Commissioner's Letter Regarding the PARCC Field Test

Commissioner's Rationale for PARCC Testing

Gifts to School Personnel

November 27, 2013

Dear Parents/Guardians, Teachers and Staff,

Re: School Employees and State Ethics Regulations On Gift Giving and Acceptance


The holiday season from Thanksgiving to New Year’s Day including the observance and celebration of Hanukkah, Christmas and Kwanza provides all of us with many opportunities to extend expressions and gifts of thanks, appreciation and best wishes to those, who work closely with our children and families on a daily basis, throughout the year. Many families want to include school personnel in such seasonal expressions of gratitude. As educators, school personnel appreciate support and encouragement from students and their families throughout the year.

There continue to be a number of questions raised as to what is appropriate and what the limits should be relative to gifts to school personnel during the holidays and at other times during the year.

School Committee policy and the State Ethics Commission regulations and advisories to public employees interpreting Massachusetts General Laws (Chapter 268A and 268B) offer us guidance and direction. In December of 2010 the State Ethics Commission approved amendments to 930 CMR 5.00, the regulatory framework for M.G.L. c. 268A, the state’s conflict of interest law. The newly amended 930 CMR 5.00 is now approximately twenty (20) single spaced pages containing changes to many aspects of the conflict of interest law. This letter will focus on the changes that affect gift giving and receiving for public school employees.

The letter and spirit of law, local policy and regulations suggest to us the following:

• The School Committee encourages the writing of letters of appreciation to staff members as a most appropriate way of expressing thanks and encouragement at any time during the year.

• Gifts to benefit classrooms and other school programs rather than individual staff members are appropriate with the understanding, that once given, these gifts become the property of the school and not any individual staff member.  A gift given to a teacher to use solely in the classroom or to buy classroom supplies is not considered a gift personally, and is, therefore, not subject to the $50.00 limit on personal gifts to teachers. Parents may give gifts to the classroom or the school in accordance with school committee policy. A teacher who receives such a gift must keep receipts documenting that the money was used for classroom supplies.

• Gifts for the personal use of a staff member presented by individual families are to be limited to a fair market value of $50.00 in a 365 day year. In order for a school employee to legally accept a gift of any value from a current students they must file a disclosure. Please note that the aggregate $50.00 limit originates from state regulation not local policy.

·  Gifts for the personal use of a staff member by a class as a group gift are allowed up to an aggregated maximum value of $150.00 in a 365 day academic year from current public school students and/or parents as long as the gift is identified only as being from the class, and the identity of givers and the amounts given are not identified to the recipient. In this instance, the employee does not have to make a disclosure. This limit also originates from Ethics Commission Regulations.

• Contributions to charitable organizations in the name of a staff member are permitted without limit.

On behalf of all of our staff, I wish each an every family a holiday season of relaxation, refreshment and renewal. We look forward to working with you on behalf of children throughout the school year.

Regards,

Bernie Creeden

Superintendent of Schools

Massachusetts 4th and 8th Graders Lead the Nation in Reading and Mathematics Performance for the Fifth Consecutive Time

