2014-2015
Curriculum and Staff
Development End-ofYear Report
WILMINGTON PUBLIC SCHOOLS
Contents
Vertical Team Summaries .............................................................................................................................. 3
Elementary English Language Arts ............................................................................................................ 3
Secondary English Language Arts .............................................................................................................. 4
Elementary Math (preK-K) ......................................................................................................................... 4
Elementary Math (1-5) ............................................................................................................................... 5
Secondary Math ......................................................................................................................................... 6
Science ........................................................................................................................................................ 7
World Languages ........................................................................................................................................ 7
English Language Learners (ELL) .............................................................................................................. 10
Special Education ..................................................................................................................................... 11
Elementary Technology ........................................................................................................................... 11
Music ........................................................................................................................................................ 12
Elementary Physical Education ................................................................................................................ 13
Curriculum Summaries by Department ....................................................................................................... 14
World Languages ...................................................................................................................................... 14
English as a Second Language (ESL) ......................................................................................................... 15
Special Education 6-12 ............................................................................................................................. 16
Science ...................................................................................................................................................... 16
ELA ............................................................................................................................................................ 17
Math ......................................................................................................................................................... 18
Social Studies............................................................................................................................................ 18
Business/ Family and Consumer Science ................................................................................................ 18
Guidance Department.............................................................................................................................. 18
Field Trips ..................................................................................................................................................... 20
2014-2015 Field Trips ............................................................................................................................... 20
Staff Development ....................................................................................................................................... 23
In-District Staff Development .................................................................................................................. 23
Out-of-District Staff Development .......................................................................................................... 23
Curriculum Improvement Time ................................................................................................................... 24
September ............................................................................................................................................ 24
November ............................................................................................................................................. 24
January ................................................................................................................................................. 24
March.................................................................................................................................................... 26
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May ....................................................................................................................................................... 29
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Vertical Team Summaries
Elementary English Language Arts
Kathi Macklis: Facilitator
This past year, teachers continued to look at ways to incorporate skills and strategies using
instructional awareness of the Massachusetts Frameworks as the core for their teaching.
Teachers were asked to use model lessons with mentor texts of the 6+1 Traits for Writing on
Word Choice and Sentence Structure, and to report on student progress. In addition, each
grade was asked to pilot the use of one of the Model Curriculum Units (MCU), and to share
progress with using this standards-based instruction in their classrooms.
A standards-based curriculum ensures that all students gain access to rigorous and
sequential instruction targeted toward preparing them to be career and college ready. The
key is making sure that the curriculum on paper is the one that is offered in practice (an
ongoing process); that expectations of students are scaffolded by teacher instruction
(teacher professional development); and that assessments are aligned with standards and
used by teachers to inform instruction as well as to provide feedback on the efficacy of the
curriculum (alignment, assessment literacy and a culture of data use). To this end, teachers
were provided with the following professional development as result: Guided Reading
(embedded as a WU), Keys to Literacy for Writing and Reading, and Writing with Colors
(both embedded as a WU, and guest trainer).
Currently, the Elementary Vertical Team has a suggested list of Model Curriculum Units* for
use, and there are Writing Rubrics which have been created for the three types of writing
(Narrative/ Opinion/ Explanation). A modified version of an ELA Standards-Based Report
Card has been created for grades K-5. The Standards-Based Report Card is a working
document which will be subject to revision while it is initially used (K-5).
Further Work:
Drafting and Implementing a Fully Aligned Curriculum using existing resources
Implementing a Phonics –Based Program (Grade 1/Fundations)
Looking at ways to differentiate instruction in writing
Beginning to implement a Guided Reading Model across the District (K-5)
*Proposed Model Curriculum Units
Grade 1- Folktales/Fables
Grade 2 – Tomie DePaola – Author Study
Grade 3 – Cynthia Rylant – Author Study
Grade 4 – Tuck Everlasting
Grade 5 – Poetry (Images & Metaphors)
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Secondary English Language Arts
Members: Kathi Macklis (Chair)
The focus has been on the systemic use of data throughout the district to provide students
with appropriate instruction, monitor program effectiveness, and track student progress. An
effective district literacy assessment framework includes formative data e.g., screening
(identification) data to identify students in need of extra help, interim (benchmark) data to
monitor student progress and program effectiveness; ongoing (classroom) data to inform
instruction, when necessary, diagnostic data to further explore student needs, and summative
(outcomes) data to determine if the program is working.
This past year grades 6-12 created and implemented a series of common assessments which
were used as Benchmarks, and began the selection of district-determined measures from
these assessments. Reflective data cycles occurred, and there has been ongoing direction,
discussion, and inquiry based examination of assessment and instruction.
Focus for upcoming year:
Implementation of newly created assessments which include elements of raised rigor, and
examination of student performance with engagement of increasingly complex texts.
Goal: To create a series of mini-lessons that focus on instructional areas for improving student
performance in ELA. Continue to work on developing quality Benchmark assessments that
align with standards – based instruction.
Elementary Math (preK-K)
Members: LisaMarie Ippolito (Chair), Laurie Bailey, Lisa Murphy, Christine Stanford, Kristen
O’Toole
The PreK/K math vertical team worked together to understand the depth of the math practices
as part of our curriculum. We read, watch peer-peer video demonstrating how these standards
look within the classroom setting. We discussed where we see these math practices in our own
teaching daily. Student friendly posters were shared with staff to reflect upon these practices in
our classrooms daily.
We also worked to align and improve the math curriculum through our work with the
2011 Massachusetts Math Frameworks and the Math Practices that are embedded in those
standards. It through that deep understanding that we can improve our instructional practice.
We collaborated with our vertical and grade level peers to understand the standards and
standards-based instruction. We applied that knowledge as we vetted our pre/post assessments
for each unit.
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The Math Vertical team’s goals for next year include:
 Utilizing data to identify areas of struggle and growth for our students to make an
accurate plan for deepened instruction
 Debrief monthly about the EnVisions Math Program
 Continuity of instruction
 Creating the team network necessary, so that all teachers on the team can assist
in collaborating with their colleagues as well
 Plan future work for CIT Days
Elementary Math (1-5)
Members: LisaMarie Ippolito (Chair), Keveney Baisch, Katelyn DiNicola, Kristen Walsh, Courtney
Cataldo, Laura Harris, Diane Flaherty, Robert Mauriello, Kate Jablonsky, Robin Drury, Diana Fay,
Anne Depanfilis, Sally Lojek, Diane Quinn, Chelsea Lembo
The math vertical team worked together to understand the depth of the math practices as part
of our curriculum. We read, watch peer-peer video demonstrating how these standards look
within the classroom setting. We discussed where we see these math practices in our own
teaching daily. Student friendly posters were shared with staff to reflect upon these practices
in our classrooms daily.
