High School Day Lengthened The high school day has been lengthened by one academic period increasing the instructional minutes for all students. This provides students with the opportunity to take an additional class, participate in music and drama during the school day, or receive academic support.

Common Planning Time The high school and middle schools now have built-in common planning time on Wednesday of each week. This time is designated for teachers to work collaboratively on improving student performance. See Page 8 for a listing of all school start and dismissal times.

Full Day Kindergarten Starting this year, Cumberland provides a full day kindergarten program that doubles the amount of learning time for our youngest students. For the first time, Cumberland can proudly offer a full day kindergarten program, thanks, in part, to support from the Mayor and Town Council.

Improved Communication Improved transparency and greater online access to a variety of district information from policies and curriculum to lunch menus are now available on the district’s enhanced website.

Common Writing Rubrics Spearheaded by Dr. Masterson, common writing rubrics across middle-level grades will be implemented in each area of writing (i.e., narrative, persuasive writing, etc.). Common writing rubrics ensure that teachers have consistent expectations for writing across grade levels and content areas. Rubrics provide students with the opportunity to self-assess their writing before they submit it.

Additionally, district-wide student benchmark papers will be identified and posted online to illustrate to every student, teacher, and parent, exactly what proficient writing looks like at each respective grade level in each type of writing.

Professional Development Days Increased Great teachers lead to great students. The district will now be holding four professional development days, rather than one, throughout the school year. Professional development days enable teachers to keep current with best teaching practices, learn new skills and share their knowledge with co-workers.

FOCUS

on S t u d e n t Ach i e v e m e n t Progress throughout the district includes a number of initiatives targeted to improve student achievement, from the introduction of full day kindergarten to improved communication between schools and parents.

C u m b e r l a n d

Inside

New Leadership Page 2

Full Day K Page 3

Hands-On Science Page 3

Transforming Math Page 5

Writing Rubrics Page 7

Technology Improvements Page 7

Important Dates Page 8

Start & Dismissal Times Page 8

S c h o o l N e w s

C u m b e r l a n d S ch o o l s . o r g

Reading Leads to Exploration!

“When we talk about

improving a school or

school district, it is not one

change that you can point

to that makes the definitive

difference; rather it is a

series of deliberate actions

that are taken to transform

the teaching for teachers

and the learning for

students.”

Superintendent Phil Thornton

Math A number of initiatives are underway throughout all grade levels including improvements through expanded course offerings at the high school, curricular changes to improve math, early identification of struggling students and frequent progress monitoring.

District-Wide Grading Policy A new standards-based grading policy designed to help students be more successful learners by measuring them specifically on what they know and are able to do is being implemented. This new grading policy is part of larger change taking place in our schools with respect to report cards, graduation requirements and student assessments.

A key component of this policy is that students who fail to turn in major assignments or complete key assessments will be required to attend APC (Academic Proficiency Center) until he/she attains proficiency in the subject matter.

Hands-on Science New K-8 hands-on science kits through GemsNet give students opportunities

to explore how things work first hand through activities and experiences with a wide variety of materials.

New Technology All ninety-two elementary classrooms are equipped with document cameras and whiteboards allowing for a more interactive classroom experience.

Fall 2012

www.CumberlandSchools.org

2

Cumberland Welcomes New Leadership

Mr. Mitchell, or Bob as he prefers to be called, joined the administrative team in July. Bob, a Westerly RI resident, is the former principal of the high performing Chariho High School. He is also a former Principal of the Year in Rhode Island and the former president of the Principal’s Association of Rhode Island.

When asked about his priorities for the first six to twelve months, Bob responded that his focus is on the following five initiatives: 1. To convey to everyone including students, staff,

parents, and the community that the students in Cumberland can and will perform as well or better than the top performing students in the state. This will not happen overnight and we will have our challenges along the way. As long as we are determined, focused, and committed to getting better, we will make it happen.

2. To visit all of the schools and meet as many teachers, support staff, students, and parents as possible and let them know that we have high expectations for all students and staff in this district. More importantly, we will let everyone know that we will do everything possible to support them in all of the school reform initiatives required by the state and federal government.

3. To implement a curriculum development and revision cycle based on best practice.

4. Plan meaningful, relevant, and practical professional development opportunities for all staff. Initially, professional development will focus on preparing students and staff for full implementation of the Common Core State Standards. All students in grades 3-11 will be taking an assessment called the Partnership for Assessment of Readiness for College and Careers or PARCC in 2014-2015. The PARCC will be replacing the NECAP.

5. Future professional development will focus on the development of common assessments in all grades and the use of data to drive all decisions related to teaching and learning.

