state of the district - south orange maplewood school district

South Orange And

Maplewood

STATE OF THE DISTRICT JANUARY 2013

Statistics Reflect 2011-2012 School Year

LETTER FROM THE BOARD OF EDUCATION

Excelsior, the Columbia High School motto, means “ever upward.” How fitting then, that the academic outcomes for our students, district-wide in South Orange and Maplewood, have been heading upwards the last several years. The numbers of students scoring proficient and advanced proficient are trending upwards; advanced coursework participation is increasing; we continue to close our internal achievement gap; Advanced Placement (AP) test scores in the high school are on the rise; and our district’s ranking in NJ Monthly’s best public high schools list has risen from 89th to 47th in the last 4 years!

Of course these successes would not be possible without the impressive talent and dedication of our district staff, the exceptional instructional leadership of our administration, the hard work by our students, and the support provided by families and community members.

Committed to keeping this momentum going, the Board of Education approved important changes last year that were rolled out this year, including a new math curriculum, targeted reading interventions, and afterschool instrumental music opportunities at the elementary level. More students are experiencing rigorous coursework in both the middle schools and the high school, International Baccalaureate training for middle school teachers has begun in preparation for implementation beginning in 2013-14, increased afterschool enrichment opportunities are offered in the middle schools, and increased online learning opportunities are available for high school students.

The Board has also committed substantial resources for professional development, effective teacher and administrator evaluations and feedback, and peer collaboration to support and empower our staff for the challenging work of preparing every student for post-secondary success. We are fortunate that our staff is committed to helping all students succeed in courses and activities that will prepare them for college and careers after high school.

As we strive for continuous improvement, we recognize the importance of sharing information with, and receiving input and feedback from, all stakeholders. An upgraded District website, the posting of agendas and meeting notes for Board committees, a central BOE email, community forums and satisfaction surveys offer numerous venues for receiving information from, and communicating with, the Board and administration.

Our commitment to providing a well-rounded education for all students is exemplified by the breadth of success and awards earned by Columbia High School students. CHS continues to provide an impressive range of advanced classes across all disciplines, including math, music, lab sciences, social sciences, literature, art and world languages, sending scores of graduates to some of the most competitive colleges in the country. A few shining examples of academic success from the 2011-12 school year include 22 students achieving perfect scores on one or more sections of the SATs, and 113 students receiving Advanced Placement (AP) Scholar Awards, including 6 National AP and 33 Distinguished AP Awards. CHS students received national recognition in writing and world languages, had their work published in acclaimed journals and won scholarships to prestigious summer programs. 2 CHS students were accepted to the NJ Governor’s School, 1 student was a co-winner in the 2012 Princeton Prize in Race Relations, and 1 student, out of 80 worldwide, was selected to attend the summer Research Science Institute at MIT.

In addition to purely academic accomplishments, CHS students won state and national awards for their school newspaper and literary magazines, student council initiatives, filmmaking, and TV productions. Numerous students were selected for prestigious state, regional and national instrumental and vocal programs. The Robotics team won NJ and PA state titles and the Physics team placed 7th in the State Science League. In sports, The Girls Fencing Team won the State Championship title for the 10th time, the Boys team placed 2nd in the state, and the Fencing coach was named the Star Ledger Coach of the Year. The Boys and Girls Track and Field program won team and individual awards at the county and state level, and athletes across numerous sports were named to All-State, All-Group 4, All-Area, and All-Essex teams, including 1 member of the Girls Track team, ranked 3rd nationally in her event, being named the Star-Ledger Essex County Athlete of the Year.

There is so much in SOMSD to be proud of, but there is still much work to be done to provide all of our students with the prospect of a bright future beyond high school graduation. To this end we will continue to expand the learning opportunities for all students, develop and support a world-class staff, keep our community informed and engaged in the process, and at the same time manage District resources in a manner that is responsive to the ongoing fiscal pressures of the community.

Under the strong leadership of Dr. Osborne and his administrative team, and their unwavering commitment to provide all students in the South Orange-Maplewood School District with the opportunity to achieve their highest potential, we will continue to move toward making our vision a reality: to be the top-performing diverse suburban school district in the nation!

President, Board of Education

Community

Engagement & Outreach Committee

David Giles, Chair

Sandra Karriem

Madhu Pai

Andrea Wren-Hardin

Staff:

Paul Roth

Suzanne Turner

Excellence & Equity Committee

Bill Gaudelli, Chair

Jeffrey Bennett

Lynne Crawford

Andrea Wren-Hardin

Staff:

Patricia Barker

Lydia Furnari

Finance, Facilities & Technology Committee

Andrea Wren-Hardin, Chair

Beth Daugherty

David Giles

Madhu Pai

Staff:

Paul Roth

Cheryl Schneider

Policy & Monitoring Committee

Beth Daugherty, Chair

Jeffrey Bennett

Wayne Eastman

Bill Gaudelli

Staff:

Jessica de Koninck

James Memoli

Board Members

Elizabeth Daugherty Board President

Term: 2010 – 2013

Sandra Karriem 1st Vice-President Term: 2011 - 2014

Lynne E. Crawford 2nd Vice-President Term: 2010 - 2013

Jeffrey Bennett

Term: 2012 - 2015

Wayne Eastman Term: 2012 - 2015

Bill Gaudelli

Term: 2011 - 2014

David R. Giles Term: 2010 - 2013

Madhu Pai

Term: 2012 - 2015

Andrea Wren-Hardin

Term: 2011 - 2014

LETTER FROM THE SUPERINTENDENT

The South Orange Maplewood School District is on a journey, becoming a school system that truly prepares all students for the future they will inherit. We have been strategic about continuous improvement, enhancing student learning, strengthening teaching, engaging parents as partners, operating more efficiently, and doing more with less. SOMSD schools are filled with committed, competent, and caring leaders, educators, and support staff who have been making a profound and measurable difference for our students.

Thanks to a talented staff and strategic Board of Education leadership, the evidence shows that our students and schools have made major strides in the past several years and that we are moving in the right direction. As you will read in the following pages, we have narrowed the gap between performance results of our students and that of the District Factor Group (DFG), which consists of other districts with a similar socioeconomic status. At the same time, we have narrowed the black/white achievement gap within our system, and the percentage of students scoring advanced proficient on standardized tests has improved as well. In short, we have been raising the bar and narrowing the gap.

We are capitalizing on the momentum that comes from this improvement and moving aggressively to align our curricula to the new, more rigorous and college preparatory Common Core State Standards, to transition to the International Baccalaureate Middle Years Programme in our middle schools, to enhance after-school learning and enrichment opportunities, and to increase rigor and access to college preparatory coursework in Columbia High School.

Fiscally, we have made hard choices to operate more efficiently in light of the economic recession and the tax stress of the two towns. We have restructured the district budget to streamline operations and better resource schools, classrooms, and instruction, and we have pruned expenses carefully, to keep our operating budget within the 2% cap, even when we qualified for cap adjustments. Because of our Board of Education’s strategic approach to system improvement and our fiscal judiciousness, we have reduced the year-over-year tax impact while making very real progress in student learning, minimizing cuts to existing programs, holding the line on class size, and honoring our long-standing commitment to a rich array of AP classes, honors classes, arts programs, clubs, activities, and athletics.

There is still a great deal of work in front of us and many challenges to overcome if we are to truly prepare each and every student for the challenges they will face after high school. While there is evidence of narrowing gaps among groups within our district, double digit gaps still exist, signaling that we still have far to go in setting high expectations for each of our students, and providing the support needed for each of them to meet those expectations.

In addition, we continue to face fiscal challenges. Elementary school enrollment has increased more than 20% over the past 6 years. Larger grade cohorts will move up to the middle school next year and high school in the next few years, creating some pressing capital needs, and pushing our operating expenses beyond what is provided by the 2% cap.

Overall, our students need greater levels of preparation than the generations before them. Our graduates will inherit a new reality, with automation and outsourcing causing significant shifts in the job market and global economy. In fact, most of the jobs our students will have in the future haven’t even been created yet. Whether they choose to attend college or not, all our students need high-level 21st century skills when they graduate to be able to succeed in any field. Working together, we have the capacity and talent needed to prepare each and every one of them for this new reality.

I am truly honored to serve as your superintendent, grateful for the support the community gives to its public schools, and humbled by the exciting growth taking place across the district. I look forward to working together to build on our successes and create a system that truly prepares every single student to be fully ready for college and career.

Superintendent

Senior Leadership Team

Dr. Brian G. Osborne

Superintendent

Ms. Cheryl Schneider Business

Administrator/Board Secretary

Mr. James Memoli

Assistant Superintendent for Administration

Dr. Lydia E. Furnari Assistant Superintendent

for Curriculum & Instruction

Dr. Patricia Barker Director of Special Services

Ms. Jessica G. de Koninck In-House Counsel

Mr. Paul Roth Chief Information Officer

Ms. Suzanne M. Turner Director of Strategic

Communications

Principals

Dr. Lovie Lilly Columbia High School

Mr. Jeffrey Truppo Maplewood Middle

School

Mr. Joseph Uglialoro South Orange Middle

School

Ms. Patricia O’Neill Clinton Elementary

School

Ms. Susan Grierson Jefferson Elementary

School

Ms. Bonita Samuels Marshall Elementary

School

Mr. Mark Quiles Seth Boyden

Elementary School

Ms. Tina Lehn South Mountain

Elementary School

Ms. Malikah Majeed Tuscan Elementary

School

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Vision

The South Orange-Maplewood School District will be the top-performing diverse suburban school district in the nation.

Our Mission

To prepare each and every student, regardless of demographic or socioeconomic background, for postsecondary educational success, and to educate all students to be responsible and productive members of the global society at large, and especially:

• caring, collaborative and ethical people

• critical thinkers and problem solvers

• effective writers and speakers

• thoughtful consumers and producers of media

• lifelong learners

Core Values

We measure success by student growth and achievement

Every student is worthy of intellectual respect

Effective teaching is essential

Quality education demands genuine appreciation of differences

We can all learn from each other

Parents and guardians are our partners

Demography is not destiny, academically or otherwise

All students deserve the opportunity to achieve their fullest potential

Preamble

These district goals establish the ends by which the district’s success in fulfilling its mission of educating students shall be measured from 2011-14. Each of these goals, and the underlying objectives, is important and relates to the others. No objective shall be considered met if its achievement comes through the erosion of another objective’s baselines.

These goals—specifically their achievement or lack thereof—shall form the primary basis for evaluation of the superintendent by the board. The board presents this document as the primary statement of priorities that shall govern the initiatives, and budget allocations in 2011-12. Each year the board will review and amend these goals by resolution, including resetting and adding milestones.