We also worked to align and improve the math curriculum through our work with the
2011 Massachusetts Math Frameworks and the Math Practices that are embedded in those
standards. It through that deep understanding that we can improve our instructional practice.
We collaborated with our vertical and grade level peers to understand the standards and
standards-based instruction. We applied that knowledge as we vetted our pre/post assessments
for each unit.
The group also focused on the vertical alignment of fractions within the standards. The fraction
standards were noted through the MCAS and Benchmark data to be a strength for some grade
levels and a weakness for others. An emphasis was on struggling learners missing an entry point
to a standard (ie fractions) would need intervention for that entry point in order to gain a better
understanding to move forward in grade level work. Lesson development was also shared and
discussed.
The Math Vertical team’s goals for next year include:
 Utilizing data to identify areas of struggle and growth for our students to make an
o accurate plan for deepened instruction
 Debrief monthly about the EnVisions Math Program
 Continuity of instruction
 Creating the team network necessary, so that all teachers on the team can assist in
collaborating with their colleagues as well
 Plan future work for CIT Days
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Secondary Math
Members: Tara Ettinger (Chair),
This year’s focus/goals has been working on aligning the curriculum with the common core. The
most important discussions have been about implementing the common core. This is the second
year using the common core so we are bridging the gaps. In the first year of implementation the
students had not been taught under the common core. Therefore, topics that they should have
been taught last year were not because we were using different standards.
It is extremely helpful to discuss this ahead of time, therefore we know what to expect during the
year and what concepts we will need to add to our curriculum. This is an ongoing process as each
year the students will be exposed to the common core and we will need to supplement less. So it
is also helpful to discuss what concepts seem to be taught in depth versus the topics that seem
rushed or the students really struggled.
For the enhanced classes in the middle school, they are really teaching the curriculum that is one
year ahead. For example, the 6th grade teachers discuss with the 7th grade teachers what needs
to be added to their curriculum.
We created a worksheet for all the math teachers to fill out even if they are not involved in the
vertical team meetings. It asked each grade level one year ahead what they needed from those
teacher, for example, what the high school wants from the grade 8. This involves all of the math
teachers and what we need from each other. It is very critical for the gap to be bridged between
the 8th grade and the high school because they both teach the same Algebra I class and the
middle school and high school very rarely communicate with each other.
Since concepts are changing grades, we decided to pool our resources to help each other with
ideas about incorporating technology for example Kahoot. We have brought in samples of
projects that have incorporated real world ideas with the material that we are currently working
on. We have discussed ideas about helping inclusion classes being as successful as the regular
education classes. Again, shares technology, project and teaching ideas.
We have talked about past results on MCAS and standards that need to be focused on more
because a high percent of students are answering the questions incorrectly. For example,
probability and stats questions very a problem for the students last year. So we asked teachers to
focus on those topics this year.
Next year we plan to continue to bridge the gap before the common core expectations and what
is missing in previous years.
We would like to create a google doc to collaborate ideas about curriculum, technology and
topics that need to be discussed at meetings. This would also get every math teacher involved if
they wanted to be, but could not attend the meetings.
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Science
Members: Paul Monaco (Chair),
The Science Vertical Team is tasked with aligning the curriculum preK-12 with the proposed
Massachusetts STE standards while still meeting the current MA Framework. Adoption is
anticipated in early 2016.
The following tasks were completed this year.
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Grade 5: Developed a weather unit that aligns with Frameworks grades 3-5 Earth and
Space Science #6-11 and aligns with Draft STE Standards 5-ESS2.
Grade 4: Developed a rocks and soil unit that aligns with Frameworks grades 3-5 Earth
and Space Science #1-5 and aligns with Draft STE Standards 4-ESS1, 4-ESS2, and 4-ESS3.
Grade 3: Developed an animals and plants/ plant life cycles unit that aligns with
Frameworks grades 3-5 Life Science #1-11 and with Draft STE 3-LS1, 3-LS3, and part of 3LS4 (Only 3-LS4-2 and 3-LS4-3).
Grade 1: Aligned the terrarium/aquarium unit with Frameworks PreK-2 Life Science #1, 2,
7, 8 (or #1-8 altogether if possible) and with Draft STE Standards 1-LS1 and 1-LS3.
Kindergarten: Created one new unit aligned with K-ESS2.
The following tasks are priorities for next year.
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Grade 5: Make shortened solar system unit that aligns with Frameworks grades 3-5 Earth
and Space Science #13-15 and aligns with Draft STE Standards 5-ESS1.
Grade 2: Ensure the Butterfly Life Cycle Unit aligns with Frameworks grades PreK-2 Life
Science #1, 3, 6, 7, 8 and aligns with Draft STE Standards 2-LS2-3(MA), and 2-LS4.
Kindergarten: Creation of new units aligned with K-ESS2-2 and need K-ESS3.
This work is designed to deepen teachers’ knowledge of the new standards and produce an
aligned curriculum in anticipation of a DESE required implementation date. It is possible that
some of this work will be addressed as part of the multi-district science mapping project occurring
this summer. The mapping project is a collaborative effort of 15 districts planned for the first
week in August. Wilmington will be the host site for this summer work.
World Languages
Members: Carlos-Luis Brown (Chair),
This year was the first year of our Vertical Team and one of the biggest difficulties was narrowing
the focus of what we wanted to accomplish this year. Within the first 15 minutes of our first
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meeting we had targeted 19 major goals/improvements and understood that this was going to be
a 3-4 year project.
Our main goal became: We are aware that our curriculum maps are very different, not only across
languages but also grade levels, and they did not address the standards and frameworks directly
enough to be effective. This was also hurting us in designing effective lessons/units/assessments
because there was too wide a variety. We designed the “twins model”. The model effectively ran
that a set of twins, taking the same language with two different teachers, or taking two different
languages, should both be able to communicate at the same level in all four domains: reading,
writing, listening, and speaking. An Italian 2 A student and a Spanish 2 A student should be able to
communicate at the same level (ideally novice high to intermediate low) about similar topics,
excluding cultural aspects, across levels.