MALDEN - Governor Deval Patrick announced on Thursday that Massachusetts 4th and 8th graders once again earned the nation's top scores in reading and mathematics on the 2013 National Assessment of Educational Progress (NAEP) exam. This year marks the fifth straight administration (2005, 2007, 2009, 2011, and 2013) in which Massachusetts students have scored first or tied for first place on all four NAEP tests. According to the 2013 NAEP results, Massachusetts ranked first alone among the states in 8th grade mathematics, and tied for first in 4th grade reading, 4th grade mathematics, and 8th grade reading. On all four tests, Massachusetts students scored well above the national average. "Education is the Commonwealth's signature calling card around the world," said Governor Deval Patrick. "I couldn't be more proud of our students, teachers, and school administrators whose dedication and hard work made this remarkable achievement possible for the fifth time in a row." "I applaud the hard work of our teachers, students, and administrators for this incredible feat," said Education Secretary Matthew Malone. "As we continue to compete in a global economy, it is imperative that we position and prepare all of our students for success so that they can flourish in college, career, and life." Since two years ago, the performance of Massachusetts students held steady on three of the four NAEP tests – reading at grade 8 and mathematics at grades 4 and 8. But in grade 4 reading, the average score for Massachusetts students in 2013 declined by five points. Massachusetts was one of only three states in the nation to see a statistically significant decline in grade 4 reading scores between 2011 and 2013. "Our performance in mathematics and in middle grade reading affirms the good progress we are seeing in classrooms across the Commonwealth," said Elementary and Secondary Education Commissioner Mitchell D. Chester. "But whether we look at NAEP or MCAS, our lower grade reading scores are a cause for concern. To address this, we are upgrading the state's curriculum, providing schools with tools and resources to support the shift to new college and career ready standards, and giving educators better feedback than ever before to improve their practice." For the first time this year, schools across the Commonwealth are fully implementing the 2011 Massachusetts Curriculum Frameworks in English Language Arts (ELA)/Literacy and Mathematics, which incorporate the Common Core State Standards. The new standards are more rigorous, coherent, and focused than previous standards – and reinforce the importance of reading, writing, speaking, and listening across all subjects, and not just ELA. School districts are also implementing the state's new educator evaluation system that places student learning at the center of evaluations and supports the professional growth of all teachers and administrators. The new system promotes opportunities for teachers to improve their practice and better serve students in their classrooms. NAEP, known as "The Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in core subjects. NAEP assesses representative samples of students in all 50 states and reports state-level results at grades 4 and 8. In Massachusetts, 9,300 students were randomly selected at grade 4 to take a NAEP reading or mathematics test, and 8,500 students were randomly selected at grade 8 to take a reading or mathematics test. The scale for NAEP reading and mathematics ranges from 0 to 500. According to the 2013 NAEP results, Massachusetts 4th graders had an average scaled score of 232 in reading, lower than in 2011 (237) and above the national average of 221. In mathematics, 4th graders scored 253, unchanged from 2011 and higher than the national average of 241. At grade 8, students scored 277 in reading, statistically unchanged from 2011 (275) and above the national average of 266. In mathematics, 8th graders scored 301, statistically unchanged from 2011 (299) and higher than the national average of 284. Other 2013 NAEP results for Massachusetts students included: Grade 4 Reading: • Massachusetts had the top scaled score (232), tied with Maryland (232), New Hampshire (232), Connecticut (230), and New Jersey (229). The remaining states scored statistically lower than Massachusetts. • 47 percent of all Massachusetts students scored Proficient or above, substantially higher than the national average of 34 percent and not statistically different from 2011 (50 percent). • In 2013, white students (average scaled score of 241) outscored African American students (209) and Hispanic students (208), and scored similar to Asian/Pacific Islander students (240). • 57 percent of white students scored Proficient or above, as did 21 percent of African American students, 20 percent of Hispanic students, and 57 percent of Asian/Pacific Islander students. • Massachusetts' female students at grade 4 outperformed male students in reading both in terms of scaled scores (235 to 229) and the percent scoring Proficient or above (51 percent to 44 percent). • The performance of students with disabilities (from 213 to 201) and students eligible for free or reduced price lunch (from 218 to 213) declined significantly between 2011 and 2013. The performance of English language learners (from 204 to 192) did not change significantly between 2011 and 2013. Grade 8 Reading: • Massachusetts had the top scaled score (277), tied with New Jersey (276) and Connecticut (274). The remaining states scored statistically lower than Massachusetts. • 48 percent of all Massachusetts students scored Proficient or above, significantly higher than the national average of 34 percent and similar to 2011 (46 percent). • The following student groups make significant score gains between 2011 and 2013: non-disabled students (from 280 to 283), students not eligible for free/reduced price-lunch (from 284 to 288), and English language learners (from 211 to 224). • In 2013, white students (average scaled score of 285) outscored African American students (255) and Hispanic students (253), while Asian/Pacific Islander students scored 286. • 57 percent of white students scored Proficient or above, as did 24 percent of African American students, 20 percent of Hispanic students, and 56 percent of Asian/Pacific Islander students. • Massachusetts' female students at grade 8 outperformed male students in reading both in terms of scaled scores (281 to 273) and the percent scoring Proficient or above (54 percent to 43 percent). • The performance of students with disabilities (from 249 to 246) and students eligible for free or reduced price lunch (from 257 to 260) did not change significantly between 2011 and 2013. Grade 4 Mathematics: • Students in Massachusetts, Minnesota, and New Hampshire had the top scaled scored (253). The remaining states scored statistically lower than Massachusetts. • 58 percent of all Massachusetts students scored Proficient or above, significantly higher than the national average of 41 percent and similar to 2011 (58 percent). • In 2013, white students (average scaled score of 260) outscored African American students (230) and Hispanic students (234), while scoring lower than Asian/Pacific Islander students (266). • 68 percent of white students scored Proficient or above, as did 26 percent of African American students, 32 percent of Hispanic students, and 72 percent of Asian/Pacific Islander students. • Massachusetts' male and female students at grade 4 performed similarly in 2013 in mathematics both in terms of scaled scores (253) and the percent scoring Proficient or above (59 percent to 58 percent). • The performance of students with disabilities (from 233 to 232), English language learners (from 228 to 223), and students eligible for free or reduced price lunch (from 239 to 237) did not change significantly between 2011 and 2013. Grade 8 Mathematics: • Students in Massachusetts had the top scaled score (301). The remaining states scored statistically lower than Massachusetts. • 55 percent of all Massachusetts students scored Proficient or above, significantly higher than the national average of 34 percent and significantly higher than 2011 (51 percent). • The following student groups made significant score gains between 2011 and 2013: non-English language learners (from 300 to 303), and students not eligible for free/reduced price-lunch (from 308 to 313). • In 2013, white students (average scaled score of 307) outscored African American students (277) and Hispanic students (277), while scoring lower than Asian/Pacific Islander students (323). • 63 percent of white students scored Proficient or above, as did 28 percent of African American students, 28 percent of Hispanic students, and 78 percent of Asian/Pacific Islander students. • Massachusetts' male and female students at grade 8 performed similarly in 2013 in mathematics both in terms of scaled scores (301 to 300) and the percent scoring Proficient or above (54 percent to 55 percent). • The performance of students with disabilities (268 in both years), English language learners (from 247 to 249), and students eligible for free or reduced price lunch (from 280 to 281) did not change significantly between 2011 and 2013. Additional information on NAEP is available on the Nation's Report Card website at www.nationsreportcard.gov.