Lastly, the board wishes to emphasize that the schools of South Orange-Maplewood seek to educate the complete student, utilizing a broad and diverse curriculum that includes art, music, languages, technology, physical education and other subjects that may not be mentioned as priorities in the goals that follow. Although continuing improvement in the quality of language-arts and math instruction is an essential priority (as indicated in Goal One), it is not the board’s intent that such improvement should occur through a de-emphasis of the arts, humanities and sciences.

Roles

The board has a responsibility to ensure that the district goals reflect community values, to establish the necessary policies to achieve the goals, and to communicate with the community about the goals and progress toward them.

The superintendent is responsible for progress toward the goals, through the management of all staff to achieve clearly stated milestones. The board shall evaluate his performance by assessing success against the milestones on an annual basis.

Definitions

Each of the four district goals has four or five components:

Goal statement. Articulation of the fundamental, long-term aspirations for the schools of South Orange-Maplewood.

Objectives. Major components of the goals.

Indicators. Criteria used to evaluate progress toward the objectives. They consist of types of information, both quantitative and qualitative, that can reasonably be used to evaluate progress.

Baselines. Articulation of the current status for each indicator.

Milestones. One-year targets that serve as the primary basis for measuring the district’s progress and the chief means among several for evaluating the superintendent’s annual performance.

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Goals

Articulation of the fundamental, long-term aspirations for the schools of South Orange-Maplewood.

1 Student Learning: Promote the intellectual growth of all students

2 Professional Staff: Consistently and collaboratively lead students of diverse backgrounds and learning styles to learn at or above the appropriate grade-level standards

3 Engagement and Outreach: Engage parents and students to be partners with staff in facilitating learning both in and out of school

4 Resource Management: Pursue and achieve Goals 1-3 while slowing the rate of increase in operating expenditures

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1. Students will demonstrate proficiency on key benchmarks to postsecondary readiness equal to or better than peer districts (District Factor Group ―”I”).

2. Black students in the district will increasingly perform at a level comparable to their white peers.

3. Rigorous curricula and expanded learning opportunities will enable all students to thrive and reach their academic potential.

4. A performance evaluation and compensation system will be driven by objective measures that are tied

to student learning and school/district goals. 5. Professional development programs and activities will strengthen district faculty’s ability to contribute

to measurable improvements in student achievement. 6. Use of data analysis to guide instructional coaching and development.

7. Recruitment and hiring will increase the quality and diversity of the professional staff. 8. A staff recognition program will identify and celebrate excellent teaching. 9. Parents and guardians will be effectively engaged in students’ education.

10. Parents, students, staff and members of the South Orange-Maplewood community will receive timely

and effective communications regarding important information, events and news related to our District, schools, staff and students.

11. A variety of communications tools will be used to regularly share with parents, students, staff and members of the South Orange-Maplewood community positive information about our District, schools, staff and students, celebrating in particular the achievements of our students and staff.

12. Objective information will be gathered from parents, students and staff regarding the achievement of District goals and the delivery of educational services in the District.

13. A transparent, efficient budget that aligns with and supports the attainment of district goals and that reins in spending on budget categories that are rising at a faster rate than the cost of living.

14. Well-maintained and safe facilities that enable focused and effective teaching and learning, and that

are repaired and updated in an architecturally sensitive and fiscally responsible manner.

Objectives

These 14 objectives are the road map that explains how the district will reach its goals. Each of the objectives has a set of specific indicators that provide a more detailed explanation of exactly what needs to be done to implement that particular objective.

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A SNAPSHOT OF THE SOUTH

ORANGE AND MAPLEWOOD

SCHOOL DISTRICT

As of October 15, 2011, the South Orange and Maplewood Public Schools served more than sixty-five hundred students. The district manages 11 learning sites, 6 elementary schools and 1 annex, 2 middle schools, 1 senior high school and 1 alternative campus.

Enrollment

As of October 15, 2011, there are a total of

6532 students enrolled in kindergarten through

grade 12

Columbia High School

1863

Maplewood Middle School

755

South Orange Middle School

674

Clinton Elementary School

500

Jefferson Elementary School

507

Marshall Elementary School

485

Seth Boyden Elementary School

514

South Mountain Elementary School

625

Tuscan Elementary School

609

SOMSD students are diverse, coming from countries throughout the world and speaking more than 39 languages and dialects. 1.4% of SOMSD students are English Language Learners.

Students by School Level

SOMSD Students

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NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE All Students

Spring 2011 Spring 2012

All Students

District Actual 2010-2011

DFG Actual 2010-2011

Gap

District Actual 2011-2012

DFG Actual 2011-2012

Gap

Language Arts Proficent & Adv. Proficient 80.1% 84.6% 5 82.7% 84.5% 1.8

Math Proficent & Adv. Proficient 82.4% 88.6% 6.2 83.7% 89.1% 5.4

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NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE Black and White

All Students

Spring 2011 Spring 2012

Black Actual 2010-2011

White Actual 2010-2011

Gap

Black Actual 2011-2012

White Actual 2011-2012

Gap

Language Arts Proficent & Adv. Proficient 64.5% 92.6% 28.1 69.2% 93.8% 24.6

Math Proficent & Adv. Proficient 66.2% 95.5% 29.3 67.9% 95.9% 28.0

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*Data by demographic group prior to 2009-2010 is not available

Percent of Students Participating in AP Courses

*Data by demographic group prior to 2009-2010 is not available

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2011-2012 Accolades Academic Honors and Awards

4 CHS students named National Merit Scholar Semifinalists

22 CHS students received Merit Letters of Commendation

CHS student named National Achievement Semifinalist

2 CHS students named National Achievement Outstanding Participants

CHS student named National Hispanic Scholar

CHS student named National Hispanic Honorable Mention

22 CHS students achieved perfect scores on one or more elements of the SATs

CHS student, 1 of 80 worldwide, selected to attend summer Research Science Institute at MIT

4 middle school students, offered the opportunity to take the SATs by Johns Hopkins Center for Talented Youth, won state awards for their exceptionally high SAT scores

CHS student received National Achievement Award in Writing

CHS student published in NY Times Upfront Magazine

CHS student research paper published in The Concord Review

CHS student won top awards in Poetry and Fiction in Scholastic writing competition and awarded a full scholarship to Kenyon summer writing program

113 CHS students received Advanced Placement (AP) Scholar Awards, including 6 National AP Scholar Awards

6 CHS students named Scholar-Athletes by the Men of Essex

2 CHS students accepted to the NJ Governor’s School

2 CHS students recognized for top academic achievements by County leaders

9 CHS juniors honored by colleges for top academic accomplishments in high school.

CHS students received national and state awards in Italian by competing in competitions and taking national tests

5 ELL students won awards at the William Patterson Foreign Language Poetry Competition

13 MMS students won national and state Spanish awards

Tuscan student won 3rd Place in Essex County Bar Association’s Essay Contest Fine Arts and Media Awards

The Columbian received Most Outstanding High School Newspaper and a Special Merit award from Scholastic Press Association and a Gold Medalist award from Columbia University Press Association

Guildscript, the CHS literary magazine, won 1st Place with Special Merit from the American Scholastic Press Association and an Excellent ranking award from the National Council of Teachers of English

CHS student selected for Grammy Jazz Camp and to record an album

CHS students selected for All-State Orchestra, All-State Chorus, Region Mixed Choir, Region Women’s Choir, Region I HS Orchestra, Region I Area Band, Region I Jr. Band and Caldwell College Honor Band

Students in the CHS filmmaking program won top awards in international, national, state and local film festivals

SOMS student won top awards in Green Acres Photo Contest

MMS student won Scholastic Magazine writing contest

3 Seth Boyden students won awards in Essex County Art contest Sports, Teams and Club Awards

CHS Robotics Team won NJ and PA state titles

CHS Physics Team placed 7th in State Science League

CHS Girls Fencing Team won state championship title – for 10th time

CHS Boys Fencing Team place 2nd in the state championships

CHS Girls Track Team tied for 1st place in Girls Essex County Relay Championships

CHS Boys Track Team placed 2nd in Boys Essex County Relays

10 CHS fencers competed in Jr. Olympics

CHS student named Star-Ledger Fencer of the Year

Fencing Coach named Star-Ledger Coach of the Year

CHS track team member named Star-Ledger Essex County Athlete of the Year

CHS athletes named to All-State teams in fencing, basketball and track

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CHS athletes named to All-Group 4, All-Area and All-Essex teams in fencing, swimming, track, and wrestling

CHS Student Council received awards of excellence in state competition Staff, School and Community Accomplishments

CHS student named co-winner of Princeton Prize in Race Relations

2 district staff members achieved status of National Board Certified Teacher, bringing district total to 11

2 CHS science teachers received Michelle Traina Riecke Teaching Fellowships to study at NASA’s Johnson Space Center

2 CHS teachers earned their Ph.D.s

CHS PE teacher selected to present workshop on LGBTQ at NJEA Convention

District supervisors of ELA, k-5, and 6-12 invited to serve on the state team for ELA curriculum

Supervisor of PE, Health and Nursing was elected president elect of the eastern association of the national physical education association (EDA-AAHPERD) and was invited to speak at two national conventions

Clinton Principal named National Catch Champion for the month of March, 2012

District In-house Counsel named to the NJ State Anti-Bullying Task Force

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Goal One: Student Learning

The South Orange-Maplewood Public Schools will promote the intellectual growth of all students, challenging and inspiring them to do their best..

Objective A: Students will demonstrate proficiency on key benchmarks to postsecondary readiness equal to or better than peer districts (District Factor Group ―I‖)..

Indicator 1: Student performance comparisons, for both proficiency and advanced proficiency, to the DFG-I on an aggregated student-population basis, district-wide, on state assessments in

language arts, math and science for each grade tested. Milestones:1

2011-2012 2012-2013 2013-2014 2014-2015

Narrow the existing gap between SOMSD and DFG by 25%. (The goal is to cut 25% of the gap, not to gain 25 points.)

Same—narrow gap by an additional 25%.



Indicator 2: Student performance comparisons, for both proficiency and advanced proficiency to the DFG-I for the special education student population, district-wide, on state assessments in language arts, math and science for each grade tested.

Milestones

2011-2012 2012-2013 2013-2014 2014-2015

Determine baseline gap using 2010-2011 state assessment scores.

Narrow the existing gap between SOMSD and DFG by 25%. (The goal is to cut 25% of the gap, not to gain 25 points.)




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Indicator 3: Participation and success in Advanced Placement (AP) courses in the high school.

Milestones 2011-2012

Increase the percentage of the high school student body enrolled in AP courses by 10% and the percentage of black students in the high school student body enrolled in AP courses by 20%.

Increase the number of 2011-2012 AP scores of 3 or higher by 5%.

