October 15, 2013

Bernard F. Creeden, Superintendent of the Tritown School Union, has been informed by the Department of Elementary and Secondary Education of an upcoming Coordinated Program Review that will be taking place this school year. As part of this Coordinated Program Review, Department staff will visit the district according to the following schedule:
  •  Middleton- Week of October 21, 2013
  • Topsfield- Week of November 18, 2013
  • Boxford- Week of December 16, 2013
Such visits are routinely conducted by the Department to satisfy federal and state requirements for the periodic review of specific education programs and services in schools throughout the Commonwealth.  The Department is reviewing several programs during a single visit in order to use Department and school staff’s time most efficiently and to encourage strong connections among the programs.

The Department's Coordinated Program Review will address the following programs:   Special Education, English Learner Education, and Civil Rights.  After reviewing school district procedures for these programs, a Department team will make its onsite visit, during which it will review individual student records, interview administrators, teachers and paraprofessional staff, survey parents and observe instructional spaces. After the onsite visit it will prepare a report for the superintendent and school committee, with detailed findings for each program.

Using a scale of ratings ranging from “Commendable” to “Not Implemented,” the report will rate the implementation of each requirement reviewed by the Department. Where requirements are found not implemented or only partially implemented, the district must propose to the Department corrective action to bring those areas into compliance with statutes and regulations.  Districts and schools are encouraged to incorporate the corrective action into their district and school improvement plans and professional development plan. The school district will be provided with technical assistance from the Department in developing a corrective action plan.  Both the Department’s report and the corrective action plan are public information and will be available to the public upon request. Program Review Final Reports are also available on the Department’s Internet website at <http://www.doe.mass.edu/pqa/review/cpr/reports/>.

Any member of the public may request to be interviewed by telephone by a member of the Department's visiting team.  Those wishing to be interviewed should call the superintendent's office  at 978-887-0771,  to leave their name and phone number, or they may call the Department of Elementary and Secondary Education at (781) 338- 3715, to speak with Dr. Joan Brinckerhoff, the DESE’s on-site Chairperson.  Dr. Brinckerhoff or another member of the visiting team will contact each person desiring an interview within two weeks after the completion of the onsite visit.  If an individual is not comfortable communicating in English or requires some other accommodation, the Department will make arrangements to communicate appropriately with the individual.

 

Sunday, October 13, 2013

The Flu: A Guide for Parents- MADPH



Math In Focus Parent Night October 28th


Welcome to the Tri-Town School Union Superintendent Blog

Dear Tri-Town Families, Teachers and Staff,

One of our primary district goals is to communicate to our school learning community about the teaching and learning that takes place in our schools and classrooms each and every day. It is my intent to use this medium to share what we are doing at the Harry Lee Cole, Spofford Pond, Fuller Meadow, Howe-Manning, Steward and Proctor Schools on a regular basis. in addition, I will report out regarding the many initiatives that are being undertaken by our school committees to support the teaching and learning process in the Tri-Town.

In the posts to come, we will celebrate the ccomplishments of children and teachers, examine the challenges we face, and provide suggestions and links to learning opportunities and larger educational issues schools are being asked to address.

I hope you will find these posts to be interesting and informative. Your suggestions for topics as well as general feedback will be most appreciated.

Sincerely,

Bernie Creeden 
Superintendent of Schools