Why did you choose Cumberland? “I am excited to be here for several reasons. First and foremost, there is a positive energy in everyone I meet that is focused on improving the performance of all students. People are proud of their schools and they want them to get better. They have high expectations for our work and what we produce. There is enormous potential in this district and I am looking forward to being a part of the team of educators, students, parents, community members, and elected officials that are committed to improving the performance of all students in the district. I was also drawn to this district because of the opportunity to work with Dr. Thornton. He is a man of action and every decision is based on what is in the best interest of students. He has high expectations for everyone, and he has demonstrated a commitment to

Robert Mi tchel l , Ass is tant Super in tendent moving the district forward in the short time he has been here. Dr. Thornton has raised the bar for all students and staff in the Cumberland School District.” What strengths do you bring to your new position? “I am going into my nineteenth year as an administrator. I spent six years as an assistant principal, and the last twelve as the principal of Chariho High School. I have a lot of experience in dealing with students, parents, teachers, support staff, and the community. I have been a part of a team that has seen significant improvement in student performance over the years. I am confident that the instructional leadership skills I have developed over the years will contribute to improving the performance of all students and staff in the district. Most importantly, I understand the importance of establishing mutually respectful relationships with everyone in the district. The best organizations have the best relationships and I look forward to working hard and having fun with everyone here. “ Any personal information you'd like to share? “My wife, Dr. Sally Mitchell, is an administrator in the Johnston Schools. We have three children. Joseph, Christina, and Adam. Adam will be a senior at Westerly High School. My oldest son Joseph and his wife Emily have a little boy, Finn who is an absolute joy. We are expecting our second grandchild in December. Christina has a degree in elementary education and she is working on a master’s degree in special education at RIC. We live in Westerly (I don’t mind the commute) and spend a lot of time at the beach with our family. We are also fortunate to live on the Pawcatuck River and I like to get out in my kayak as much as possible. My degree is in health and physical education and I have always been active physically. Fitness is very important to both Sally and me and we exercise a lot together.”

Mr. Tenreiro, who hails from Pawtucket RI, is a former assistant principal at Smithfield High School. With Mr. Tenreiro aboard, the District has a very progressive educator that will bring CHS to the forefront of educational best practices.

“With great excitement and anticipation, I am delighted to introduce myself as the new Principal of Cumberland High School. We have begun to adjust our sails and are busy preparing for a new school year. The gifts and talents of our students combined with the dedication and passion of our teachers will position us to make the year ahead an enterprise in the pursuit of excellence. Not merely the result of good intentions, excellence results from daily discipline and a relentless commitment to improve when we see something we can do better. In Aristotle’s words, excellence “is not an act, but a habit.”

This year we will work hard together to ensure that CHS develops the habits necessary to become a top performer in academics, athletics and student activities. In order for our students to realize their human potential for greatness in college and career, they must strive for excellence throughout the high school experience. We cannot settle for mediocrity of effort or “good enough” results. Instead, we must work together to identify and build on one another’s strengths, sail forward courageously, remain focused, conquer the unknown, and embrace leadership as a responsibility shared by all. With this group commitment we will return Cumberland High School to

its rightful place as a source of pride and promise for our community.

6-12 month goals for CHS:

Goal 1: Develop relationships with all Cumberland High school stakeholders Goal 2: Prepare for the upcoming NEASC visit and use information to inform High School Strategic Improvement Plan. Goal 3: Development of a professional culture in which teachers at CHS and its administrators set high expectations, continuously seek and share learning, and act on their learning. Goal 4: Transition Curriculum, Instruction, and Assessment to Common Core Standards and Core Practices. Goal 5: Review Emergency Response Plan and School Safety Plan to ensure security of campus. Goal 6: Increase 4 year graduation rate aligned with RI’s Race to the Top 2017 objectives Goal 7: Comprehensive Plan for Class of 2014 Growth ensuring minimal proficiency for all students and increased percentage of distinction level achievement. We must also commit to the belief that learning is not simply the work of the students. In fact, all members of our educational community (parents, teachers, coaches, residents, and local businesses) must collaborate in service of the students’ needs. Strong community-school relationships are essential to high academic, extra-curricular and athletic achievement. Find any successful school and you will also find

Alan Tenrei ro , Cumber land High School Pr inc ipa l

involved and supportive parents and community members.

Education, we know, is ultimately about so much more than academic success. Academic achievement must be balanced with personal growth. Our mission at Cumberland High School will surely be focused on academic achievement, but always with an eye toward living and working in a community, learning to respect and trust each other, persevering in problem solving, making new friends, and reaching out to make a difference in the lives of others through service learning opportunities.”

Follow Principal Tenreiro on Twitter @AlanTenreiro for bi-weekly chats about high school issues.

Follow Cumberland High School on Twitter : Emergency Alert Twitter Account: @CHSalerts No Twitter account? – You can text “follow CHSalerts” to 40404 to receive text messages to your phone regarding any school cancellations or emergency announcements.

3

8:15-8:30 ~ Arrival

As the kindergartners arrive they put away their belongings, make their lunch choices and give notes to their teacher. Their teacher will have an activity to work on such as a worksheet that reinforces a previously learned skill or table activities to reinforce small motor skills.

8:45-9:00 ~ Morning Meeting

The teacher reviews the daily agenda with the class. Students determine the date on the calendar and chart the weather and may examine the lunch graph to see how many children are buying lunch versus bringing their lunch. They may look for patterns in the weather that is a precursor to mathematical patterning. Or, students may notice that if each day is represented by a penny those pennies could be traded in for a nickel at the end of a week, a dime at the end of two weeks, etc.

9:00-9:45 ~ Whole Class Reading

The Reading Street program has a specific protocol for each day of the week. There is a weekly story and a set of skills that accompany each story in the unit. These skills are taught to the class at this time. Social Studies is also incorporated into the reading program.