Columbia High School Student Participation in AP Courses

COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP COURSES

2009-2010 2010-2011 District Target

2011-2012 2011-2012

Achieved Target

All Students 22.0% 23.0% 24.2% 23.0% N

Black 8.0% 10.0% 11.0% 9.0% N

White 41.0% 40.0% N/A 41.0% N/A

22%23% 23%

8%10%

9%

41%40%

41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2009-2010 2010-2011 2011-2012

% StudentsTaking AP Courses

Black

White

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Number of Written AP Exams

Indicator 4: Track students’ readiness for college and careers using a roadmap with milestones at least every other grade, beginning in 1st grade and data collection continuing until 4 years past graduation from CHS.

Milestone 2011-2012 Develop preliminary roadmap to college and career readiness

Work in Progress

COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP EXAMS

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

*District Target 2010-2011

2011-2012

Achieved Target

% of AP Scores 3 Or Higher 80% 77% 77% 81% 83% 87% 85% N

# of AP Scores 3 Or Higher 432 450 549 535 508 533 566 Y

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Objective B: Black students in the district will increasingly perform at a level comparable to their white peers.

Indicator 1: Performance comparisons between white and black students, on a disaggregated basis.

Milestones

2011-2012 2012-2013 2013-2014

Narrow the existing gap between white and black students on all assessments by 15%. (Example: If 95% of whites in a subject/grade are proficient and 75% of blacks are proficient, there is a 20-point achievement gap. Narrowing this gap by 10% would be equivalent to reducing the gap to 18 points.)

Same—narrow achievement gap by an additional 20%.


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Objective C: Rigorous curricula and expanded learning opportunities will enable all students to thrive and reach their academic potential.

Indicator 1: A consistently implemented and thoroughly articulated K-12 standards-based core curriculum reflecting world class standards, global imperatives and 21st century skills.

Milestones

Core Area 2011-2012

English Language Arts Implement revised K-12 curriculum

Mathematics Revise curriculum for grades 3-12. – Pending further direction from NJDOE

Media/Educational Technology Implement middle-school technology curriculum

Physical Education Revise K-5

Science Revise grade 12 electives

Social Studies Revise K, 1, 3 and 4

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The South Orange & Maplewood School District monitors, evaluates, and revises curriculum in order to ensure alignment with the 2009 New Jersey Core Curriculum Content Standards (NJCCCS), and the Common Core State Standards (CCSS) for English Language Arts (ELA) and Mathematics. Projects that address District Goal 1, Objective C, Indicator I include the following: K-5

English Language Arts

o Added an Opinion writing lesson for Kindergarten

o Added new Writing Unit for Persuasive / Opinion letter writing with included lessons and checklist for Grades 1 & 2

o Added a new Daily Oral Language materials and lessons to the scope and sequence for Grade 1

o Added new Reading Response to Literature unit for Grade 2

o Added a scope & sequence for Skills book for Grade 2

o Infused poetry throughout the year with a scope and sequence, aligned to the CCSS with lessons, resources and poems for Grades K-2

o Added a new Non-Fiction writing unit on Feature Articles including lessons and a rubric for Grades 3 & 4

o Added new Nonfiction Reading focusing on articles of global interest for Grades 3-5

o Added new writing unit on Critical analysis to Poetry, aligned to the CCSS, including lessons

o Updated the 3-5 Scope and Sequence for Language Skills for Grades 3-5

o Provided professional development on the topics of Reading, Nonfiction Reading & Writing, Common Core State Standards

o Provided parents and the community with opportunities to learn more about changes to ELA instruction through venues such as the K-5 Curriculum Night

Social Studies

o Revised curriculum for Grade 2 – Nystrom

o Continuing work to revise curriculum for Grades 3- 5

o Added Nonfiction classroom libraries

o Added Nonfiction Read Alouds for Grade 3

o Provided professional development to Grade 2 teachers

Mathematics

o Professional development in preparation of implemented multi-year plan for math curriculum revision, beginning with K-2 implementation of Math In Focus

o Revised Math professional development plan for 2012-2013 school year

o Prepared for Pilot Math In Focus program in select 3-5 classrooms across the district

o Continued training for staff in anticipation of the implementation of Math In Focus in 2012-2013

o Provided parents and the community with opportunities to learn more about the Math In Focus program, through venues such as the district K-5 Curriculum Night

6-12

English Language Arts

o Implementation of the revised ELA curriculum

o Designed de-leveling plan

o Provided professional development related to the expectations of the CCSS, as well as other topics including but not limited to the Differentiation of Instruction, Analytical Writing, Data-based Decision Making, Grade level writing expectations, Argument-based writing, and Reading Nonfiction

Mathematics

o Revised High School Mathematics curriculum to better align to the CCSS

o Provided professional development related to expectations of the CCSS, as well as other topics including but not limited to Formative Assessment, Data Analysis, Instructional Priorities and Mathematical Process

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Science

o Provided professional development on topics including but not limited to Differentiated Instruction, Common Lab discussion, and developing common assessments

K-12

Media / Educational Technology

o Implementation of the Technology curriculum 6-8

o Outfitted Technology Labs with video equipment, new (newer) computers, and appropriate software

o Access to student digital work using Google Sketch Up (Grade 6)

o Students engaged in creating web-pages, use of CADD (Grade 7), and learning about television production (Grade 8)

o Provided professional development on topics including but not limited to iPad use, PowerPoint, Microsoft Outlook, and Edmodo

Health & Physical Education

o Revising Health & Physical Education Curriculum for Grades 6-8

o Provided professional development on topics including but not limited to Brain-based learning, CATCH training, and Project Adventure

Indicator 2: Written documents that are publicly available and distributed that articulate 1) learning aims 2) content scope and sequence and 3) student performance expectations. These elements will clearly illustrate differences that exist between levels in a given course.


Explanations developed for all leveled language arts and math courses

Develop guidelines for staff outlining when and how this information should be shared with students and parents/guardians

Designed ELA Distinctions for Grades 9-12

Designed Mathematics Distinctions for Algebra I, Geometry, and Algebra II

Indicator 3: Comprehensive improvement plans in place at Columbia High School and both middle schools, articulating the strategies by which improved curricula, expanded learning opportunities, technology deployment, professional development and teacher evaluation will lead to improved teaching and learning.


Implement year one initiatives in the CHS 5-year Strategic Plan

Update the CHS Strategic Plan as needed, developing action plan for 2012-13 and beyond

Develop 5-year improvement plans for both middle schools

Develop and be prepared to pilot at least two new alternative pathways for upperclassmen at CHS beginning in September 2012

In June 2011, Columbia High School presented its 5-year strategic plan. During the 2011-2012 school year, the de-leveling initiative began, as did planning for increased enrollment of students of color in honors and AP classes. Summer programming intended to support students in their pursuit of skills needed to move into higher levels (Step Up programs) were implemented in the areas of Math, Biology, and Physics. Columbia High School continues to enhance and build upon elements of its strategic plan, moving into year 2. Maplewood and South Orange Middle Schools have begun the journey to become International Baccalaureate schools (IB), using the Middle Years Programme (MYP). The middle schools plan to begin implementation for grade 6 during the 2013-2014 school year. Training of staff has begun and will continue during the 2012-2013 school year.

28

Goal Two: Professional Staff

The staff of the South Orange–Maplewood Public Schools will consistently and collaboratively lead students of diverse backgrounds and learning styles to learn at or above the appropriate grade-level standards. Objective A: A performance evaluation and compensation system will be driven by objective measures that are tied to student learning and school/district goals.

Indicator 1: Valid, fair, reliable and constructive systems for performance evaluation of principals, assistant principals, supervisors, teachers (non-tenured and tenured) and district administrators, driven by multiple measures (student achievement and individual evaluation) of individual performance as well as contributions to team efforts that are aligned to school/district goals.


One hundred percent district-wide use of a coaching and evaluation system based on the Framework for Teaching for all teachers and staff

Evaluation and compensation for all principals, assistant principals, supervisors and directors based on performance and annual professional goals

Evaluation and compensation for all senior leaders based on district goals

Develop and implement 360° feedback tool for superintendent

A coaching and evaluation system for all teachers and specialists is in place based on the Framework for Teaching developed by Charlotte Danielson, a nationally respected educational consultant. The four domains of the Framework (planning and preparation, classroom environment, instruction, and professional responsibilities) and the accompanying components which define a distinct aspect of the domain identify those aspects of a teacher’s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning.

2010-2011 is the second year using a revised summative evaluation for teachers and a revised classroom observation form aligned with the Framework for Teaching. A consultant from the Danielson Group periodically meets administrators to provide training in the use of the Framework. The latest Danielson book, Implementing the Framework for Teaching in Enhancing Professional Practice, continues to be available to all staff being evaluated using the Framework.

The evaluation process used to evaluate the performance of principals, assistant principals, directors, and supervisors represents a high level of standards for education leadership. The process reflects the standards of the Interstate School Leaders Licensure Consortium (ISSLC). The ISSLC standards provide high-level guidance and insight about the traits, functions of work, and responsibilities of education leaders. They help to create a common language and bring consistency and clear expectations to education leadership at all levels. The ultimate goal of these standards is to raise student achievement. Education leaders are critical to helping improve student performance and are second only to classroom teachers in influencing student outcomes.

ASCA members were evaluated based on performance on multiple measures. Incentive compensation for 2011-2012 was based on these measures. Incentive compensation ranged from .72% to 1.92%.

A 360-degree feedback tool for the superintendent was developed and implemented last spring. The purpose of this tool was to provide the superintendent with feedback leading to appropriate professional development, changes in interpersonal and administrative methods, and a better understanding of staff concerns that might not otherwise surface in his evaluations by the Board of Education. Objective B: Professional development programs and activities will strengthen district faculty’s ability to contribute to measurable improvements in student achievement.

Indicator 1: Professional development for district staff to increase their ability to effectively deliver the written curriculum and meet the social emotional needs of our students.

29


Creation of baseline data on professional development offered

Develop Peer Assistance and Review (PAR) process for teaching staff

Implement 360° feedback tool for principals (to inform practice only)

Develop 360° feedback tool for other pedagogical administrators

The South Orange & Maplewood School District created a database compilation of all professional development provided during the 2011-2012 school year. The district recorded more than 800 professional development offerings, that were provided to staff, on a variety of topics including but not limited to Reading Intervention, HIB – Anti-bullying, Differentiation of Instruction, Math in Focus, IB/MYP, and Using the Danielson Framework. Professional development data collected during the 2011-2012 school year informed the district’s Professional Development Plan that was approved by the New Jersey Department of Education and adopted by the Board. Developing a Peer Assistance and Review (PAR) process needs to be a collaborative effort between a school district and their local teacher’s union and requires that certain teachers be recognized as master teachers. In an effort to begin to develop such a process, the district contracted with McKay Consulting to assist our district in using the Framework for Teaching as the foundation for professional conversations among practitioners as they seek to enhance their skill in the complex task of teaching. Groups of teachers will learn and practice a protocol for conducting brief, informal classroom visits and engage in reflection, collaboration and professional conversation with colleagues regarding the events of a learning experience observed in their classrooms. A 360-degree feedback tool for principals was implemented last spring. The purpose of this tool was to allow each principal to gather information from those they work with on a daily basis. This tool provided them with feedback leading to appropriate professional development, changes in interpersonal and administrative methods, and a better understanding of staff concerns that might not otherwise surface. 360-degree feedback tool was developed for all pedagogical administrators: assistant superintendents, assistant principals, and directors/supervisors.