Below were the goals as we started the year, with adaptations as we went.
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Begin review of middle and high school curricula, and goals. Introducing the idea of
Introductory, Progressive, Mastery as levels of instruction.
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Continue mapping, begin inputting benchmark assessment with proficiency goals. Connect
the main ideas of unit objectives to four domains: reading, writing, listening, and speaking.
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Review materials for updating curriculum: discuss books and resources we will want to
look for and budget for in the upcoming school years.
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Develop a new benchmark assessment as a group using picture and text prompts to
incorporate and examine effective assessment based on curriculum map first unit.
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Develop language level 1 generic map basing ourselves strictly on the standards to ensure
an even foundation across language disciplines not based on books. This will allow us to
build/purchase books that match our needs, not buy books that create our needs.
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Continue to develop language level 1 generic map.
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Finish curriculum map. Start to plug in ACTFL Can Do statements. Set up agenda for
upcoming long session and next year, reprioritize goals for the department.
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Analyze the final product of the curriculum map. Review overall DDM implementation this
year, and possibly data of AVANT tests if they are available.
The process of developing units, matching standards, and seeing the big picture across all the
languages was very helpful and probably one of the most rewarding experiences of the year for
the teachers. It was the truest form of collaboration.
We plan to continue this process of mapping next year.
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English Language Learners (ELL)
Members: Sue MacDonald (Chair)
This year the focus of the ELL vertical team has been to understand the WIDA language
proficiency levels (performance definitions and CAN DO descriptors) and be able to identify
language proficiency characteristics in our ELL students. By identifying the language proficiency
characteristics of the ELL students in their classrooms, the teachers will be able to design
instruction based on the ELL’s English proficiency level. Appropriate assessments can also be
designed. Other areas of focus are the WIDA standards and how they align with CCSS, resources
available on the WIDA website and the importance of language objectives for both the teacher
and the student. The end product is the early stages of a syllabus for a WIDA professional
development workshop for all teachers in the district.
This year the team has been able to accomplish:
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An understanding of the importance of language objectives by creating appropriate unit level
objectives.
Making the connection between the WIDA performance definitions and the CAN DO
descriptors by being able to identify appropriate teaching strategies to use with ELL students
of each proficiency level.
Evaluating the WIDA website and accessing information and materials that help with the
instruction and assessment of our ELL students.
Creating a list of support materials that core academic and content area teachers with ELLs in
their class should have.
Developing a WIDA professional development workshop for all teachers in our district by
creating the beginnings of a course syllabus and determining materials that need to be part of
the course.
This past year’s meetings produced a strong starting point for the development of a course that
can be offered to our teachers that will fulfill the state’s new licensing requirement that all
teachers on a professional license take 15 PDP’s each cycle in the content area of SEI. The focus
of 2015-2016’s ELL vertical team will be to complete a syllabus this winter and offer a course by
the spring 2016 in our district. We have identified the topics, materials and teacher needs this
past year and will work on producing the actual materials, activities and assessments needed to
create this course.
Along with providing teachers with the SEI PDP’s and background knowledge they will need to
know to get the SEI endorsement, this course will be very helpful in the integration and
collaboration of the ESL curriculum with content area curriculum. Having a well-defined ESL
curriculum will be essential to our district as DESE will now be focusing on this element of our
next CPR. They are focusing more attention now because they have been working on building ESL
MCUs for districts that should be available by spring 2016. We currently have a curriculum map
but do need to update it with new materials we have (that are aligned to CCSS and WIDA
standards) and to incorporate the ESL MCUs. These ESL MCUs are being aligned with many of the
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model MCUs that have been developed for the content area and this will be another area for the
ELL vertical team to focus on.
Special Education
Members: Mary Houde (Chair), Kate Burnham, Carolyn Athens, Jane Bradley, Jennifer Burgess,
Alyssa Camire, Kim Cummings, Naimh Daly, Bethany Dionne, Krystn Forcina, Suzanne Garbarino,
Phyllis Greene, Eileen Kimmett, Lisa Ippolito, Christine McMenimen, Gary Nicholson, Jeff Strasnick,
Kelly Sullivan, Jen White, Aimee Vrakatitsis.
The Special Education Vertical team had their initial meeting in October 2014. The team has
spent this year analyzing MCAS and benchmark data and developing a document which identifies
strengths, weaknesses, and common misconceptions in math at the standards level for our
special education students.
The plan is for the team to share this document with teachers so that they can have an
understanding of the weaknesses and misconceptions of their special education students within
each math standard in order to adjust instruction and impact student learning. The goals for next
year include looking at new data to see where patterns are consistent and to begin work in the
ELA standards.
Elementary Technology
Members: Traci Jansen (Chair), Kerry Sheehan, Rich Wheatley, Annette Owen, Cheryl Cazeau, Bob
Mauriello, Pat Moroney, Amy Meagher, Nicole, Hoxholli, Kelly McKeown, Catherine Maiella, Jill
Reynolds, Noel Cali, Kate Pasternak, Shannon Martin
The goal of the Elementary Technology Vertical Team for the 2014/2015 school year is to create
grade level exemplar projects that meet the Massachusetts Technology Literacy Standards and
Expectations as they apply to Wilmington Public Schools. The grade level projects were carefully
planned to integrate technology into curriculum to enhance the learning of the content and to
develop critical thinking, communication, collaboration, and creativity in our students. Each
project was designed to meet State Standards:
Standard 1. Demonstrate proficiency in the use of computers and applications, as well as an
understanding of the concepts underlying hardware, software, and connectivity.
Standard 2. Demonstrate the responsible use of technology and an understanding of ethics and
safety issues in using electronic media at home, in school, and in society.
Standard 3. Demonstrate the ability to use technology for research, critical thinking, problem
solving, decision making, communication, collaboration, creativity, and innovation.
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The team is made up of ten elementary classroom teachers and specialists. Member participation
includes a combination of 1:1 meetings with the Elementary Technology Integration Specialist for
lesson plan development, team meetings to learn new technologies and reflect on successes and
challenges of technology integration, and independent tasks such as rubric development. Team
members are also charged with sharing resources at school based staff meetings.