Public School Teacher FAQs on the Conflict of Interest Law

 

Public School Teacher FAQs on the Conflict of Interest Law

Link to the State Ethics Commission:

http://www.mass.gov/ethics/education-and-training-resources/educational-materials/explanations-of-the-conflict-of-interest-law/public-school-teacher-faqs.html

Public school teachers – teachers who work for school districts, regional schools, and charter schools -- are subject to the conflict of interest law, G.L. c. 268A. This information sheet answers some questions about the law frequently asked by teachers. The following topics are covered:

Teacher Gifts

Question: My students’ parents want to give me an end-of-the-year gift. May I accept it?

Answer: It depends on the value of the gift. Public employees, including teachers, are prohibited by §§ 3 and 23(b)(2) of the conflict of interest law from accepting gifts worth $50 or more that are given to them because of the position they hold, or because of some action they could take or have taken in their position. Teachers and other public employees may accept gifts that are worth less than $50, but they have to disclose in writing the fact that that they have done so if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver’s child because of the gift. G.L. c. 268A, § 23(b)(3). Therefore, whether you may accept the gift depends on its value, and whether you must disclose a gift you are allowed to accept depends on the circumstances.

A teacher who is offered an end-of-the-year gift worth $50 or more should not accept it, unless it is a permissible class gift. The Commission created an exemption in its regulations at 930 CMR 5.08(14) to permit class gifts to teachers in certain circumstances. Under the exemption, the parents and students of a class, acting together, may give a gift worth up to $150 to a teacher, provided that the gift is identified only as being from the class, and the names of the givers and the amounts given are not identified to the teacher. A single class gift worth up to $150, or several class gifts during the school year with a total value up to $150, may be given. A teacher may not accept any other gift from someone who has contributed to a class gift. Therefore, if an individual gift is offered, before accepting it, the teacher must confirm that the giver did not contribute to the class gift.

A gift given to a teacher to use solely in the classroom or to buy classroom supplies is not considered a gift to the teacher personally, and is, therefore, not subject to the $50 limit on personal gifts to teachers. Parents may give gifts to the classroom or the school in accordance with the rules of the school district. A teacher who receives such a gift must keep receipts documenting that the money was used for classroom supplies.

Question: I’ve been told that I cannot even accept a plate of holiday cookies from a student without filling out paperwork. Is that correct?