Indicator 2: A mechanism to measure the effectiveness of internal professional development. Milestones 2011-2012 Creation of a baseline report that includes:

Evidence of alignment of professional development learning with delivery of instruction included in staff observations and evaluations

High level review of feedback from staff on professional development sessions

Survey data

In order to ensure staff input and involvement in the professional development process, each school has a School Professional Development Committee (SPDC), whose charge it is to perform a needs assessment, create a cohesive school-based plan for professional development, and to monitor and reflect upon the outcomes of the planned activities. Staff provide feedback on individual PD opportunities, and reflect on the value these sessions have on future practice. In addition, the LPDC conducts a staff survey intended to inform both school and district level needs. In alignment with NJDOE requirements, the South Orange & Maplewood School District submits a District Professional Development Plan to the County Superintendent’s Office for review and approval annually. The plan is written by the Local Professional Development Committee (LPDC), using school specific professional development plans. The district’s Professional Development Plan for the 2012-2013 school year was approved by the County Superintendent in Mid-July 2012, and adopted by the Board of Education at the start of the school year.

30

Objective C: Use of data analysis to guide instructional coaching and development. Indicator 1: Utilize grade-, school-, and section-level data from annual state assessments as well as internal common assessments to guide principals’ and teachers’ use of instructional supervisory and coaching time, as well as the activities of professional learning circles and building- and grade-level professional development.

Milestone 2011-2012 Superintendent to report on the extent and timing with which administrative staff have shared data analysis with staff members, the changes in practice that such data analysis has spurred, and the outcomes that have been seen as a result.

All students standardized exam scores, report card grades, and attendance records are loaded into PowerSchool enabling teachers, administrators and supervisors to monitor the performance of each individual student. Administrators and supervisors can access reports detailing grade distributions for any teacher or section. Standardized test score reports are generated for principles and supervisors detailing grade level performance by department, school wide performance by department, school and grade level performance by department, and section level reports. Administrators and supervisors use the data to inform curricular revisions, analyze the effectiveness of programs, target professional development, and identify students for additional support services. Objective D: Recruitment and hiring will increase the quality and diversity of the professional staff.

Indicator 1: Highly qualified and diverse applicants.


Exceed 75% ―top choice‖ hires

20% increase in candidates identifying themselves as people of color

One hundred percent of hires made according to district practices—including use of the Framework for Teaching to assess knowledge of effective practice, a group interview, and a sample lesson done in a district classroom with students (or presented to staff if students are not available)

The District exceeded the 75% goal of hiring Top Choice applicants by 13% for 2011-2012. Of the 63 applicants hired, 56 were Top Choice candidates.

The number of applicants identifying themselves as minorities decreased by 11% from 2010-2012 to 2011-2012.

The Danielson Framework was used to assess knowledge of effective practice of all new hires

100% of new hires (certificated staff) were Interviewed by more than one staff member

97% of new hires (Classroom Teachers) completed a demonstration lesson

Objective E: A staff recognition program will identify and celebrate excellent teaching.

Indicator 1: Innovation and Excellence in Teaching Award at both the school and district level.


Establish award criteria and selection process

Award to one teacher in each school

Award to one teacher for the District

Evaluate the process and establish 2012-13 milestones

Award criteria and the selection process were developed for the Innovation and Excellence in Teaching Awards at both the school and district level. No nominations were received from the staff.

31

Goal Three: Engagement and Outreach

The South Orange-Maplewood Public Schools will timely and effectively communicate with parents, students, staff and members of the South Orange-Maplewood community regarding important information, events and news related to our District, schools, staff and students. Objective A: Parents and guardians will be effectively engaged in students’ education.

Indicator 1: High-quality parent contacts with teachers.


Two or more ―quality‖ contacts with homeroom teachers for parent(s)/guardian(s) of 95% of K-5 students during 2011-12

By January 31, 2012, 100% of teachers of grades 6-12, and 75% of parent/guardians of grade 6-12 students, use the Teacher Gradebook feature of PowerSchool

Clinton 99%

Jefferson 96%

Marshall 94%

Seth Boyden 97%

South Mountain 95%

Tuscan 99%

Overall 97%

The PowerSchool parent portal became available November 2010. As of that time all teachers in the secondary schools are required to post students grades online. By June of 2012, 54% of the parents were accessing their child(s) performance information through the parent portal.

2011-2012 Powerschool Parent Portal Statistics for Grade 6-12:

% Teachers Posting Grades 100%

Total # Active Parent Accounts 2,133

Total Logins by Parents 195,787

Total logins by student 36,579

Percent of students in grades 6 through 12 whose records were accessed

54.20%

Objective B: Parents, students, staff and members of the South Orange-Maplewood community will receive timely and effective communications regarding important information, events and news related to our District, schools, staff and students.

Indicator 1: Development and implementation of communications strategy addressing tools including the district website, email communications, written publications and external media relations.


Development and implementation of a district communications plan.

Maintenance of a website that provides timely information desired by parents in a user-friendly format.

June 18, 2012 the District’s Communication Plan was presented to the Board. The highlights of the communications plan are as follows:

32

Vision SOMSD will be the NJ school district with the most effective and engaging approach to communications.

Mission

To engage all stakeholders in the continuing mission of SOMSD to prepare students for future success by facilitating a high quality, two way system of continuous communications that reaches stakeholders effectively and efficiently.

Goal 1

To enhance SOMSD’s positive profile, increasing the community’s trust and confidence in the district, through consistent and effective communication of initiatives and accomplishments.

Goal 2 To engage parents in their students’ education by providing regular information about curriculum and students’ progress.

Goal 3

To respond promptly and reassuringly to crises and challenges. The full presentation of the communications plan is available on the district’s website. The website is continually updated with important dates, announcements, student achievement, board meeting agenda and presentations. The structure of the website was changed, consolidating information and making it easier to locate information. The district continually updates the format of the district and school websites based upon feedback received from the public. Objective C: A variety of communications tools will be used to regularly share with parents, students, staff and members of the South Orange-Maplewood community positive information about our District, schools, staff and students, celebrating in particular the achievements of our students and staff.

Indicator 1: Development and implementation of communications strategy addressing tools including the district website, email communications, written publications and external media relations. `



Increase use of multi-media to at least 1 per month and 10 per year to communicate about events and accomplishments of students, staff and schools.

June 18, 2012 the District’s Communication Plan was presented to the Board. The highlights of the communications plan are as follows: Vision

SOMSD will be the NJ school district with the most effective and engaging approach to communications.

Mission

To engage all stakeholders in the continuing mission of SOMSD to prepare students for future success by facilitating a high quality, two way system of continuous communications that reaches stakeholders effectively and efficiently.

Goal 1

To enhance SOMSD’s positive profile, increasing the community’s trust and confidence in the district, through consistent and effective communication of initiatives and accomplishments.

Goal 2

To engage parents in their students’ education by providing regular information about curriculum and students’ progress.

33

Goal 3 To respond promptly and reassuringly to crises and challenges.

The full presentation of the communications plan is available on the district’s website. During the 2012-2013 budget process, funds were requested to support streaming local programming and board meetings over the internet, and to provide video on demand services. The services were purchased and installed becoming available October 2012. The website was updating, providing links to these services. Additionally, district notes and news contains pictures and video clips of events taking place across the district. Objective D: Objective information will be gathered from parents, students and staff regarding the achievement of District goals and the delivery of educational services in the District..

Indicator 1: Parent and student satisfaction ratings gathered through annual survey(s) on the effectiveness of teacher, school and district communications—both in regard to the needs of individual students and to the sharing of school or district news.


Achieve minimum 10% gains in applicable satisfaction ratings compared with 2009-10 ratings. Achieve 75% ―good‖ or better ratings with regard to customer satisfaction with PowerSchool implementation.

A satisfactory percentage of members from each group surveyed will participate in the annual survey.