With Wilmington Public Schools’ recent adoption of Google Apps for Education, the Elementary
Technology Vertical Team members are using these accounts more and more with colleagues and
students to collaborate around teaching and learning. This TVT uses Drive to collaborate on
documents and spreadsheets, Calendar to schedule meetings, and Hangouts to conduct off site,
live video chats. All members used GAFE with students to design websites, collaborate on
documents, create forms, conduct video chats, and/or create custom maps.
A major effort of the Elementary TVT this school year was to implement the Hour of Code at every
elementary school during Computer Science in Education Week in December. Members helped
to educate and coordinate classes to complete coding activities in the lab and also helped with
planning and advertising the event. Included was an evening opportunity for students and family
members to try coding together.
While the team can continue to develop grade level exemplars, these projects are designed to be
shared with grade level teams in the District. We would like to promote and model the projects
for other teachers offering support around implementation. An Elementary Technology
Integration website is a work in progress and will curate technology resources for teachers and
include the work of past Elementary Technology Vertical Teams. We would also like to consider
the important topic of Digital Citizenship help develop a positive attitude toward the use of
technology in an organized way.
The Team will continue to develop grade level exemplars of technology integration as well as
keep up with current trends in technology. The DESE is working on updating the Tech Literacy
state standards and will have a draft ready for the Fall. We will study these changes and make an
effort to align our lessons with the standards.
Music
Members: Roxanne Rene and Cheryl Knoettner (Co-facilitators), Robyn Barry, Thaddeus Bell, Anita
Dilullo, Liz Ehrman, Cheryl Knoettner, Roxanne Rene
Initial goals for 2014-2015 were:
 to explore the curriculum, student assessment, DDMs, data
 to discuss new teacher evaluation system
 to review and assess current concert and performance format at all levels
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While we initially explored these topics, we ultimately discovered that we first had to get our
curriculum vertically aligned. This caused us to redirect our goals to the following, which have
been completed:
 Worked towards aligning the town’s music curriculum vertically by creating a Music
Vertical Curriculum Alignment Scope (MVCAS) document for grades K-5 General Music,
grade 5 Chorus, and Instrumental Music at the elementary level (75% of our time has been
and continues to be focused on this component)
 Reviewed and made suggestions for revision on Elementary Music DDMs
 Suggested revisions for the Elementary Report card in music
 Suggestions for Elementary Level Performances
Goals for our work next year include:
 Finish review of our MVCAS document
 Study other districts’ curriculum scope documents
 Study the new core arts standards
 Revise our document to better align with the state and national standards
 Meet in breakout groups to create common curriculum maps and unit plans and review
our DDMs
Elementary Physical Education
Members: Laura Stinson (Chair),
Goals for the Team this year included:
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Review K-12 SHAPE America grade level outcomes
Review current grade level lessons
Discuss possibility and implications of a standards-based report card
The team reviewed the new K-12 SHAPE America grade level outcomes. During the review we
discovered the changes for the skill development within each grade level. The elementary health
teachers reviewed all of the current grade level lessons for the first, second and third grades.
Additionally, the vertical team has begun to work on gathering information with regards to a
standards-based report card.
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Curriculum Summaries by Department
World Languages
Submitted by Carlos-Luis Brown, World Languages CTL
The World Languages Department welcomed 2 new teachers: Mrs. Sandra Noack and Mr. Dorian
Popescu.
The High School has continued its growth of the World Languages Program with Latin 1 being
offered to sophomores, juniors and seniors. This is the fifth year that three languages are now
being offered in grade 6 at Wilmington Middle School: Spanish, French and Italian. The High
School World Languages Department has begun to develop a comprehensive and strong
foundation across Italian (Italian 2 and 3) which is funded in part by a grant from the Centro
Attività Scolastiche Italiane (C.A.S.I.T) as well as Spanish 1- Spanish 5, French 2 – French 5, and
American Sign Language Introductory Levels I and II.
Our greatest focus this year continues to be in second language production skills. We wanted to
focus on the students’ abilities to develop strong speaking/signing skills. Their skills in producing
language if one of the most important components in secondary language proficiency and the
entire department is working together and diligently to make sure our students do not become
the cliché, “I can understand it, I just can’t speak it.”
The middle school and high school both continued to expand their students’ cultural
understandings of the world languages they are being taught. Our Italian teacher at the Middle
School, Miss Katia DeStefano, has continued immersing students in all kinds of cultural activities.
October was Italian Heritage Month, and Miss DeStefano again brought in a guest speaker from
Regina’s Pizzeria to talk with the students about the North End and the rich Italian heritage of
the Greater Boston Area.
Production, creation, and implementation of DDM assessments have also been a major focus of
professional empowerment time. Time spent creating assessments and assignments with a focus
on the oral communication component as well as time spent to organize a system for
consistency with assessments has been a major focus. As a department we are working towards
sharing assessments and assignments as well as a means of consistency when administering
DDM assessments. This time is being utilized across the curriculum including: the integration of
technology among all languages, math in 6th grade Italian & Spanish, 6+1 Writing Traits with a
focus on Conventions, and a pilot project between Spanish and Health (and eventually into
French and Italian).
The high school continues to run the Foreign Language Club, an experience for students that is
to provide opportunities to contribute to their school community and to further their quest to
become Cultured Individuals and a bigger part of the global community. This year continued the
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biennial tradition of Culture Fest, presented by the Foreign Language Club, in which students
from the community of Wilmington showcased cultures from around the world, and were asked
to share the cultures of their own family with the community.
Mrs. Joanne Veliz will be leading a group trip with 18 students to Quebec City for French
students May 1-3.
The World Languages Department continued to collaborate with other departments to expand
the students’ cultural experiences. Mrs. Nardo taught a Zumba Unit and this year we did a
cooperative Zumba lesson with the Foreign Language department. With the Spanish 4 class we
focused on learning the Flamenco dance steps and then did a choreography activity. We the
Spanish 3 classes we focused on an introduction to Zumba and learned dances from South
America and the Caribbean.
We know that the success of our students goes beyond high school graduation, so the World
Languages Department continues to invite alumni back to share experiences in college language
programs, study abroad, and foreign language use in their careers at the annual Alumni
Roundtable. This year’s Alumni Roundtable will be held at W.H.S. on Friday, January 9, 2014.
In addition to this we have continued to explore the exciting prospect of offering the Seal of
Biliteracy to our WHS graduates. The Seal of Biliteracy (www.sealofbiliteracy.org) is on its way to
becoming reality in the state, and is continuing to grow as a trend in the country! Because of our
district's focus on proficiency, and thanks to the initial support of Dr. Kate Burnham and Ms.