9:45-10:30 ~ Reading Centers

Throughout the week the students rotate through centers that reinforce writing, phonics, sight vocabulary and comprehension skills. During this time, which is also the reading intervention block, the teacher works with individuals and small groups to reinforce and extend learning while the interventionists also take small groups.

A Full Day of Kindergarten Starting this fall, Cumberland kindergarten students will attend school for the full day, allowing for twice the amount of learning time.

Schedule for all Kindergarten Classes: (based on an 8:30 start time)

10:30-10:40 ~ Snack

10:40-11:20 ~ Special Area

This is the time that the kindergartners would go to Art, Music, Library or Physical Education. Each class is assigned one special area each day. The students have Physical Education twice a week.

11:30-12:10 ~ Lunch and Recess

12:10-12:25 ~ Read Aloud/Rest Time

This is the time of day when the teacher may have the students take a short break and listen to quiet music, peruse a book or she may read to the class.

12:25-1:25 ~ Math

The students gather in a large group to work on math concepts. This is a teacher directed lesson.

1:25-2:05 ~ Math Centers/Intervention

This time is similar to the reading center/intervention time. Students work in small groups to reinforce and/or extend previously learned concepts. They rotate through several centers throughout the week. The teacher works with small groups as do the math interventionists.

2:05-2:40 ~ Science/Writing

Students work with the GEMSNet science kits. There is a discovery and a writing component to the program.

It’s time to clean up and get ready to go home!

Mr. DiManna, a Cumberland resident, is a former principal at both Scituate Public Schools and at Times2 Academy.

Tony has a strong ESL background and a hands-on approach to leading a school. Also, his solid background in technology applications to teaching and learning make him a great addition to the Cumberland leadership team.

“My priorities over this school year are to establish myself as the academic leader of

the BF Norton Community. I plan to observe, listen, and learn about the exciting culture that exists at the school. I want to familiarize myself with the students, staff, and parents. As a new member of the community, and with many changes that have occurred, I would like to keep a clear and simplistic focus on teaching and learning. I also plan to follow all district initiatives as directed by my superiors. Most significantly, I would like to become an integral and contributing member of the school community. “ Why did you choose Cumberland? “I am extremely excited to become a part of the Cumberland School district. The piece that enticed me the most was the powerful sense of unity and commitment the interview team portrayed when I interviewed here. Strong culture is a gift and BF Norton has it. I loved the energy and the love for diverse learners that was present in the room. I also wanted to serve a diverse

Antonio DiManna

Principal of B.F. Norton School

Science will come alive for students in grades

K-8 as they explore how things work first hand

through GEMSNET an inquiry‐based science

program developed by the University of Rhode

Island.

GEMSNET provides science teachers with the

materials and teaching support to engage

students in critical thinking through the use of

over thirty science kits. These kits provide

hands-on science activities for exploring the

Earth, animals, insects, time, physics, the

human body and space – just to name a few.

Hands-on learning helps students become critical thinkers – they learn to apply not

only what they know but how to use that base of knowledge to solve more complex

problems.

Schools that have used GEMSNET over the past decade have the highest

achievement scores in science in the state.

Hands-on Science

Tina Fogell

Human Resources Supervisor

Mrs. Tina Fogell, a Cumberland resident, is the District’s new Human Resource Supervisor. A lawyer by trade, Mrs. Fogell, brings a wealth of experience to the District in a position that is critically important to optimizing all aspects of teaching and learning.

Cumberland Welcomes New Leadership

Contributors Dr. Phil Thornton, Superintendent

Dr. Jason Masterson, NCMS Assistant Principal

Brien Keller, Cumberland High School Assistant Principal

Scott W. Fuller, CHS Assistant Principal

Audrey Geary, CHS Guidance Secretary Cumberland High School

Donna Zannelli, CHS Assistant Principal

Mike Chandler, Director of Technology

Monique Swiszcz-Johnson, K-8 District Math Coordinator

Christopher Scott, CHS Math Department Chairperson

Robert Mitchell, Assistant Superintendent

Judith Bassignani, Garvin Elementary School Principal

Carolyn M. Dooley, Art Educator

Jim Field, PBIS Coordinator

Antonio Di Manna, BF Norton Principal

Janita Durcharme, Music Educator

Editors

Lisa Beaulieu, Linda Teel

Special Thanks to Our School Families Who Shared Photos!

population of students again. It is what I am passionate about--and it felt like the right "fit" for me.” What strengths do you bring to your new position? “I feel that I bring a diverse background with me to Cumberland - both inner city and rural experiences. Combined, they have taught me to value strong work ethic, keeping a clear focus on learning, and understanding what essential elements are necessary in order to be a successful school community. I feel that my leadership style is centered on being highly observant, very visible, and a student-first oriented. I am a visionary, who sees the big picture is not afraid to make sustainable changes when necessary. My biggest strength is my ability to build a strong rapport with students, parents, and staff which helps to create a strong foundation in a learning community.” Any personal information you'd like to share? “I love to be active, read, and play sports. I have a wife and two daughters whom I love to spend time with. In the near future, I would like to pursue a doctorate in educational leadership with a concentration in urban education.”