COMMUNITY SATISFACTION SURVEY

QuestionVery

SatisfactorySatisfactory

No

Opinion/

Neutral

UnsatisfactoryVery

UnsatisfactoryN/A

Mean

RatingChange

Communication of school closings 474 453 41 16 9 3 1.62

Communication of school closings 422 461 44 17 8 3 1.66 0.04

You are aware of how to contact your child’s

teacher if you have questions about your

child’s progress

479 422 43 35 14 3 1.67


teacher if you have questions about your

child’s progress

381 456 62 36 16 4 1.79 0.12

Quality of Enrichment Math Instruction 70 65 15 10 4 9 1.86 Baseline

Quality of Art instruction 335 395 124 38 12 92 1.89

Quality of Art instruction 249 457 136 47 13 53 2.02 0.13

Communications of school events 331 511 71 62 17 4 1.91

Communications of school events 257 520 77 67 27 7 2.04 0.13

When you contact your child’s teacher your

concerns are given proper attention405 366 78 71 40 36 1.93

When you contact your child’s teacher your

concerns are given proper attention323 348 103 86 63 32 2.15 0.22

Quality of Language Arts instruction 367 416 79 98 20 16 1.97

Quality of Language Arts instruction 219 468 101 130 25 12 2.23 0.26

You feel welcome in your child’s school 371 409 98 72 40 6 1.99

You feel welcome in your child’s school 311 407 110 67 56 4 2.11 0.12

The building is orderly and organized 315 468 111 73 24 5 2.01

The building is orderly and organized 264 469 122 63 34 3 2.09 0.08

Quality of Enrichment The enrichment

program has enhanced my child's learning

experience

63 58 25 10 7 10 2.02 Baseline

Quality of Math instruction 337 451 68 96 36 8 2.03

Quality of Math instruction 204 466 95 146 38 6 2.31 0.28

Quality of Art curriculum 258 426 170 36 15 91 2.03

Quality of Art curriculum 221 447 155 58 20 54 2.12 0.09

34

QuestionVery


No

Opinion/

Neutral

UnsatisfactoryVery

UnsatisfactoryN/A

Mean

RatingChange

Quality of Enrichment English Language Arts

Instruction57 71 21 18 2 4 2.04 Baseline

You are aware of how to contact school

administration if you have questions about

your child’s progress

304 483 94 65 41 9 2.04

You are aware of how to contact school

administration if you have questions about your

child’s progress

249 483 111 58 44 10 2.12 0.08

Quality of Enrichment Math Curriculum 49 80 15 18 2 9 2.05

Quality of Math curriculum 164 483 120 145 34 9 2.37 0.32

Quality of Music instruction 278 333 141 62 27 155 2.08

Quality of Music instruction 227 364 160 76 35 93 2.22 0.14

Quality of Physical Education instruction 300 424 175 57 32 8 2.09

Quality of Physical Education instruction 239 494 141 55 17 9 2.07 -0.02

Quality of Enrichment English Language Arts

Curriculum43 87 18 17 4 4 2.12 Baseline

Quality of Physical Education curriculum 239 460 206 56 24 11 2.15

Quality of Physical Education curriculum 227 492 152 59 17 8 2.10 -0.05

Quality of Social Studies instruction 305 380 136 104 37 34 2.16

Quality of Social Studies instruction 189 475 125 96 31 39 2.24 0.08

Communication of school attendance rules,

regulations, and expectations213 533 138 74 30 8 2.16

Communication of school attendance rules,

regulations, and expectations177 517 142 65 41 13 2.23 0.07

Communication of district events 193 576 104 90 27 6 2.17

Communication of district events 163 504 156 96 34 2 2.30 0.13

Quality of Music curriculum 224 354 190 63 23 142 2.19

Quality of Music curriculum 201 368 187 83 27 89 2.27 0.08

Communication of your child’s academic

progress264 490 80 109 50 3 2.19

Communication of your child’s academic

progress164 459 113 141 71 7 2.47 0.28

Communication between your child's

teacher(s) and home321 377 113 115 56 14 2.19

Communication between your child's

teacher(s) and home236 360 132 132 80 15 2.43 0.24

Quality of Science instruction 273 416 121 115 37 34 2.20

Quality of Science instruction 191 476 120 116 24 28 2.25 0.05

Quality of Language Arts curriculum 256 458 109 126 34 13 2.21

Quality of Language Arts curriculum 172 473 120 145 30 15 2.35 0.14

Quality of Math curriculum 257 471 93 126 42 7 2.22


35

QuestionVery


No

Opinion/

Neutral

UnsatisfactoryVery

UnsatisfactoryN/A

Mean

RatingChange


guidance counselor if you have questions

about your child’s progress

213 310 151 59 47 216 2.25


guidance counselor if you have questions about

your child’s progress

176 329 122 49 37 242 2.22 -0.03

The level of your child's academic placement190 441 119 88 38 120 2.25

The level of your child's academic placement130 359 135 73 62 196 2.44 0.19

District E-Newsletter 81 438 216 26 8 227 2.27

District E-Newsletter 166 424 223 60 20 62 2.27 0.00

Communication of homework assignment

and due dates245 448 101 122 57 23 2.28

Communication of homework assignment and

due dates177 468 111 118 60 21 2.37 0.09

Communication of district board meetings 176 510 152 117 34 7 2.32

Communication of district board meetings 137 460 189 122 41 6 2.44 0.12

Quality of Social Studies curriculum 201 423 160 143 37 32 2.37

Quality of Social Studies curriculum 158 470 149 108 31 39 2.33 -0.04

Quality of Science curriculum 205 423 168 132 44 24 2.37

Quality of Science curriculum 160 473 141 121 27 33 2.33 -0.04

The information I need on the website is

available87 556 140 124 21 0 2.39 Baseline

When you contact your child’s guidance

counselor, your concerns are given proper

attention

168 220 205 43 51 309 2.40

When you contact your child’s guidance

counselor, your concerns are given proper

attention

142 230 149 36 48 350 2.37 -0.03

The education your child is receiving in this

district161 495 116 183 38 3 2.44

The education your child is receiving in this

district137 486 115 163 49 5 2.47 0.03

Communications from/with school

administration194 441 147 123 80 11 2.45

Communications from/with school

administration158 420 142 129 96 10 2.56 0.11

The quality of homework for your child 155 471 113 191 45 21 2.49

The quality of homework for your child 84 436 148 200 72 15 2.72 0.23

When you contact school administration your

concerns are given proper attention191 320 195 94 84 112 2.50

When you contact school administration your

concerns are given proper attention162 321 155 103 95 119 2.58 0.08

Communications from/with central office

administration151 441 191 126 67 20 2.51


administration129 443 211 101 47 24 2.46 -0.05

Quality of World Language instruction 152 286 157 119 52 230 2.52

Quality of World Language instruction 86 317 142 125 58 227 2.66 0.14

This district meets the needs of your child 165 451 105 210 61 4 2.55

This district meets the needs of your child 134 507 92 183 38 1 2.46 -0.09

36

QuestionVery


No

Opinion/

Neutral

UnsatisfactoryVery

UnsatisfactoryN/A

Mean

RatingChange

The quantity of homework for your child 143 466 103 200 64 20 2.57

The quantity of homework for your child 78 454 113 206 89 15 2.76 0.19

PowerSchool Parent Portal 107 200 511 40 23 0 2.63 Baseline

Quality of World Language curriculum 107 313 174 137 55 210 2.64

Quality of World Language curriculum 72 316 167 128 52 220 2.69 0.05

Communication of the district's goals/mission

as approved by the Board of Education

109 452 183 173 71 8 2.64

Communication of the district's goals/mission

as approved by the Board of Education

84 390 224 176 72 9 2.75 0.11

Quality of Technology instruction 85 250 264 117 68 212 2.79 Baseline

Locating information on the website is easy 55 396 166 246 65 0 2.86 Baseline

Understand what my child’s level placement

means103 280 166 187 99 161 2.88

Understand what my child’s level placement

means84 271 146 157 92 205 2.87 -0.01

Quality of Technology curriculum 80 219 282 144 73 198 2.89 Baseline

Communications about tests and what they

mean84 329 196 219 87 81 2.89

Communications of high stake exams and what

they mean75 269 176 171 95 169 2.93 0.04

Communication from/with the Board of

Education79 296 316 157 107 41 2.91


Education58 299 296 161 88 53 2.91 0.00

Technological & multimedia instructional

resources78 292 270 199 89 68 2.92


resources76 324 237 206 58 54 2.83 -0.09

Communications of level placement

procedures78 225 187 230 130 146 3.13

Communications of level placement procedures74 229 164 173 118 197 3.04 -0.09

37

FACULTY SATISFACTION RESULTS

Que stio n(1) Ve ry

sa tis fa c to ry

(2)

Sa tis fa c to ry

(3) No

o p inio n/

ne utra l

(4)

Unsa tis fa c to ry

(5) Ve ry

unsa tis fa c to ryN/A

Ra ting

Ave ra g eCha ng e

Quality of Art curriculum 43 38 29 2 1 111 1.94

Quality of Art curriculum 21 29 47 0 1 112 2.30 0.36

Collegiality among faculty members in

your department84 91 18 21 5 5 1.96


your department71 83 25 19 5 7 2.03 0.07

Quality of Music curriculum 41 29 36 8 0 110 2.1

Quality of Music curriculum 15 25 48 4 1 117 2.47 0.37

Opportunities for professional

development for Math41 44 38 10 1 90 2.15


development for Math12 39 43 25 11 80 2.88 0.73


your building50 116 25 24 7 2 2.2


your building58 95 25 22 9 1 2.18 -0.02

Quality of Language Arts curriculum 35 77 30 13 4 65 2.21

Quality of Language Arts curriculum 23 73 23 12 9 70 2.36 0.15

Quality of Physical Education curriculum 33 34 38 7 3 109 2.24

Quality of Physical Education

curriculum13 31 47 5 2 112 2.51 0.27

Quality of professional development for

Math32 49 43 9 2 89 2.26

Quality of professional development

for Math11 41 47 20 9 82 2.80 0.54


development for Language Arts22 63 31 20 2 86 2.4


development for Language Arts24 56 38 13 3 76 2.37 -0.03

Opportunities for interaction with students

outside classroom21 112 50 24 4 13 2.42

Opportunities for interaction with

students outside classroom35 69 49 37 10 10 2.59 0.17

Inter-department/building collegiality

among faculty members38 97 43 35 6 5 2.42

Inter-department/building collegiality

among faculty members36 95 34 27 12 6 2.43 0.01

Quality of material resources for Math

instruction23 54 42 16 3 86 2.43

Quality of material resources for Math

instruction15 44 44 22 8 77 2.73 0.30

Communications from/with department

leadership56 77 32 37 16 6 2.45

Communications from/with department

leadership38 65 35 40 29 3 2.79 0.34


Language Arts19 58 40 22 2 83 2.5


for Language Arts18 48 42 17 9 76 2.63 0.13

Quality of support services for Language

Arts instruction15 68 38 17 5 81 2.5

Quality of support services for

Language Arts instruction24 55 38 14 6 73 2.44 -0.06

38

Que stio n(1) Ve ry

sa tis fa c to ry

(2)

Sa tis fa c to ry

(3) No

o p inio n/

ne utra l

(4)

Unsa tis fa c to ry

(5) Ve ry


Ra ting

Ave ra g eCha ng e

Quality of support services for Math

instruction25 42 49 16 5 87 2.52

Quality of support services for Math

instruction9 38 54 21 12 76 2.92 0.40

Quality of material resources for

Language Arts instruction19 59 37 22 6 81 2.56


Language Arts instruction19 65 30 20 3 73 2.44 -0.12

Quality of material resources for Music

instruction10 13 41 1 2 157 2.58

Quality of material resources for Music

instruction4 10 61 3 2 130 2.86 0.28

Quality of World Language curriculum 13 26 41 6 5 133 2.6

Quality of World Language curriculum7 19 57 3 4 120 2.76 0.16

Quality of material resources for Art

instruction9 11 42 1 2 159 2.63

Quality of material resources for Art

instruction7 9 63 4 0 127 2.77 0.14

Quality of Math curriculum 24 51 36 33 6 74 2.64


Quality of Social Studies curriculum 17 61 37 29 6 74 2.64

Quality of Social Studies curriculum 12 35 40 29 15 79 3.00 0.36


Music10 8 45 2 1 158 2.64


for Music3 4 63 6 3 131 3.03 0.39

Communication of the district's

goals/mission12 112 48 39 9 4 2.64

Communication of the district's

goals/mission7 88 54 43 13 5 2.84 0.20


development for Music9 10 44 2 2 157 2.67


development for Music3 6 64 5 2 130 2.96 0.29


development for Physical Education7 10 44 0 2 161 2.68


development for Physical Education7 8 62 4 0 129 2.78 0.10


Physical Education6 8 48 1 1 160 2.73


for Physical Education5 8 62 5 1 129 2.86 0.13

Quality of material resources for Physical

Education instruction10 8 41 1 5 159 2.74


Physical Education instruction5 10 63 6 1 125 2.86 0.12

Quality of Science curriculum 23 49 35 33 12 72 2.75

Quality of Science curriculum 10 41 34 33 15 77 3.02 0.27

Student conduct in class 20 102 23 53 18 8 2.75

Student conduct in class 20 101 29 38 16 6 2.65 -0.10

39

Que stio n(1) Ve ry

sa tis fa c to ry

(2)