Linda Peters last year to move forward with seeing if we could get this to be a possibility for us,
we were featured in Dr. Nicole Sherf's presentation on the Seal as one of only six districts
(Andover, N. Reading, Melrose, Wilmington, Newton, and Wayland) in Eastern Massachusetts
leading the way toward adding the Seal of Biliteracy as an accolade on our students' diplomas.
We still have a long way to go to iron out how we will be able to add the Seal to our diplomas,
mostly because we need to demonstrate a student has reached a proficiency level of
Intermediate Mid in all areas of a language. We are going to have to look at and expand our
current DDMs into reading and listening comprehension to get there, but it seems we are way
ahead of a lot of districts in this area.
English as a Second Language (ESL)
Submitted by Susan MacDonald, ESL CTL
This past school year, the ESL department added to the high school curriculum by using the Edge
textbook series from National Geographic Learning. These materials are aligned with the
common core along with the WIDA standards and provide rich reading selections along with
wonderful visuals. The assessment tools with this series have been very helpful in determining
student strength and areas that need re-teaching. This coming school year, an independent
reader library will be added to the two levels of textbooks used complement the theme of each
unit.
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The elementary curriculum is in its 3rd year using the Reach textbook series also from National
Geographic Learning. The additional readers we added the last two years have been used to
support academic vocabulary and content covered in each unit.
This past year, our department received two grants. One was from the Innovative Teachers
grant for two personal assistant reading pens. These pens assist lower proficiency students with
reading fluency, definitions, and translations. They are available to all district teachers who have
students that could benefit from additional reading support. The other grant was from the
Wilmington Educational Foundation for multi-lingual books. Our department has been working
with our elementary librarians to have these books placed in our elementary schools’ libraries
this fall. The ESL department does plan a family literacy night the week before school starts at
the Wilmington Memorial Library to introduce these beautiful and text rich books to our ESL
families and to the whole Wilmington community.
The ESL department has used the ACCESS scores along with academic vocabulary growth
assessments as the department DDMs. This coming year we will be working on a writing DDM
reflective of the work we are doing with the Writing With Colors model.
Special Education 6-12
Submitted by Leanne Ebert, Special Education CTL
The teachers in the Special Education Department grades 6-12 have been working on several
topics during the 2014-2015 school year, with focus on consistency with IEP writing, ESPED
concerns, transition portfolio’s and grade level transitioning. In meetings with team chairs and
the Director of Special Education, I was made aware that these were areas that required
attention and needed to be addressed. Specifically with IEP writing, measureable and attainable
goals were discussed and what they could look like, but also individualizing the goal to the
student and their needs. At the start of the school year at the high school, we also had to focus
on the new block schedule and how that would look on the service delivery grid. After doing so,
we had to amend all the IEP’s accordingly. ESPED concerns focused on reminders to look at the
cycle for the high school students as it changed from a 7 day to a 10 day cycle, the type of
personnel for inclusion service, providing detail in the non-justification determination section of
the IEP, including bullying information, transition plan information, among other things. At the
middle school, the grades worked on different models for scheduling learning center time,
ultimately deciding to go back to the original design for 6th and 7th grade, but scheduling cross
houses for 8th grade. Overall, I feel it was a productive year working together to get everyone on
the same page in regards to IEP’s and laws surrounding Special Education.
Science
Submitted by Paul Monaco, STEM Coordinator (K-12)
Below is a brief summary of work done this year in the grades 6-12 STE Department:
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Activities to increase capacity around teaching and learning:
o Growth Mindset
o Science Notebooking
o Utilizing the gradual release model
o Rigor in the classroom
o Sharing out and receiving feedback based on exceptional lessons observed
Creation and implementation of improved/updated Student Learning and Professional
Practice goals based on prior experience under new evaluation system
Creation and implementation of DDM’s
Lab safety training
Right To Know training
GHS Certifications
Developed plan for updating the Technology Education labs at WMS concurrently with
Technology Engineering. program at WHS if/when funds become available
Initiation of Middle School Robotics club to run next school year
Creation and implementation of new feedback tools for students and teachers
Implemented new supply inventory system
Design of new Forensics course
ELA
Submitted by Kathi Macklis, ELA/Literacy Coordinator (K-12)
A significant portion of departmental time was used to develop and implement
ELA Benchmark Assessments for the purposes of 1)informing instruction and
yielding instructional implications; 2) examining student performance on the
ELA Standards ( Reading/Writing); and 3) construction of rubrics for measuring
student performance along with developing District-Determined Measures.
Middle School
Beginning implementation of a data cycle (PLC) designed to focus on
teacher/student engagement with the ELA Standards for examining instruction
and assessment. Teachers collaborated with grade-level members to create,
finalize and implement ELA Benchmarks 1, 2 and 3, including identifying and
writing remaining standards-aligned questions open responses anchor papers.
Teachers began the process of examining data, to analyze gaps in student
performance, and have begun the process of developing mini-lessons to target
instruction based on performance gaps.
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High School
Teachers collaborated with grade-level members to create, finalize and
implement ELA Benchmarks 1, 2 and 3, including identifying and writing
remaining standards-aligned questions open responses anchor papers.
Teachers were able to examine the data, and to discuss areas in which
performance needed improvement.
Teachers have constructed ELA Benchmarks for the 2015/2016 academic year,
along with rubrics for measuring student performance using the Standards.
Teachers began the process of examining data, to analyze gaps in student
performance, and have begun the process of developing mini-lessons to target
instruction based on performance gaps.
Math
Submitted by Linda Peters, Math CTL
Social Studies
Submitted by Mark Staffier, Social Studies CTL
Business/ Family and Consumer Science
Submitted by Chris Phillips, Business/Family Consumer Science CTL
Performing Arts
Submitted by Barbara Mette, Fine and Performing Arts Liaison
Our curriculum renewal cycle work was put on hold pending Massachusetts adoption of the new
national standards for music. Our DDM work and implementation was conducted by the Music
Vertical Team. At this time, all elementary DDMs have been executed by all elementary staff.
We have decided that, in preparation for the adoption of national standards, we will go over our
Music Vertical Curriculum Alignment Scope to be sure that it is aligned with those standards.