4

A new grading policy designed to help students be more successful learners is now in place in the district. This policy, which is already implemented in grades K-5, is part of larger changes taking place in our schools with respect to report cards, graduation requirements and student assessments. The policy will be fully implemented by the 2013/2014 school year.

The purpose of the Cumberland School Department’s Achievement and Student Success Policy is to set forth best practice principles for creating a learning system that fairly and accurately reflects student learning. This policy is based upon standards based grading where students are measured specifically on what they know and are able to do.

The policy will create a grading system that:

Measures student proficiency by examining all evidence including tests, homework, quizzes and projects

Separately assesses learner achievement and learner qualities such as homework completion

Ensures consistency and fairness in grades across the district

Provides meaningful achievement information to students, parents, institutions of higher learning, and other stakeholders

Student assessments will be consistent across grades and will measure student achievement against common learning standards. Grades will no longer be influenced by practices that can skew scores such as attendance, behavior, extra credit and participation unless required by the class. “Grading on the curve” or basing a student’s grade on class performance will also be eliminated. This policy will also minimize the amount of variation in grading practices among teachers and schools.

According to Superintendent Thornton, “The grade your student receives is a measurement of what they know. It accurately reflects their proficiency in an area. The previous system was a measurement of that and many other things, like compliance and behavior. An accurate reflection of your child’s knowledge allows you to make more informed judgment on what you want to do based on the assessment results.”

Students will still be expected to exhibit proper classroom behavior. Their attitude and effort will be reflected in an additional report card grade referred to as “Learner Quality.” Learner qualities include attendance, behavior, effort, homework completion and class participation. Colleges and employers look closely at learner qualities as they provide insight into a student’s work ethic, attitude and willingness to learn. Elementary students already receive grades for learner qualities.

The Use of Zero

The intent of the new grading system is to accurately measure student proficiency in a given subject area. The use of a zero is a mathematically disproportionate punishment for incomplete work. A zero skews the true measure of what a student knows and is able to do. It also allows students to opt out of doing the work, which is unacceptable. Zeros will not be used rather students will be required to complete all assignments either before or after school.

Eliminating Extra Credit

Extra credit that is unrelated to learning standards will be eliminated. No longer will students receive “points” for bringing in school supplies, returning a signed syllabus, or completing a task unrelated to the course.

Homework

Homework is an out-of-class assignment to support learning in which most – if not all – work is completed outside the classroom. Homework will be assessed and graded as follows:

a. Preparation assignment – a learner quality grade

b. Checking for Understanding– a learner quality grade

c. Practice assignment – a learner quality or proficiency grade

d. Extension of Learning assignment (larger projects) – a learner quality or proficiency grade

Incomplete or Failing Work

Students who fail to complete major assignments or assessments will have a two-week period of time to make up the work at the direction of their teacher. Failure to do so will initiate communication to a parent and a referral to the Academic Proficiency Center (APC) to complete the assigned work.

Students who do not complete and pass these major assignments/assessments will receive an incomplete on their report card and will have summer school or the credit recovery program as options for making up the work and attaining the required proficiency level for passing the course or subject. Failure to turn in assignments or complete assessments will result in mandatory participation

in the APC until the student attains proficiency in the subject matter.

Extended Learning Opportunities

The district recognizes that students may differ in the time needed to attain proficiency. To support the learning of all students, flexible learning opportunities will be provided, including but not limited to, before and after school programs, summer school, Saturday learning opportunities, Academic Proficiency Center (APC) et cetera. When students are remanded to one or several of these programs, participation is compulsory.

What Do Colleges Think?

Students will still receive a GPA calculated with standards based grading that will be submitted to colleges. With regard to grades, colleges report that grading practices vary wildly from school district to school district, so a “B” in one school is often not equal to a “B” in another school. The strength of the overall program, how the student has challenged his/herself in that program, and how the school describes its program in the school profile are very important to college admissions representatives.

What’s Next?

The new K-5 Standards-Based Report Cards will be implemented in the fall of 2012. Middle School Standards-Based Report Cards will be implemented in the fall of 2013. At the high school level, the 2012/2013 school year will see a transition toward Standards-Based Grading with a scale of A, B, C, F. Year-long work at CHS will transition the grading system to a 4-3-2-1 scale for 2013/2014. Teachers will be offered professional development on the new report cards. In addition, parent information sessions on Standards-Based Grading will be held throughout the 2012/2013 school year.

Dr. Thornton added, “This laser focus on student achievement will greatly enhance the district’s ability to hone in on how we can improve student achievement. Additionally, this policy puts in place a compulsory program that affords students additional time after school for students not meeting proficiency in key academic areas.”

Grading Policy

“The grade your student receives is a measurement of what they know. It accurately reflects their proficiency in an area. The previous system was a measurement of that and many other things, like compliance and behavior. An accurate reflection of your child’s knowledge allows you to make more informed judgment on what you want to do based on the assessment results.”