Answer: No, it is not correct. A teacher who is offered an end of the year gift worth less than $50 by someone who did not contribute to a class gift may accept it, after confirming by asking that the giver did not contribute to the class gift. A gift worth less than $50 must be disclosed in writing if, based on the circumstances, a reasonable person would think that the teacher might unduly show favor to the giver or the giver’s child because of the gift. G.L. c. 268A, § 23(b)(3). A gift without retail value, such as a plate of cookies or other homemade food items, hand-picked flowers, handmade gifts, or other items worth less than $10, need not be disclosed, because a reasonable person would not think that a teacher would unduly show favor to the giver. A gift that might create such an appearance of a conflict – for example, a $40 bottle of wine given to a teacher who is going to write a college recommendation for a student – must be disclosed, in writing, to the teacher’s appointing authority. A teacher who accepts a gift worth less than $50 from a student or parent during the school year must file a disclosure if she will continue to teach the student during the rest of the year and the gift is valuable enough that it might create an appearance that she would unduly favor the student. The form that should be used for such a disclosure is form no. 13d at the following link: http://www.mass.gov/ethics/disclosure-forms/municipal-employee-disclosure-forms/

If a teacher gets a gift after the school year has ended and grades have been reported, and the gift is one that she may accept because the giver did not contribute to the class gift and the item given is worth less than $50, she need not file a disclosure unless she expects to perform official duties in relation to the student again, because if she will not have further contact with the student, there will be no appearance that she might unduly favor the student.

Tribal Lacrosse Spring 2014

 

Tribal Lacrosse Spring 2014

 

Tri-Town Tribal Lacrosse for Boys (grades 1 - 8) and Girls (grades K - 8) in Middleton, Topsfield, and Boxford.

Lacrosse is often referred to as the “fastest game on two feet” and is the fastest growing youth sport in the U.S. 

Since the inception of our youth lacrosse program in 1994, we have continued to focus on skill development, sportsmanship and encouraging a love for the game.  These efforts have provided a platform for many of our alumni to go on to compete in high school and college.

Registration Deadline: December 15, 2013.

Why so early? We need to submit the number of teams per age group to MBYLL and MBGLL early January for game scheduling. Please note, our program numbers are limited by many factors including coaching staff and the availability of indoor facilities and outdoor fields. While best efforts will be made to accommodate all players who register prior to the December 15^th, 2013 registration deadline, we strongly encourage families to register early as we will be closing registration for age groups as they become full.  After December 15, 2013, a late fee of $50 will be applied to all registrations.

2014 Fees*:

·         U8 Girls:  $70

·         U9 Boys:  $155

·         U11 – U15 Girls:  $195

·         U11 – U15 Boys: $200

·         U13/U15 Goalies (Boys & Girls):  50% discount

·         3 +children:  50% discount for the 3^rd+ player (not applicable to goalie fees)

* Scholarships – Tribal grants scholarships to families with income hardship or other extenuating circumstances such as temporary unemployment, number of students participating in athletics or co-curricular activities, or other situations. To apply, please contact Bonni Theriault at bonnit@comcast.net or another Tribal Board member before December 1, 2013.   

To Register for Spring 2014 Lacrosse, go to www.triballax.org

November is Family Literacy Month

Patrick Administration Proclaims November to be Family Literacy Month

MALDEN - The Patrick Administration has proclaimed November 2013 to be the Commonwealth's 17th annual Family Literacy Month in recognition of the pivotal role that parents and family members play in the educational success of their children.

To celebrate and recognize Family Literacy Month, communities across the state will host activities throughout November to bring together families in support of literacy, lifelong learning, and family well-being.

"Children who can read at an early age have a much greater chance of succeeding in today's global economy, and every family should make an effort to spend more time reading with our youngest citizens," said Governor Deval Patrick.

"Reading is the foundation on which an excellent education is built," said Education Secretary Matthew Malone. "We must encourage all family members to partner with children to develop literacy skills. Take out some extra time during this Family Literacy Month to read together."

The Patrick Administration is committed to building children's early literacy skills from pre-K through grade 3 as part of a statewide strategy to enhance program quality across sectors and improve student outcomes. The Early Literacy Expert Panel, established under legislation signed by Governor Patrick in September 2012, met for the first time this week. The panel will develop recommendations on literacy curricula, effective instructional practices, pre-service and in-service professional development, and family partnership strategies, among others.

Schools across the Commonwealth are also implementing the 2011 Massachusetts Curriculum Framework in English Language Arts (ELA) and Mathematics, which incorporate the Common Core State Standards. The new standards, which are more rigorous, coherent, and focused than previous standards, reinforce the importance of reading, writing, speaking, and listening across all subjects, and not just ELA.

"Educators are energized by the new standards, and we are developing new online resources and tools they can use in the classroom," said Elementary and Secondary Education Commissioner Mitchell Chester. "But building a strong foundation in literacy is a shared responsibility of families and educators, and essential to students' future success."