Sa tis fa c to ry

(3) No

o p inio n/

ne utra l

(4)

Unsa tis fa c to ry

(5) Ve ry


Ra ting

Ave ra g eCha ng e

Communications from/with building

leadership27 88 33 51 20 5 2.77

Communications from/with building

leadership23 79 39 42 24 3 2.83 0.06

Ability to influence decisions in the

department25 83 43 42 24 7 2.8


department24 68 48 32 31 7 2.89 0.09


resources for Physical Education6 12 42 3 4 157 2.81

Technological & multimedia

instructional resources for Physical

Education

3 10 64 7 1 125 2.92 0.11


Art3 8 46 3 1 163 2.85


for Art4 7 65 4 1 129 2.89 0.04

Quality of material resources for Social

Studies instruction5 50 47 22 9 91 2.85


Social Studies instruction8 29 44 22 24 83 3.20 0.35

Students are respectful and well behaved

towards staff21 100 17 54 28 4 2.85

Students are respectful and well

behaved towards staff10 88 26 59 24 3 3.00 0.15


resources for Music5 12 44 4 4 155 2.86


instructional resources for Music5 6 60 5 4 130 2.96 0.10


development for Art4 9 43 3 3 162 2.87


development for Art5 6 65 3 2 129 2.89 0.02

Quality of support services for Music

instruction5 9 47 4 3 156 2.87

Quality of support services for Music

instruction3 6 64 4 2 131 2.95 0.08

Opportunities for school involvement

outside discipline11 64 80 35 15 19 2.9

Opportunities for school involvement

outside discipline9 48 75 44 23 11 3.12 0.22

Quality of support services for Art

instruction4 7 47 3 3 160 2.91

Quality of support services for Art

instruction3 8 66 4 5 124 3.00 0.09

Quality of material resources for Science

instruction12 43 37 26 15 91 2.92


Science instruction5 29 43 31 20 82 3.25 0.33


World Languages3 6 51 2 3 159 2.94


for World Languages2 7 59 6 1 135 2.96 0.02


resources for Math10 40 48 21 17 88 2.96


instructional resources for Math8 37 56 21 11 77 2.92 -0.04


development for World Languages3 6 48 4 3 160 2.97


development for World Languages3 7 58 6 3 133 2.99 0.02

40

Que stio n(1) Ve ry

sa tis fa c to ry

(2)

Sa tis fa c to ry

(3) No

o p inio n/

ne utra l

(4)

Unsa tis fa c to ry

(5) Ve ry


Ra ting

Ave ra g eCha ng e

Communication of the Board of

Education goals7 82 57 56 18 4 2.98

Communication of the Board of

Education goals5 66 59 49 26 5 3.12 0.14

Quality of material resources for World

Languages instruction2 7 48 5 3 159 3

Quality of material resources for World

Languages instruction1 8 61 4 3 133 3.00 0.00

Quality of support services for World

Languages instruction3 4 52 6 2 157 3

Quality of support services for World

Languages instruction1 12 55 9 1 132 2.96 -0.04


resources for Art3 6 47 4 4 160 3


instructional resources for Art7 5 64 6 2 126 2.89 -0.11


towards other students8 96 24 72 20 4 3


behaved towards other students7 82 27 71 20 3 3.07 0.07

Encouragement of inter-disciplinary

initiatives4 81 49 61 16 13 3.02

Encouragement of inter-disciplinary

initiatives17 56 53 56 20 8 3.03 0.01


toward school facilities9 86 38 63 24 4 3.03


behaved toward school facilities9 77 30 60 32 2 3.14 0.11

Opportunities for research in discipline 10 66 57 61 16 14 3.03

Opportunities for research in discipline7 48 56 57 25 17 3.23 0.20


leadership16 64 60 53 26 5 3.04

Communications from/with central

office leadership12 54 54 54 33 3 3.20 0.16


resources for Science11 28 44 31 17 93 3.11


instructional resources for Science4 22 44 39 22 79 3.40 0.29

Quality of support services for Physical

Education instruction2 6 48 4 7 157 3.12

Quality of support services for

Physical Education instruction5 7 61 8 5 124 3.01 -0.11

Quality of support services for Science

instruction5 30 54 29 14 92 3.13

Quality of support services for Science

instruction4 24 46 30 24 82 3.36 0.23


Science4 20 50 19 13 118 3.16


for Science2 11 47 35 26 89 3.60 0.44


resources for World Languages2 9 44 7 9 153 3.17


instructional resources for World

Languages

1 10 55 8 4 132 3.05 -0.12

Concerns are addressed when following

the chain of command11 70 43 58 36 6 3.17

Concerns are addressed when

following the chain of command10 56 55 43 37 9 3.20 0.03

41

Que stio n(1) Ve ry

sa tis fa c to ry

(2)

Sa tis fa c to ry

(3) No

o p inio n/

ne utra l

(4)