Dr. Phil Thornton, Superintendent

Grade 4 English Language Arts, Mathematics and Learner

Quality sections of the new Standards-Based Report Card

CUMBERLAND SCHOOL DEPARTMENT

GRADE 04 – Report Card

T1=First Trimester; T2=Second Trimester; T3=Third Trimester

Student Name: Year: Teacher: School:

ATTENDANCE T1 T2 T3

Absent

Tardy

Dismissed

Evaluation Key 4 – Exceeding the standard: The student has an extended under-

standing of the standard, consistently produces quality work

and takes initiative to extend the topic where appropriate.

3 – Meeting the standard: The student has mastered understanding

of the standard and independently produces grade-level work.

2 – Progressing toward the standard: The student produces the

required work but needs teacher direction and assistance.

1 – Beginning to develop the standard: The student requires signifi-cant support and/or modifications and is not yet able to produce

grade-level work as reflected in the standard.

N/A – not assessed at this time

English Language Arts Reading T1 T2 T3 Demonstrate understanding of key ideas and

details in text when drawing inferences

Interpret and analyze words and phrases Apply knowledge and ideas found in two or

more texts on the same topic

Compare and contrast familiar texts and

their structures

Foundational Skills T1 T2 T3 Know and apply grade-level phonics and

word analysis skills in decoding

Read with accuracy and fluency to support

comprehension of grade level text

Writing T1 T2 T3 Compose grade-appropriate opinion, informative/explanatory, and narrative pieces that provide an introduction, supporting

details/evidence, and a conclusion

Demonstrate and apply grade-appropriate

writing conventions

Demonstrate and apply grade-appropriate

capitalization, punctuation, and spelling

Speaking and Listening T1 T2 T3 Engage effectively in collaborative

discussions on grade-level topics and texts

Describe a familiar topic or text in an organized manner, speaking clearly at an

Language T1 T2 T3 Use grade-appropriate conventions of

standard spoken English

Determine the meaning of unknown words, multiple-meaning words, shades of meaning,

Acquire and accurately use grade-appropriate words and phrases across

Mathematics

Operations and Algebraic Thinking T1 T2 T3 Solve problems with whole numbers using addition, subtraction, multiplication, and

division

Determine factors and multiples Generate and analyze patterns

Number and Operations T1 T2 T3

Use place value to solve multi-digit whole

numbers problems

Demonstrate understanding of fraction

equivalence and ordering

Apply and extend previous understanding of

operations on whole numbers to fractions

Understand decimal notation for fractions

and compare decimal fractions

Measurement and Data T1 T2 T3

Solve problems involving measurement and

conversion

Represent and interpret data

Understand concepts of angles and meas-

ure angles

Geometry T1 T2 T3

Draw and identify lines and angles

Classify shapes by using properties of their

lines and angles

5

Kindergarten through Grade 5 –

Math Interventionists and New

Resource Materials

At the K-5 level, the district focused its

efforts on helping students master the

Power Standards. To support this

objective, students are now identified

by achievement levels in math with

students classified as on pace for their

grade level (green); in need of some

extra assistance (yellow); or in need of

major intervention (red).

To properly service students needing

extra math support, the district hired

five math interventionists whose role is

to work with students on their specific

area of need. Student progress in math

on power standards will be tracked

over the course of the school year.

Teachers will review data on student

progress and dynamically adjust their

instruction as needed.

In addition to working with students,

the interventionists will help teachers

implement the new Common Core

State Standards and work with the

district math coordinator to create

professional development

opportunities for both teachers and

parents. The math interventionists

include: Sandy Lariviere (BFN); Jennifer

Marvel (Ashton); Beth McIlroy

(Garvin); Sue Schaffer (C Hill); and

Shannon Bessette (CS)

The district also purchased teacher

resource materials, Investigations and

the Common Core State Standards, as

well as new Student Activity Books.

Math - Transformations for All Grades Common Core State Standards

The Common Core State Standards provide a consistent, clear understanding of

what students are expected to learn. The standards are designed to be robust and

relevant to the real world, reflecting the knowledge and skills that students need

for success in college and careers. Common standards help ensure students receive

a high quality education consistently from school to school and state to state.

Standards guide both curriculum (the subject matter taught at each grade level)

and assessments (the tools used to determine what the student has learned). They

do not tell the teacher how to teach, but they do help teachers figure out the

knowledge and skills their students should have so that they can build the strongest

lesson plans.

Teachers and content experts from many states worked together to write the CCSS

based on the highest state standards in the U.S. and on the standards of other high-

performing countries. Currently, 45 states have adopted the CCSS.

Cumberland High School – New

Classes and Progress Monitoring

As CHS begins to transition to the

Common Core State Standards, the

Algebra 1, Geometry, Algebra 2 and Pre-

Calculus courses will include some of the

common core standards embedded into

their units of study. By the 2013-2014

school year, all courses will be following

the CCSS scope and sequences.

This coming year, CHS will be offering

two new courses – Financial Algebra, a

two-semester course and Trigonometry,

a one-semester course. The statistics

course is expanding to a two-semester

course called Probability and Statistics.

The new high school class schedule

allows for a daily, 25-minute period for

intervention/ enrichment advisory.

During this time, students needing extra

support will work with Accelerated Math

and Math Facts in a Flash to close gaps

and improve math fluency and

automaticity. Additionally, Accelerated

Math will be used to support and enrich

students as they explore higher-level

math.