Guidance Department
Submitted by Marie Cahalane, Guidance CTL
The WHS Guidance Department continued their work to update the programs that they present
to students throughout the school year to all grade levels. In each of these “seminars”, access to
classrooms and students was provided through cooperation with the English and Health
departments. Each presentation included an assessment of student knowledge regarding the
grade level topic. These seminars were tied to the department’s DDM’s and provide data to
measure the efficacy of the seminars and student learning. Grade nine students met the
counseling staff in a seminar setting in late September. This timing was later than usual, which
allowed the adjustment of the scheduling of the Senior Seminars and Parent Coffee Hour to early
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September. This adjustment was informed by the trend that the department was seeing for
students desiring to begin the college search earlier every year. For Freshmen, the team
provided an introduction to the “Naviance” online platform for career and college planning and a
presentation that included a learning style inventory, designed to empower individuals to be
better students based on their own strengths. In grade 10, students revisited Naviance and
became acquainted with the career exploration and planning portion of the portal. In March,
college exploration began with a presentation to both parents and students of grade 11 as the
counselors met with students to review the steps they will take towards choosing a college and a
career plan. The grade 11 program was a bit delayed this year due to the number of snow days
and the move to the new building. In grade 12, students reviewed the features of Naviance that
they will use in the college application process, the components of a college application, and the
process of making good decisions in choosing a college or creating an alternative post-grad plan.
In the fall of 2014, the WHS Guidance Department once again partnered with Reading Memorial
High School to sponsor the Regional College Fair, providing our families access to a wide range of
college information and options.
During the summer of 2014, the Guidance CTL offered one one-day college essay writing
seminar. Sixty-eight students attended the seminars. The seminar will be offered again during
the summer of 2015 but will be restored to the original two-day format for the benefit of the
students.
Departmental goals for 2015-16 include the continued research and development of a new WHS
profile. Additional departmental goals will be established in at the June 2015 department
meetings.
Through the financial support of the WMS PAC and with the guidance and expertise of the WHS
Guidance staff, the WMS Guidance Department was fortunate to have access to the Naviance
program for the benefit of their students and for the completion of their DDM’s. The middle
school counselors developed and presented grade level programs that addressed timely topics
such as bullying, learning style, and career awareness.
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Field Trips
Every year teachers at each school and grade plan field trips that make real world connections to the
curriculum. The following chart provides a summary of these daytime field trips.
2014-2015 Field Trips
School
Date(s)
Students Grade Location
Boutwell
5/19/15
6/10/15
116
35
K
Pre-K
Stone Zoo, Stoneham
Chelmsford Performing Arts Center
Wildwood
6/4/15
104
K
Franklin Park Zoo, Boston
Shawsheen
11/24/14
4/1/15
4/8/15
5/19/15
5/22/15
117
65
65
127
117
2
3
3
1
2
Mayflower/Plimoth Plantation
Museum of Fine Arts
Museum of Fine Arts
Davis Farmland, Sterling, MA
Museum of Science
Woburn
St.
11/12/14
11/13/14
11/14/14
2/11/15
4/10/15
4/11/15
5/12/15
5/19/15
5/20/15
5/21/15
5/26/15
5/27/15
5/28/15
6/2/15
6/11/15
6/12/15
6/15/15
6/16/15
10/24/14
1/29/15
5/21/15
6/9/15
6/11/15
3/4/15
5/21/15
44
41
60
135
82
64
62
73
87
83
18
18
18
27
40
40
40
40
142
142
35
179
143
31
48
3
3
3
2
3
3
2
2
1
1
3
3
3
3
3
3
3
3
4
4
4/5
5
4
5/6
4/5
The House of Seven Gables
The House of Seven Gables
The House of Seven Gables
Berklee Performance Center
Museum of Fine Arts
Museum of Fine Arts
Museum of Natural History
Museum of Natural History
Ipswich River Wildlife Sanctuary
Ipswich River Wildlife Sanctuary
State House, Boston
State House, Boston
State House, Boston
State House, Boston
Middlesex Canal Museum
Middlesex Canal Museum
Middlesex Canal Museum
Middlesex Canal Museum
Smolak Farms
Stoneham Theater
Shriners Auditorium
Museum of Science
Discovery Museum
Wilmington Middle School
Shriners Auditorium
Early
Childhood
Centers
Elementary
Schools
North Int.
West Int.
Middle
School
20
12/16/14
1/16/15
1/31/15
2/4/15
3/10/15
3/17/15
4/16/15
4/16/15
5/21/15
6/11/15
265
6
10-15
8
47
12
44
6
119
35
7
7&8
SADD
6-8
Math
Club
Gr. 8
Strings
8
STEM
girls
Gr.8
Italian
6-8
6/7/8
Strings
8th
French
North Shore Music Theater
Lasell College
Tenney Grammar School
North Andover Middle School
Wilmington High School
Salem State University
Ristorante Fiore & Tour of North
End
Nashoba Valley Technical High
School
Shriners Auditorium
Petit Robert Bistro, Boston
9/21/14
10/2/14
10/10/14
10/17/14
10/22/14
10/24/14
10/25/14
10/29/14
10/29/14
11/14/14
12/3/14
12/13/14
12/17/14
12/17/14
12/17/14
1/10/15
1/26/15
2/3/15
2/6/15
2/11/15
2/24 & 28
3/7/15
3/7/15
3/10/15
3/18/15
3/19/15
3/30/15
4/10/15
4/13/15
4/13/15
5/1/15
50
3
20
2
16
6
14-16
20
10-15
3-5
22
10-20
108
20
12
6-12
25
44
50
45
10-25
10-25
10-20
90
44
24
25
2
15
45
7
Girls
Soccer
WHS
Golf
12
9
Strides
Prg
11 & 12
10 & 11
Debate
Club
Art 2
Class
Med.C
areers
9-12
12
Debate
Club
DECA
Med.C
areers
Sound
Scape
Histor
y Club
SADD
9-10
Biolog
y
Boston College
Bear Hill Country Club, Stoneham
Federal Reserve Bank, Boston
Minuteman National Park,
Lexington
Ipswich River Wildlife Sanctuary
Springfield College
St. John’s High School, Shrewsbury
Woburn St. School
Buzzle Senior Center
MITRE Corporation, Bedford
Museum of WWII, Boston
St. John’s Prep, Danvers
District IV DECA Conference,
Boxborough
Buzzell Senior Center
Rocco’s Italian Restaurant
Hingham High School, History
Bowl
West Intermediate
Philips Electronics
JFK Library, Boston
North Int., West Int., Rocco’s
Chelmsford High School
Tewksbury High School
B.C. High School
Museum of Science
Marine Science Symposium, Salem
State Univ.