Unsa tis fa c to ry

(5) Ve ry


Ra ting

Ave ra g eCha ng e

Quality of support services for Social

Studies instruction3 28 50 32 12 99 3.18

Quality of support services for Social

Studies instruction5 17 53 25 30 80 3.45 0.27

Recognition/appreciation of good

teaching10 64 40 80 23 7 3.19

Recognition/appreciation of good

teaching11 51 31 65 41 11 3.37 0.18

Recognition of research

accomplishments5 38 77 54 17 33 3.21

Recognition of research

accomplishments5 32 66 41 21 45 3.25 0.04


resources for Language Arts6 38 35 41 20 84 3.22


instructional resources for Language

Arts

8 30 42 45 13 72 3.18 -0.04


resources for Social Studies7 26 44 32 19 96 3.23


instructional resources for Social

Studies

5 19 47 27 29 83 3.44 0.21


Social Studies1 16 54 19 14 120 3.28


for Social Studies4 12 45 28 27 94 3.53 0.25


Education6 46 74 64 28 6 3.28


Education3 32 58 55 55 7 3.63 0.35


development for Science6 19 45 35 17 102 3.31


development for Science3 11 45 38 27 86 3.60 0.29


building14 49 45 67 43 6 3.35


building8 50 48 58 41 5 3.36 0.01


development for Social Studies1 20 48 32 20 103 3.41


development for Social Studies4 12 43 35 26 90 3.56 0.15

Ability to influence decisions in the district 2 29 60 72 56 5 3.69


district3 22 55 57 64 9 3.78 0.09

42

STUDENT SATISFACTION RESULTS

Question

Very

satisfactory satisfactory

No

opinion/

neutral Unsatisfactory

Very

unsatisfactory N/A (blank) Responses

Mean

Rating

Quality of Math curriculum and

instruction 288 760 269 184 85 13 18 1617 2.4

Timeliness of teacher feedback

on homework/tests/etc. in Math 241 660 381 229 73 14 19 1617 2.5

Quality of teacher feedback on

homework/tests/etc. in Math 199 650 446 204 68 17 33 1617 2.5

Student conduct in Math Class 222 632 413 200 100 21 29 1617 2.6

My level placement in Math 435 584 260 183 103 25 27 1617 2.3

Quality of LA curriculum and

instruction 337 653 350 160 72 13 32 1617 2.3


on homework/tests/etc in LA 231 590 395 240 120 18 23 1617 2.6


homework/tests/etc. in LA 328 625 372 162 88 15 27 1617 2.4

Student conduct in LA class 309 668 401 135 72 11 21 1617 2.4

My level placement in LA 491 660 241 119 77 13 16 1617 2.1

Quality of SS curriculum and

instruction 421 591 316 134 98 34 23 1617 2.3


on homework/tests/etc. in SS 284 574 381 210 115 38 15 1617 2.6


homework/tests/etc. in SS 326 576 380 169 110 36 20 1617 2.5

Student conduct in SS class 351 580 392 161 72 36 25 1617 2.4

My level placement in SS 529 609 241 105 66 38 29 1617 2.1

Quality of Science curriculum

and instruction 311 631 346 167 97 35 30 1617 2.4


on homework/tests/etc. in

Science 293 576 395 183 108 37 25 1617 2.5


homework/tests/etc. in Science 281 584 387 185 110 41 29 1617 2.5

Student conduct in Science

class 262 625 390 166 106 41 27 1617 2.5

My level placement in Science 429 609 300 127 80 46 26 1617 2.2

Quality of WL curriculum and

instruction 211 534 384 187 167 94 40 1617 2.7


on homework/tests/etc. in WL 227 540 406 185 122 107 30 1617 2.6


homework/tests/etc. in WL 221 516 411 186 148 105 30 1617 2.7

Student conduct in WL class 220 534 420 152 157 105 29 1617 2.7

My level placement in WL 358 574 338 113 93 92 49 1617 2.3

Quality of PE curriculum and

instruction 308 565 407 150 135 31 21 1617 2.5

Student conduct in PE classes 298 536 440 155 123 47 18 1617 2.5

Quality of Music curriculum and

instruction 284 256 339 54 50 594 40 1617 2.3


on homework/tests/etc. in

Music 212 231 384 46 58 650 36 1617 2.5

43

Question

Very


No

opinion/


Very


Mean

Rating


homework/tests/etc. in Music 232 223 371 50 55 648 38 1617 2.4

Student conduct in Music 178 240 380 43 51 669 56 1617 2.5

Quality of Art curriculum and

instruction 285 465 326 52 39 401 49 1617 2.2


on homework/tests/etc. in Art 232 451 405 56 36 393 44 1617 2.3


homework/tests/etc. in Art 255 433 388 60 42 391 48 1617 2.3

Student conduct in Art class 203 404 386 118 89 343 74 1617 2.6

Quality of counseling about

college 242 422 401 211 124 177 40 1617 2.7

Quality of counseling about

scheduling/course selection 263 546 370 217 120 65 36 1617 2.6

Quality of counseling services 283 528 400 165 120 79 42 1617 2.5

Quality of Library/Media Center

services 173 548 442 198 159 55 42 1617 2.8

Student access to technology 182 509 360 288 210 34 34 1617 2.9

Access to online research

materials 202 513 338 278 210 33 43 1617 2.9

Communication of level

placement procedures 78 330 486 320 291 68 44 1617 3.3

Communication of opportunities

concerning AP courses 149 433 487 214 188 105 41 1617 2.9

Communication of your

academic options and

opportunities 144 469 432 299 181 50 42 1617 2.9

Communication of tests and

what they mean 95 443 518 302 177 36 46 1617 3.0

Communications from/with

school administration 72 302 524 308 319 54 38 1617 3.3

Communications from/with

teachers 183 650 423 183 108 20 50 1617 2.6

Accessibility of teachers/faculty

during school 135 633 452 231 98 22 46 1617 2.7


before or after school 138 626 472 201 107 33 40 1617 2.7


via email 150 546 511 185 114 63 48 1617 2.7


via voice mail 53 196 611 194 186 323 54 1617 3.2

Communications about the

Attendance policy 102 319 405 312 403 33 43 1617 3.4

Communications about the

Discipline policy 98 298 503 282 340 47 49 1617 3.3

Students are well behaved and

respectful toward students 84 308 503 359 315 15 33 1617 3.3


respectful toward staff 82 264 531 375 306 21 38 1617 3.4


respectful toward school

facilities 71 227 483 377 392 24 43 1617 3.5

Students are treated fairly 70 296 438 368 382 21 42 1617 3.4

I am treated fairly 196 527 410 224 205 16 39 1617 2.8

The district's overall quality of

curriculum and instruction 82 536 499 266 169 18 47 1617 2.9

44

Question

Very


No

opinion/


Very


Mean

Rating

My overall academic experience

in the district 131 672 396 196 163 16 43 1617 2.7

My overall satisfaction with my

extracurricular activities at CHS 316 612 370 116 113 51 39 1617 2.4

Satisfaction_with_PowerSchool 319 542 427 151 116 0 62 1617 2.5

My overall satisfaction with my

experience at CHS 159 607 378 210 209 18 36 1617 2.8

45

Goal Four: Resource Management

The South Orange–Maplewood Public Schools will pursue and achieve Goals 1-3 while slowing the rate of increase in operating expenditures.

Objective A: A transparent, efficient budget that aligns with and supports the attainment of district goals and that reins in spending on budget categories that are rising at a faster rate than the cost of living.

Indicator 1: Timely approval of the district budget aligned to district goals, responsive to taxpayer burden, and articulated in the context of a 3-year budget forecast projecting trends in revenues, expenses and tax levies.

Milestone 2011-2012 Approved 2012-13 budget with a year-over-year tax impact not greater than the allowable cap. Cap as defined by New Jersey law and as meant for purposes of this milestone is 2%. In the case of extenuating circumstances, the cap may exceed 2%, subject to certain adjustments, such as allowable banked cap and enrollment increases.

2012-2013 budget was approved at a 2.00% tax increase, including debt service. Based on allowable budget adjustments, the district was eligible to request a tax increase of 3.48% or an additional $1,482,161. Recognizing taxpayer burden, the district developed a budget lower than the allowable cap.

Indicator 2: Rate of growth in energy consumption.

Milestone 2011-2012 Reduce consumption 5% or more over the average consumption for the last 3 years at each district location.

During the 2011-12 school year, electric consumption was reduced 5.6% overall when compared with the prior 3 year average. Decreases in electricity consumption are especially significant because of the increased load over time from new computer labs, SMART Boards, servers, other technology items and additional air conditioning. Gas consumption was reduced by 18.8% total usage district-wide. While gas consumption has been trending downward in response to district initiatives, a partial explanation for the dramatic decrease in 2011-12 can be attributed to the above average temperatures during the heating season.

Electric Usage (kWh) Gas Usage (Therms)

School

3 yr avg: 08-09, 09-10, 10-

11

2011-12 school year

3 yr avg: 08-09, 09-10, 10-

11

2011-12 school year

Columbia High School 2,459,472 2,156,694 393,074 313,241

South Orange Middle 791,040 751,920 123,868 97,271

Maplewood Middle 701,920 733,000 127,899 91,623

Clinton Elementary 388,670 396,560 73,642 50,299

Jefferson Elementary 519,137 500,200 61,474 48,606

Marshall Elementary 391,337 391,980 42,460 44,147

Seth Boyden Elementary 394,209 376,514 52,407 37,981

South Mountain Elementary 280,250 308,775 59,419 75,272

South Mountain Annex 94,042 88,750 23,080 20,106

Tuscan Elementary 392,200 327,400 53,840 40,540

Montrose School 60,560 75,620 31,279 22,699

Administration Building 197,830 174,000 32,454 19,093

TOTAL 6,940,368 6,551,380 1,092,832 887,345

The overall 5.6% decrease in electric consumption was driven by a 12.3% decrease at Columbia High School, our largest facility. Other school consumption fluctuated with about half the schools meeting the goal of reducing consumption by 5% or more.

46

With the exception of two schools, Marshall and South Mountain, all of the schools saw significant decreases in gas consumption in 2011-12 when compared with the average of the prior three years. Again, this is partially attributed to the mild winter.

Objective B: Well-maintained and safe facilities that enable focused and effective teaching and learning, and are that are repaired and updated in an architecturally sensitive and fiscally responsible manner.

Indicator 1: A capital plan that extends to 2025.


Submission of a preliminary capital plan to the BOE by January 2012

Submission of a fuller capital report to the BOE by June 2012

EI Associates was engaged to perform a district-wide facilities assessment of all district properties. A preliminary capital review of specific projects proposed for Columbia High School was requested by the Board of Education. These findings were reported to the Board of Education and Board of School Estimate as part of the documentation and discussions regarding bond sales for capital projects in December 2011 and January 2012.

-

500,000

1,000,000

1,500,000

2,000,000

2,500,000

Electricity Consumption by School (kWh)

2008-09

2009-10

2010-11

2011-12

-

100,000

200,000

300,000

400,000

500,000

Gas Consumption by School (Therms)

2008-09

2009-10

2010-11

2011-12

47

A summary of the full assessment report was presented to the Board of Education at the public meeting on April 23, 2012. The next step in development of the capital plan is to incorporate EI’s findings into a plan that extends to 2025. The finalization of this plan was delayed to incorporate the potential Columbia High School Aquatic Center under discussion by the Board of Education.

Indicator 2: Feedback from parents, students, administrators and teachers on quality of facilities and solicitation of facility needs.

Milestone 2011-2012 Improved stakeholder satisfaction rates, as measured by surveys regarding cleanliness and condition of facilities.

Performed annual student, administrator and teacher survey.

A number of surveys and evaluations have been developed to provide feedback on facilities.

Staff and student surveys were distributed at the close of the school year to evaluate custodial services. Overall results were positive. Results were compiled and used to identify areas in need of improvement.

Surveys regarding all contracted services were distributed to building administrators for input into service evaluation.

1

Approved as Resolution 2801, September 19, 2011

District Goals 2011-2013:

Vision The South Orange-Maplewood School District will be the top-performing diverse suburban school district in the nation.

Our Mission To prepare each and every student, regardless of demographic or socioeconomic background, for postsecondary educational success, and to educate all students to be responsible and productive members of the global society at large, and especially: • caring, collaborative and ethical people • critical thinkers and problem solvers • effective writers and speakers • thoughtful consumers and producers of media • lifelong learners

Core Values We measure success by student growth and achievement Every student is worthy of intellectual respect Effective teaching is essential Quality education demands genuine appreciation of differences We can all learn from each other Parents and guardians are our partners Demography is not destiny, academically or otherwise All students deserve the opportunity to achieve their fullest potential

2

Preamble These district goals establish the ends by which the district’s success in fulfilling its mission of educating students shall be measured from 2011-14. Each of these goals, and the underlying objectives, is important and relates to the others. No objective shall be considered met if its achievement comes through the erosion of another objective’s baselines. These goals—specifically their achievement or lack thereof—shall form the primary basis for evaluation of the superintendent by the board. The board presents this document as the primary statement of priorities that shall govern the initiatives, and budget allocations in 2011-12. Each year the board will review and amend these goals by resolution, including resetting and adding milestones. Lastly, the board wishes to emphasize that the schools of South Orange-Maplewood seek to educate the complete student, utilizing a broad and diverse curriculum that includes art, music, languages, technology, physical education and other subjects that may not be mentioned as priorities in the goals that follow. Although continuing improvement in the quality of language-arts and math instruction is an essential priority (as indicated in Goal One), it is not the board’s intent that such improvement should occur through a de-emphasis of the arts, humanities and sciences.

Roles The board has a responsibility to ensure that the district goals reflect community values, to establish the necessary policies to achieve the goals, and to communicate with the community about the goals and progress toward them. The superintendent is responsible for progress toward the goals, through the management of all staff to achieve clearly stated milestones. The board shall evaluate his performance by assessing success against the milestones on an annual basis.

Definitions Each of the four district goals has four or five components: Goal statement. Articulation of the fundamental, long-term aspirations for the schools of South Orange-Maplewood. Objectives. Major components of the goals. Indicators. Criteria used to evaluate progress toward the objectives. They consist of types of information, both quantitative and qualitative, that can reasonably be used to evaluate progress. Baselines. Articulation of the current status for each indicator. Milestones. One-year targets that serve as the primary basis for measuring the district’s progress and the chief means among several for evaluating the superintendent’s annual performance.

3

Goal One: Student Learning The South Orange-Maplewood Public Schools will promote the intellectual growth of all students, challenging and inspiring them to do their best. Objective A: Students will demonstrate proficiency on key benchmarks to postsecondary readiness equal to or better than peer districts (District Factor Group ―I‖).

Indicator 1: Student performance comparisons, for both proficiency and advanced proficiency, to the DFG-I on an aggregated student-population basis, district-wide, on state assessments in language arts, math and science for each grade tested.

Milestones:1

2011-12 2012-13 2013-14 2014-15 Narrow the existing gap between SOMSD and DFG by 25%. (The goal is to cut 25% of the gap, not to gain 25 points.)




Indicator 2: Student performance comparisons, for both proficiency and advanced proficiency to the DFG-I for the special education student population, district-wide, on state assessments in language arts, math and science for each grade tested. Milestones:

2011-12 2012-13 2013-14 2014-15 Determine baseline gap using 2010-2011 state assessment scores Narrow the existing gap between SOMSD and DFG by 25%. (The goal is to cut 25% of the gap, not to gain 25 points.)




Indicator 3: Participation and success in Advanced Placement (AP) courses in the high school.

Milestones: for 2011-12 and 2012-13:

Increase the percentage of the high school student body enrolled in AP courses by 10% and the percentage of black students in the high school student body enrolled in AP courses by 20%

Increase the number of 2011-2012 AP scores of 3 or higher by 5%

Indicator 4: Track students’ readiness for college and careers using a roadmap with milestones at least every other grade, beginning in 1st grade and data collection continuing until 4 years past graduation from CHS.