The SIMS program (Students Improving

Math Skills) will continue daily during

the intervention periods and two days a

week (Tuesdays and Thursdays) starting

in September. This intensive program

will assist students in closing gaps and

bringing them to up to grade level.

Last year, CHS began progress

monitoring in select classes and in the

SIMS program. This coming school year

progress monitoring will be expanded

school-wide. Progress monitoring

enables teachers to identify student

growth and areas that require

remediation and intervention.

Middle Schools – New Textbooks

and AIMSWeb

A new math series, Glencoe Math, has

been purchased for the middle

schools. Glencoe Math will enable the

transition from grade 5 to grade 6 to

be much smoother, as this new series

continues many of the components of

the Investigations program while also

focusing on more in-depth content.

The program also offers on-line quizzes

and chapter tests to enable students

to further prepare for their content

assessments.

In addition to the new math series,

AIMSWeb testing will be used in the

middle schools to help identify

students in need of additional

assistance. AIMSWeb is an assessment

system currently used in the

elementary schools to progress

monitor student learning.

The middle school schedule also has

time periods built into the rotation to

include additional time for math

intervention and enrichment.

Students will continue to use the

FASST math, Fraction Nation and Math

Triumph programs to not only help

with intervention, but to support and

maintain math fluency and

automaticity. Additionally, the district

is looking at other math programs to

not only support intervention, but to

provide enrichment opportunities to

support the transition from middle

school to high school.

The Common Core State

Standards for Mathematics

Cumberland’s math curriculum has

been referred to as being “a mile wide

and an inch deep.” To improve student

math skills, the district is transitioning

to the Common Core State Standards

for Mathematics. At each grade level,

this will enable teachers to concentrate

on teaching fewer topics but in greater

depth enabling students to achieve a

higher level of mathematical

understanding.

K-8 district Math Coordinator, Monique

Swiszcz-Johnson stated, “Transitioning to

the Common Core State Standards for

Math will give this district what it

desperately needs in the area of

mathematics: consistency. Every

student, teacher, and parent

throughout the district will know and

understand exactly what is to be taught

and learned at each grade level.

Cumberland students will now be on

equal ground with their peers, not only

in the district, but throughout the state

and the country. We are preparing our

students for college and careers. The

Common Core Standards in

Mathematics will ensure that our

students are truly ready to compete and

to succeed in their future endeavors.”

Math Power Standards have also been

developed for each grade and will be

posted on the Cumberland Public

Schools website. Power Standards are

those standards identified as essential

for students to know and understand

now and in the future. They are not the

only standards taught but rather once

mastered the Power Standards enable

students to successfully transition from

one grade to the next.

6

PBIS is a framework for improving the culture, climate and safety of schools. This is accomplished when schools establish clear, consistent and positive behavior expectations for all students throughout the school, including classroom, cafeteria, restrooms and hallways. PBIS began as a pilot program at Cumberland Hill in 2008. Its success led Cumberland to become one of the first school districts to implement PBIS across all schools most recently at CHS. "I believe that the most important aspect that PBIS has brought to our district is a common understanding and language that all stakeholders are now using in many different settings. This common language provides clear and consistent expectations that students thrive on and want to know.” Jason Masterson, NCMS Assistant Principal. The PBIS Team at Cumberland High School began their work in January 2011. This dedicated group of teachers and administrators agreed upon common starting points they believed would improve the overall culture, climate, safety, and learning at CHS.

Clearly defined expectations for all classrooms and hallways

Teaching videos for students and staff that modeled expected behavior

Acknowledgment system that

Positive Behavioral Intervention and Supports (PBIS) Across the District

PBIS Sample: NCMS experiences a drop in behavioral referrals with the implementation of PBIS

encourages positive behavior and improves relationships between staff and students

Definitions for classroom managed behaviors and office managed behaviors

Process for handling unexpected behaviors

Update to the procedures for tardiness to school

A change in use of cell phones and electronic devices

As a result of these concentrated efforts, Jim Field, Behavior Intervention Coordinator, reports that the overwhelming majority of the staff, administrators, and students reported significant improvements at CHS over

PBIS is a framework for improving the culture, climate, safety, and learning for all students. Schools establish clear, consistent positive behavior expectations for all students throughout the school, including classroom, cafeteria, restrooms and hallways.

the previous year including:

Reduction in tardiness to school and class and overall behavior incidents resulting in an increase instructional time

A calmness in the building

Cleaner hallways

A climate of respectfulness such as holding the doors for teachers and more positive greetings and interactions on a daily basis.

Mr. Field went on to state, “One of the statistics that Cumberland High School students and faculty should be proud of is that 85% of the student population (1046 students) had zero or one major behavior incident

referrals all year long. This statistic shows that the majority of students are working hard to be RESPECTFUL, RESPONSIBLE AND READY TO SUCCEED. The united efforts by administration, staff and students will contribute to a positive learning environment that promotes success for all students.” One significant change that took place last year is the electronic device policy that requires all students to keep their cell phones/mp3 players and other electronic devices off during the school day. Further, texting, Instant Messaging (IM’ing) and the use of social media are strictly prohibited. Students using unauthorized electronic devices during the day will have them confiscated for a minimum of five school days. The PBIS team believes that the use of electronic devices at CHS was one of the most important issues that needed to be addressed to improve learning for all students. Although many students did not embrace the implementation of the electronic device policy, administrators and teachers have noted the positive impact on learning, safety and culture at CHS. Teachers state that teaching time has fewer interruptions and there are more opportunities to interact positively with students during transition times without the distraction of cell phones or music devices. Administrators note cyber-bullying incidents have decreased, and there is less day-to-day drama without the use of texting and cell phones.