Family Literacy Month is sponsored by the Massachusetts Family Literacy Consortium (MFLC), a group of state agencies, community organizations, parents, and providers dedicated to expanding and strengthening family literacy and support. Among the activities taking place in November across Massachusetts are the following:

• November 2 (Cambridge) – The 17th Annual Cambridge Family Literacy Fun Day will take place from 10:30 a.m. to 2:30 p.m. at Cambridge City Hall. The event, which is free and open to all Cambridge families with children in pre-K through grade 3, will include children's activities, free books, Bonaparte the Magician, sing-a-longs, face painting, and more. The Cambridge Family Literacy Collaborative, which includes seven major organizations and agencies, sponsors this annual event.
• November 4 (Southborough) – Southborough Public Library invites parents with children ages 2-5 for a preschool story time from 10:30 to 11:15 a.m. The story time will feature several stories and a craft based on a weekly theme. No registration is required for this event.


• November 6 and 23 (Medford): Medford Public Library is providing story times for children ages 2-5 at 10 a.m. Parents and their children will enjoy hearing stories and doing a simple craft. No advance registration is necessary for this event.


• November 9 (Lawrence): Community Pathways Lawrence, a local partnership of community organizations, will conduct a Family Literacy Day from 10 a.m. to 1 p.m. at the Lawrence Public Library. Everyone is welcome to attend and no reservations are required. Several community leaders will participate in the day as celebrity readers. Every child will receive a free book. There will be refreshments, prizes, and family friendly entertainment. For more information or to ask questions, please contact Betsy Leeman, Director of the Asian Center of Merrimack Valley, Inc., at 978-683-7316 or betsyleeman@asianacentermv.org.
• November 9 (Chelsea) – The city's 8th Annual Family Literacy Day, "Chelsea Reads," will take place at the Chelsea Public Library from 11 a.m. to 2 p.m. Raising a Reader and the Chelsea/Revere Family and Community Network Program are partnering with the library to provide this free event for toddlers and up. The event will include book-based activities, storytellers, face painting, and a disc jockey providing age appropriate music. Police Chief Brian Kyes, State Senator Sal DiDomenico, State Representative Eugene O'Flaherty, and other special guests will read books to children. While supplies last, all children under 12 will receive a backpack containing several books.
• November 9 (Wrentham) – The Fiske Public Library invites families to Sweet Dreams – Bedtime Tales at 10 a.m. Award-winning storyteller Diane Edgecomb will fully enact classic fairytales including Snow White, Rose Red, and Goldilocks and The Three Bears. Tickets for this free event are available at the library's circulation desk. The Wrentham Food Pantry will also collect canned-good donations.


• November 16 (Mashpee) – The Mashpee Public Library invites families to learn all about dinosaurs during a family science program at 10:30 a.m. The event will include fun, hands-on activities for children age 3 and up. The Mashpee Coordinated Family and Engagement Grant will help support this free event. No registration is required.
• November 18 (Kingston) – The Kingston Public Library invites parents and children to discover some fun ways to reinforce early literacy at home. The event is from 6:30 to 7:30 p.m. and will feature various early literacy stations during a fun, interactive program. The South Shore Community Action Council's Coordinated Family and Community Program is sponsoring this event, which will be facilitated by Stephanie Legg, the children's librarian at Kingston Public Library. Registration is required by sending an email to cmsteeen@sscac.org or completing a form available at the library.

For more information on family literacy and ways to promote family literacy, learning and involvement, visit the Department of Elementary and Secondary Education's website at http://www.doe.mass.edu/familylit/month/. The Department of Early Education and Care also has resources to support families with young children on its website at http://www.mass.gov/edu/birth-grade-12/early-education-and-care/parent-and-family-support/.

Middleton Get Moving Night November 15, 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 5^th,  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 28^th. 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

Math In Focus Parent Presentation

 

 

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.

 

Ursula Whitney, RD, LDN to speak on Nutrition at the Howe-Manning School on November 6th

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

2. The second resource is an excellent five minute video for us as parents and educators to use when preparing to talk with our children:

http://link.brightcove.com/services/player/bcpid1418446683001?bckey=AQ~~,AAAA-0SHTMk~,-wEchEh36Hp6r5NL-JmFB67Stiu30Hbe&bctid=1745592435001

 

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                 

 

Bradford Ski Program Spofford Pond School

TBM Rotary Club Fall Foliage Classic Sunday October 20th

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.

 

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