Milestone 2011-12: Develop preliminary roadmap to college and career readiness Milestone 2012-13: Launch roadmap publicly, align school accountability system and begin tracking

1 This same methodology (narrowing gap vs. DFG) will be used on a school-by-school basis for the purposes of calculating

performance bonuses for administrators covered by the district’s performance compensation plan. In cases where district schools already exceed the DFG on state assessments, the superintendent shall set appropriate milestones for higher absolute performance on the state assessments in lieu of a DFG-gap closing goal.

4

Objective B: Black students in the district will increasingly perform at a level comparable to their white peers.

Indicator 1: Performance comparisons between white and black students, on a disaggregated basis. Milestones:

2011-12 2012-13 2013-14

Narrow the existing gap between white and black students on all assessments by 15%. (Example: If 95%

of whites in a subject/grade are proficient and 75% of blacks are proficient, there is a 20-point achievement gap. Narrowing this gap by 10% would be equivalent to reducing the gap to 18 points.)



Objective C: Rigorous curricula and expanded learning opportunities will enable all students to thrive and reach their academic potential.

Indicator 1: A consistently implemented and thoroughly articulated K-12 standards-based core curriculum reflecting world class standards, global imperatives and 21st century skills.

Milestones:

Core Area 2011-2012 English Language Arts

Mathematics

Media/Educational Technology

Physical Education Science

Social Studies

Implement revised K-12 curriculum Revise curriculum for grades 3-12. – Pending further direction from NJDOE

Implement middle-school technology curriculum

Revise K-5

Revise grade 12 electives

Revise K, 1, 3 and 4

Core Area 2012-2013 English Language Arts

Mathematics

Media/Educational Technology Physical Education

Social Studies

Implement revised K-12 curriculum. Continue revision to curriculum for grades 3-12, based on direction from

NJDOE

Revise Television Arts Curriculum

Revise grades 6-12

Revise grade 2

Indicator 2: Written documents that are publicly available and distributed that articulate 1) learning aims 2) content scope and sequence and 3) student performance expectations. These elements will clearly illustrate differences that exist between levels in a given course. Milestones 2011-12:

Explanations developed for all leveled language arts and math courses

Develop guidelines for staff outlining when and how this information should be shared with students and parents/guardians

Milestone 2012-13: All leveled social studies and science courses Milestone 2013-14: All other leveled courses

5

Indicator 3: Comprehensive improvement plans in place at Columbia High School and both middle schools, articulating the strategies by which improved curricula, expanded learning opportunities, technology deployment, professional development and teacher evaluation will lead to improved teaching and learning.

Milestones 2011-12:

Implement year one initiatives in the CHS 5-year Strategic Plan

Update the CHS Strategic Plan as needed, developing action plan for 2012-13 and beyond

Develop 5-year improvement plans for both middle schools

Develop and be prepared to pilot at least two new alternative pathways for upperclassmen at CHS beginning in September 2012

Milestones 2012-13:

Implement year two initiatives in the CHS 5-year Strategic Plan

Update CHS Strategic Plan as needed, develop action plan for 2013-14

Implement year one of the 5-year improvement plan for both middle schools

Expand virtual learning programs at CHS to include total enrollment in regular-credit virtual classes of 40 or more

Indicator 4: Courses and extracurricular activities that integrate STEM disciplines to inspire students’ creativity and connect learning to real-world problems and solutions.

Milestone 2012-13:

Expand opportunities for middle school students to engage in integrated STEM projects, such as the Intel Science and Engineering Fair.

Goal Two: Professional Staff

The staff of the South Orange–Maplewood Public Schools will consistently and collaboratively lead students of diverse backgrounds and learning styles to learn at or above the appropriate grade-level standards. Objective A: A performance evaluation and compensation system will be driven by objective measures that are tied to student learning and school/district goals.

Indicator 1: Valid, fair, reliable and constructive systems for performance evaluation of principals, assistant principals, supervisors, teachers (non-tenured and tenured) and district administrators, driven by multiple measures (student achievement and individual evaluation) of individual performance as well as contributions to team efforts that are aligned to school/district goals.

Milestones 2011-12:

One hundred percent district-wide use of a coaching and evaluation system based on the Framework for Teaching for all teachers and staff

Evaluation and compensation for all principals, assistant principals, supervisors and directors based on performance and annual professional goals

Evaluation and compensation for all senior leaders based on district goals

Develop and implement 360° feedback tool for superintendent Milestones 2012-13:

Summative rating for each staff member for the year, using the Framework for Teaching levels of performance

Objective B: Professional development programs and activities will strengthen district faculty’s ability to contribute to measurable improvements in student achievement.

Indicator 1: Professional development for district staff to increase their ability to

effectively deliver the written curriculum and meet the social emotional needs of our

students.

6

Milestone 2011-12:

Creation of baseline data on professional development offered

Develop Peer Assistance and Review (PAR) process for teaching staff

Implement 360° feedback tool for principals (to inform practice only)

Develop 360° feedback tool for other pedagogical administrators Milestones 2012-13:

Pilot Peer Assistance and Review (PAR) process

Pilot 360° feedback tool for other pedagogical administrators Milestones 2013-14:

Implement Peer Assistance and Review (PAR) process

Implement 360° feedback tool for other pedagogical administrators

Indicator 2: A mechanism to measure the effectiveness of internal professional

development.

Milestones 2011-12: Creation of a baseline report that includes:

Evidence of alignment of professional development learning with delivery

of instruction included in staff observations and evaluations

High level review of feedback from staff on professional development

sessions

Survey data

Milestone 2012-13: Demonstrable progress against the baseline

Indicator 3: Number of national board certified teachers.

Milestone 2012-13: Ten additional staff members initiate the process.

Objective C: Use of data analysis to guide instructional coaching and development.

Indicator 1: Utilize grade-, school-, and section-level data from annual state assessments as

well as internal common assessments to guide principals’ and teachers’ use of instructional

supervisory and coaching time, as well as the activities of professional learning circles and

building- and grade-level professional development.

Milestone 2011-12: Superintendent to report on the extent and timing with which

administrative staff have shared data analysis with staff members, the changes in

practice that such data analysis has spurred, and the outcomes that have been seen

as a result.

Objective D: Recruitment and hiring will increase the quality and diversity of the professional staff.

Indicator 1: Highly qualified and diverse applicants. Milestones 2011-12 and 2012-13:

Exceed 75% ―top choice‖ hires

20% increase in candidates identifying themselves as people of color

One hundred percent of hires made according to district practices—including use of the Framework for Teaching to assess knowledge of effective practice, a group interview, and a sample lesson done in a district classroom with students (or presented to staff if students are not available)

Objective E: A staff recognition program will identify and celebrate excellent teaching.

Indicator 1: Innovation and Excellence in Teaching Award at both the school and district level.

7

Milestones 2011-12:

Establish award criteria and selection process

Award to one teacher in each school

Award to one teacher for the District

Evaluate the process and establish 2012-13 milestones

Goal Three: Engagement and Outreach The South Orange-Maplewood Public Schools will timely and effectively communicate with parents, students, staff and members of the South Orange-Maplewood community regarding important information, events and news related to our District, schools, staff and students. Objective A: Parents and guardians will be effectively engaged in students’ education.

Indicator 1: High-quality parent contacts with teachers. Milestones 2011-12:

Two or more ―quality‖ contacts with homeroom teachers for parent(s)/guardian(s) of 95% of K-5 students during 2011-12

By January 31, 2012, 100% of teachers of grades 6-12, and 75% of parent/guardians of grade 6-12 students, use the Teacher Gradebook feature of PowerSchool

Early and frequent outreach to underperforming students and their families Milestone 2012-13:

Notify students and their families when key milestones on the roadmap to success in college are in danger of being missed

Objective B: Parents, students, staff and members of the South Orange-Maplewood community will receive timely and effective communications regarding important information, events and news related to our District, schools, staff and students.


Milestone 2011-12:


Implement weekly update.

Maintenance of a website that provides timely information desired by parents in a user-friendly format.

Objective C: A variety of communications tools will be used to regularly share with parents, students, staff and members of the South Orange-Maplewood community positive information about our District, schools, staff and students, celebrating in particular the achievements of our students and staff.


Milestone 2011-12:


Increase use of multi-media to at least 1 per month and 10 per year to communicate about events and accomplishments of students, staff and schools.

Objective D: Objective information will be gathered from parents, students and staff regarding the achievement of District goals and the delivery of educational services in the District..

8

Indicator 1: Parent and student satisfaction ratings gathered through annual survey(s) on the effectiveness of teacher, school and district communications—both in regard to the needs of individual students and to the sharing of school or district news. Milestones 2011-12:

Achieve minimum 10% gains in applicable satisfaction ratings compared with 2009-10 ratings. Achieve 75% ―good‖ or better ratings with regard to customer satisfaction with PowerSchool implementation.

A satisfactory percentage of members from each group surveyed will participate in the annual survey.

Goal Four: Resource Management

The South Orange–Maplewood Public Schools will pursue and achieve Goals 1-3 while slowing the rate of increase in operating expenditures. Objective A: A transparent, efficient budget that aligns with and supports the attainment of district goals and that reins in spending on budget categories that are rising at a faster rate than the cost of living.

Indicator 1: Timely approval of the district budget aligned to district goals, responsive to taxpayer burden, and articulated in the context of a 3-year budget forecast projecting trends in revenues, expenses and tax levies. Milestone 2011-12:

Approve 2012-13 budget with a year-over-year tax impact not greater than the allowable cap. Cap as defined by New Jersey law and as meant for purposes of this milestone is 2%. In the case of extenuating circumstances, the cap may exceed 2%, subject to certain adjustments, such as allowable banked cap and enrollment increases.

Indicator 2: Rate of growth in energy consumption.

Milestone 2011-12: Reduce consumption 5% or more over the average consumption for the last 3 years at each district location.

Indicator 3: Minimize taxpayer burden by upholding residency laws and ordinances through cooperation with the towns to the maximum extent permissible under law. Milestone 2011-12:

Initiate a grade-targeted re-registration;

Report on re-registration and other district activities to uphold residency laws and ordinances in January and July 2012

Objective B: Well-maintained and safe facilities that enable focused and effective teaching and learning, and that are repaired and updated in an architecturally sensitive and fiscally responsible manner.

Indicator 1: A capital plan that extends to 2025. Milestone 2011-12:

Submission of a preliminary capital plan to the BOE by January 1012

Submission of a fuller capital plan report to the BOE by June 2012 Indicator 2: Feedback from parents, students, administrators and teachers on quality of facilities and solicitation of facility needs.

Milestone 2011-12: Improved stakeholder satisfaction rates, as measured by surveys regarding cleanliness and condition of facilities.

state of the district - south orange maplewood school district

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