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K – 5 Te c h n o l o g y I m p r o v e m e n t s At the K-5 level, all ninety -two elementary classrooms are newly

equipped with digital projectors and white boards. This technology

allows for the dynamic presentation of more than just text; teachers

can interactively demonstrate science experiments, display small 3 -D

objects, and connect to the Internet allowing students to have a more

engaging and interactive classroom experience.

Pharmacy

Political Science

Chemistry

Biomedical Engineering

L

a

w Environmental Engineering

Mech

anical En

gineerin

g

Archi tecture

Physical Therapy

Accounting

Interior Design

La

ng

uag

es & R

eligio

n

Speech Therapy

Nursing

Writing

Majors of the CHS 2012 Top 10% Next Steps: Over the last three years, CHS graduates have ventured

on to the following armed services, trade schools, colleges and

universities:

Academy of Art University - Albertus Magnus College - American International College - Bay State College -

Belmont University - Berklee College of Music - Boston College - Boston University - Bridgewater State

College - Brigham Young University-Idaho - Bristol Community College - Brown University - Bryant University

- Campbell University - Cape Cod Community College - Carnegie Mellon University - Catholic University -

Chaminade University of Honolulu - Champlain College - Clark University - Clemson University - Coastal

Carolina University - Colby-Sawyer College - College of Charleston - College of the Holy Cross - Colorado

Mesa University - Columbia College Chicago - Community College of Beaver County - Community College of

Rhode Island - Dean College - Drexel University - Eastern Connecticut State University - Eastern Nazerene

College - Emmanuel College - Endicott College - Fitchburg State College - Flagler College - Florida Atlantic

University - Florida Institute of Technology - Fordham University - Franklin Pierce University - Gettysburg

College - Harding University - Hawaii Pacific University - Hobart & William Smith Colleges - Hofstra University

- Howard Community College - Husson University - Illinois Institute of Technology - ITT Tech - James Madison

University - Johnson & Wales University - Keene State University - Kutztown University of Pennsylvania -

Lasell College - Lesley University - LIM College - Lincoln Technical Institute - Loyola University New Orleans -

Lynn University - Marist College - Mass College of Pharmacy & Health Science - Merrimack College -

Millersville University - Mississippi State University - Motorcycle Mechanics Institute - MotoRing Technical Training Institute - MTTI - New England Institute of Technology - New Hampshire

Institute of Art - New Hampshire Trade School - New York University - Newbury College - Nichols College - North Carolina State University - Northeastern University - Norwich University - Penn

State Harrisburg - Plymouth State University - Providence College - Quinnipiac University - Radford University - Regis College - Rensselaer Polytechnic Institute - Rhode Island College - Rhode

Island School of Design - Rob Roy Academy - Robert Morris College: Chicago - Rochester Institute of Technology - Sacred Heart University - Saint Anselm College - Salem State University - Salve

Regina University - Southern New Hampshire University - Springfield College - St. Joseph’s University - St. Lawrence University - Stonehill College - Syracuse University - The Art Institute of

Tampa - Toni and Guy Academy - United States Coast Guard Academy - United States Merchant Marine Academy - Universal Technical Institute - University of Arkansas - University of

Bridgeport - University of Connecticut - University of Delaware - University of Maine - University of Massachusetts Amherst - University of Massachusetts Boston - University of Massachusetts

Dartmouth - University of Minnesota – Twin Cities - University of New Hampshire - University of New Haven - University of North Texas - University of Notre Dame - University of Rhode Island -

University of Richmond - University of San Francisco - University of South Carolina - University of South Florida - University of Southern Maine - University of Tampa - University of Vermont -

University of Wisconsin-Madison - Wentworth Institute of Technology - Wesleyan University - Western New England College - Wheaton College - Wheelock College - Worcester Polytechnic

Institute - Worcester State University - Yale University

To improve writing across all subject areas at the secondary level and to decrease the amount of variance in performance and tasks, a committee was convened to develop common writing rubrics. This committee consisted of English/Language Arts teachers, social studies, and literacy specialists.

After evaluating writing rubrics utilized in both middle schools, the team reviewed the common core standard requirements as well as rubrics developed from what were considered best practice methodologies for assessing writing. From this work, the committee drafted writing rubrics and submitted them to their peers for constructive feedback. The rubrics were then presented to the school committee where they were unanimously endorsed.

How will this improve student writing?

Teachers now have consistent expectations for writing across grade levels and content area. This consistency and predictability will help students develop as writers in partnership with their teachers as well as interdependently as they become comfortable with the expectations.

Furthermore, common writing rubrics will help students and teachers in all subjects because the expectations for writing will be the same no matter what content area they are being assessed in. No longer will effective writing be expected only in English/Language Arts.