Seaport Hotel, World Trade Center
Middleton Jail
High
School
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5/2/15
5/11/15
5/14/15
5/21/15
5/21/15
10-25
10-20
12
112
200+
11 & 12
9-12
Strings
Lampli
ghters
Lampli
ghters
Debate
Club
9-10
Biolog
y
Biolog
y
Sound
Scape
11 & 12
11 & 12
Med.C
areers
Strings
Girls
Soccer
10-12
9-12
Life
Skills
9-12
Strings
9-10
Biolog
y
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State House, Boston
Shriner’s Hospital
State House, Boston
MIAA Conference Center
John Adams Historical Park,
Quincy
Sandwich High School
New England Aquarium
Shriner’s Auditorium
WHS-In House Assembly Raptor
Project
Staff Development
In-District Staff Development
Out-of-District Staff Development
In the school year 2014-2015 Wilmington teachers took courses from the following Colleges and
Universities:
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American International College
Assumption College
Boston University
Bridgewater State
Colorado State
Endicott College
Fitchburg State
Framingham State
French River Education
Fresno Pacific
Gordon College
Harvard Graduate School
Lesley University
Loyola University
Merrimack College
Salem State University
UMass Boston
University of New Hampshire
Each year our faculty, specialists, and administrators take advantage of the many workshops offered by
Middlesex Partnership for Youth. The workshops attended by staff this year include:
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Ending Opiate Abuse in our Community - 7
19th Annual School Safety Summit - 10
DSM-5 Childhood Disorders and Their Impact on Youth - 8
A Culture of Trust: Building a Successful School - 6
Creating Emotionally Intelligent Schools - 4
Managing Difficult Conversations – 4
Each year the SEEM Collaborative provides workshops that are well attended by our staff. The
workshops attended this year include:
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Behavior Code
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Beyond the Research Paper
Child & Adolescent Anxiety
Contemporary Approaches to Teaching
Deepening Inquiry in History
Delving Deeper: New & Effective Interventions
Mapping Social Studies Curriculum
PARCC Accommodations Information
PECS to SGDS Workshop
Teaching with Primary Sources
Tools for Improving & Supporting Math Instruction
Zooming in on Practical Strategies
Other workshops attended this year include: Sally Grimes: Oral Language, Vocabulary and
Comprehension (4); Federation for Children with Special Needs (16); MA DESE: Portfolios in Progress
and How to submit a complete portfolio (16); and MaFLA Fall and Summer conferences (11)
Curriculum Improvement Time
September
District-wide the day was used for Educator Evaluation; self-assessment, goal-setting with data
review, and action plan development.
November
The Professional Development Committee presented a Celebration of Learning. The day we
structured as a conference with three 75-minute breakout sessions. Teachers could choose the
sessions they wished to attend. There were 23 presenters who, with little exception, donated
their time to present in their area of expertise for our staff.
January
At the Wildwood and Boutwell, all staff were trained in First Aid and CPR in preparation for
NAEYC application. All staff are now certified for the next two years.
At Woburn Street, following a whole staff presentation on the BAS, the teachers broke into grade
level groups and each reading specialist had a different group. In the groups they discussed:
testing protocols for BAS, prompting guides, assessment dates, and how to use the data to
create groups and plan lessons.
The afternoon at the Shawsheen began with a 45 minute presentation about Writing with Colors.
The information was presented by Mrs. King and a grade 3 teacher who has implemented the
strategy in his classroom. During the presentation the staff was introduced to the strategy and
had the opportunity to participate in the completion of a sample open response exercise using
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what they had learned. Following the presentation, the staff broke off into grade level groups.
Each group was assigned a 45 minute block of time to meet with Mrs. King and me to review
AimsWeb benchmark data. We specifically targeted students who fell below the target and
discussed current interventions as well as additional ideas to support these students moving
forward. In addition to grade level classroom teachers, reading specialists and special education
teachers joined specific groups based on the students they work with.
When groups were not meeting to discuss AimsWeb data, they worked as grade level teams on
approved tasks. Some tasks included, reviewing Fountas and Pinnell administration practices as
well as scoring criteria, coordinating a grade level project/field trip and W.I.N. time planning.
At the West Intermediate a presentation was provided by Kate Burnham to the staff on the 5
year Literacy Plan, including a breakdown of what year 2 (next year will likely look like. Grade
level teams met to plan out next 8 weeks (4 weeks per grade, every other week) of specialist
intervention times, including the specific children who will be targeted if possible. Planning time
was provided for inclusion/ classroom teachers; MCAS Alt work by REACH and Pathways teachers
At the North Intermediate, teachers had time to unpack the standards and think about applying
them to their current resources and materials. They are feeling more confident in the direction
that they should be going. Due to their recent course in Lynnfield, Patrice Lund and Maggie Bolt
are leading the group by sharing aligned assignments, questions and assessments with their 5th
grade team. Based on the above survey, they realize that they can work together to put
together one unit at a time that is quality. In my opinion, they need a uniform template to
create and articulate a rigorous and standards base unit plan.
With regard to the teachers’ progress monitoring for their SLG and PPG goals and the
articulation of their action steps, I believe that they need more (required) PD around the
evaluation process. For example, the Action Plan WU, taught by Kate Burnham and Jen White,
should be required for all teachers (not just the ones that want to attend after school).
The Middle School used the time to work in departments. The focus of the time by department
is listed below.
 ELA – examined benchmark data, focused on targeted instruction and recalibrating open
responses (benchmark 2)
 Science and Technology – unpacked revised Massachusetts standards
 Math – grade levels met to review preliminary data on benchmark 2 – develop strategies
for areas need to reteach
 Social Studies – refined DDMS
 World Languages – review of DDMS, collaboration and educator evaluations
 Art – worked on implementing and designing visual arts DDM for each grade level
 Physical Education/Health – worked on DDMS and discussed data collection for before
and after fitness tests
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Administrators – worked on staffing and scheduling proposals for next year. Scheduled
grade parent/teacher conference
The High School staff prepared for move to the new building
March
All elementary staff and administrators participated in the EnVisions training in preparation for
implementation next year.