The rubrics will be posted on the district website. The website will also provide benchmark writing samples for students and parents to read.

Types of Writing

There are four types of writing students will develop in order to become effective writers in all subject areas – from English to science:

1. Narrative – the type of writing that tells a story

2. Descriptive – used to create a vivid picture of an

idea, place or person

3. Expository – factual and to the point

4. Persuasive – a more sophisticated type of writing

in which the student expresses an opinion and uses facts to support his/her viewpoint

Middle School Writing Rubrics What is a Writing Rubric?

A writing rubric outlines the specific expectations for a written assignment and the means for assessing the work. Prior to submission, students can use the rubric to self-assess their writing so that they can predict how well they should score on the assignment.

A rubric also provides an opportunity for a teacher and student to have a conversation regarding the student’s strengths and areas that he/she needs to develop with respect to writing. One of the most important pieces of the writing process is the feedback provided to students. To improve their writing, students need to understand exactly what needs to be addressed.

“In Cumberland, we are particularly proud that we have made writing expectations clear and consistent so that students have the best opportunity to not only become better writers, but also provide a new found respect for the importance of it for their futures. There is no communication tool more powerful and important in this world than the written word. “ Jay Masterson, Assistant Principal NCMS.

8

Fol low Dr. Thornton on Twitter: @CumberlandSchls

www.CumberlandSchools .org

Back to School!

School Contact Information and Bell Times Phone: Drop Off Start / End Times Bus Time

B.F. Norton Elementary 722-7610 8:25 AM 8:40 AM – 2:50 PM 3:10 PM

Garvin Elementary 333-2557 8:25 AM 8:40 AM – 2:50 PM 3:10 PM

Ashton Elementary 333-0554 8:55 AM 9:10 AM – 3:20 PM 3:40 PM

Community Elementary 333-5724 8:55 AM 9:10 AM – 3:20 PM 3:40 PM

Cumberland Hill Elementary 658-1660 8:55 AM 9:10 AM – 3:20 PM 3:40 PM

Preschool 3 year olds 4 year olds

333-0554 M-Th: 9:30 AM – 12:00 PM M-F: 1:00 PM – 3:30 PM

North Cumberland Middle School 333-6306 7:55 AM M, T, Th, F: 8:05 AM – 2:30 PM

W: 8:05 AM – 1:30 PM

2:40 PM

McCourt Middle School 725-2092 7:55 AM M, T, Th, F: 8:05 AM – 2:30 PM

W: 8:05 AM – 1:30 PM

2:40 PM

Cumberland High School 658-2600 7:05 AM M, T, Th, F: 7:15 AM – 1:55 PM

W: 7:15 AM – 1:05 PM

2:05 PM

School Department 658-1600

Durham School Services (bus) 334-3745

Sodexo, Inc. (Food Services) 658-1600 x 242

First Day of School: Wednesday, August 29th: Grades K-9

All Grades Report: Thursday, August 30th

Middle School Orientations 6th Grade Orientation (for students and parents/guardians)

Friday, August 24th 10:00 AM – 12:00 PM

7th Grade Orientation (for parents/guardians – students will already be in school)

Thursday, August 30th 9:00 AM – 10:00 AM

8th Grade Orientation (for parents/guardians – students will already be in school)

Friday, August 31st 9:00 AM – 10:00 AM

Cumberland High School Mandatory Orientations and Parent Meetings

Freshmen Orientation will be held on Monday, August 27th CHS Auditorium.

At least one parent must attend with their child.

Last Names A - L: 5:30 PM - 7:00 PM;

Last Names M - Z: 7:00 PM - 8:30 PM

A parent/guardian only from each family must attend the following meetings.

Sophomore Parent Meeting: Wednesday, August 29th, 6:00 PM

Junior Parent Meeting: Tuesday, August 28th, 7:00 PM

Senior Parent Meeting: Tuesday, August 28th, 5:30 PM

Students in grade 10, 11, 12 will meet with Principal Tenreiro in class meetings held

during the first week of school.

Pre School Orientations August 27 @ 10:00 AM for 3 year old students

August 27 @ 11:00 AM for 4 year old students

Elementary School Orientations Ashton Friday, August 24th Kindergarten from 10:00 AM - 11:00 AM

Tuesday, August 28th 12:00 PM - 1:00 PM all others

BF Norton Thursday, August 23th Kindergarten from 10:00 AM - 11:00 AM Tuesday, August 28th 12:00 PM - 1:00 PM all others

Community Friday, August 24th Kindergarten from 10:00 AM - 11:00 AM Tuesday, August 28th from 12:30 PM - 2:00 PM all others

C Hill Friday, August 24th K, Gr 1 and New students from 10:00 AM - 11:00 AM Tuesday, August 28th 12:00 PM - 1:00 PM all others

Garvin Friday, August 24th Kindergarten from 1:00 PM - 2:00 PM Tuesday, August 28thfrom 12:00 PM - 12:45 PM all others

D id you know?

Payments for school

lunches can be made online? Visit

www.cumberlandschools.org and select the

MyNutriKids.com link on the left side bar to set

up student lunch accounts.

Visit CumberlandSchools.org for Bus Assignments, School

Calendar, School Supply Lists, Rubrics, Curriculum and more!