All Middle School departments participated in an overview and discussion of the Data Dashboard
provided by the administrative team. Teachers and Staff were presented with an electronic view
of data for a group of students. Description of tasks for the day involved team members being
asked to select 2 students, per subject area teacher (STEM and ELA), and identify these students
as either (E) for exceeds expectations/enrichment, and those who need additional help and are
struggling.
In teams, teachers looked through their data lists of students, and discussed the following: a)
how student was currently faring, b) identifying those students who appear to be struggling and
need help, as well as those who could benefit from enrichment as they performing at a high
level, and c) those students who are currently meeting expectations. The discussion for all of the
grades was rich and engaging. Teachers appeared genuinely interested in how a student may
fare well with respect to one subject area vs another. Periodically, administration (principal and
assistant principals) dropped in to answer any questions and perform parameter checks. The
most significant question appeared to be the “quantification or specific guidelines” for what
would constitute the criteria and/or definitional guidelines for classifying students.
Teachers and staff came back together to auditorium to share observations and to ask additional
questions. Administration reiterated that we are at the beginning stages of looking at how all of
this information can be used to better target and effectively address student needs with skill
performance.
The High School staff assembled for a presentation on rigor
1)
Examined handouts of “Rigor is vs. Rigor” is Not” and “Rigor vs. Difficulty”.
a.
Talked about where the sheets came from (Marzano)
b. Discussed what we agreed on and what we disagreed on with the sheets.
2) Examined the 3 Elements of Rigor handout.
a.
Broke handout down to 3 key words. Expected, Supported, Demonstrated.
b. Used the handout and key words to work in groups of 2 to match, if able, where
the 3 elements could be found in the teacher portion of our “Rigor thoughts”
handout from Wednesday. We then came back as a large group and compared
notes and discussed.
i. Noticed that not all could be matched
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ii. Noticed that Theme 1 (expected) and Theme 3 (demonstrated) were
used a lot more than Theme 2 (support.) Discussed why that may have
occurred, what we could do about supporting students more and how it
looks in our classes vs. other disciplines.
Discussion of rigor continued in departments. Department based groups also spent time
working with DDMs.
The Science Department welcomed Dr. Dwight Peavey who provided safety training for the
department, including:
 use of safety equipment
 principals of laboratory safety
 waste management (solid & liquid waste)
 universal (special) waste
 hazardous waste
 stock chemical management
 chemical usage in classrooms and demonstrations
The Special Education Department also discussed paperwork/compliance. Kristin Spinosa
presented a review of transition planning and portfolios.
Visual Arts Department (K-12)
The group used today’s improvement time to discuss the district’s initiative on academic rigor, as
well as department’s progress with its District Determined Measures.
We began our CIT work by reading over the rigor handouts provided by Linda Peters. As the K-8
teachers had not participated in the HS faculty meetings where rigor had been previously
discussed. Megan Hinman was good enough to report out to the group the key concepts that
she had highlighted at our faculty meeting breakout session on March 11th.
Following the overview, our department began reviewing the documents provided for today. In
the process of reviewing these pages, we considered how well the various items associated with
rigor tied into the work we do in our art classes. Please note: we took serious offense to the
inclusion of “Is not creating a poster or coloring something” under the Rigor column in the
Rigor/Difficulty chart. Educators should not look to the assessment tool for providing academic
rigor but rather the approach to implementing that tool within his/her educational setting.
Creating posters and other visual products (including videos, animations, cartoons, paintings, 3D
models, photos, etc.) can be extremely valuable in providing a truly rigorous academic
experience for students in any subject area. While it may be true to state rigor “is not creating a
poster or coloring something”, it is also not taking a multiple choice test, writing an essay,
reading a textbook, or presenting to the class. Academic rigor is established when students are
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provided with the opportunity to perform (or challenged to perform better than) their best to
complete a learning activity with little to no assistance from others, regardless of whether that
activity be taking a test, writing an essay, or designing a poster. We respectfully ask that the item
about “creating a poster or coloring” be removed from this chart entirely.
Since the majority of the department had not been involved with developing the list of teacher
statements nor had the opportunity to read over those statements during today’s activities, we
concluded our discussion on rigor by considering how the three Elements of Rigor relate to what
we do in our curriculum. As classroom teachers, we work hard to keep high expectations for our
students while providing them the support they need to work to those high levels. The final
element (students demonstrating learning at high levels) provided an excellent segue into our
discussion on DDMs.
As we have now had the opportunity to implement our Craftsmanship and Creativity DDM
rubrics to score student artwork for over half of the school year, today provided an excellent
opportunity for each of us to share and reflect on our experience with the tool and to propose
any potential changes we might want to make to the rubrics for next year.
The entire group was in agreement that the rubrics have been easy to work with and implement
so far. We continue to appreciate having a DDM tool that is both helpful to us in planning our
district art show and providing us with a strategy to identify students who may need more
support in developing presentation-ready artwork. Recommendations were made to those of us
working on our DDM WU team to develop an alternative spreadsheet structure based on how
our student data (names, ID numbers, homeroom information, etc.) is exported from Aspen into
CSV form. The team provided copies of the exemplars we’ve been working on for K-5 and
proposed working on them further, along with starting ones for the MS and HS levels, for our
April department meeting. The DDM WU team will resume work on developing the K-5
documents and revising the scoring spreadsheet at the next meeting on March 31st.
Several teachers brought sample student work to today’s meeting for the group to examine and
assess. We have found that the Craftsmanship DDM criteria is easy for us to apply consistently
across grade levels and media; however the Creativity DDM may need some adjustment in order
to provide a stronger distinction between a high (3 point) and moderate (2 point) growth score.
While we have found the difference between the high and moderate ratings debatable, the
criteria for a low (1 point) score was consistently applied. We feel confident that the language to
those criteria points can be adjusted to provide a more consistent application across grade level
and media, too. The DDM WU team will work on potential revisions to share with the rest of the
group at the April department meeting.
We concluded the meeting by sharing some of the work teachers have started to collect for this
year’s art show.
Health & PE (K-12)
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The K-12 department and reviewed DDMs by grade level. After spending time working in grade
level groups, DDMs were presented to the other grade levels. Each grade level discussed student
growth measures which we will continue to have conversation about in the future.
ESL (K-12)
ESL department projects worked on during CIT day:
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Completed Formative Assessment of ESL staff
Updated ESL units with materials & assessments
Started outline of PD for staff regarding SEI endorsement requirement
o MTEL SEI endorsement prep
o District training needs – last cohort year and future
Organized the purchasing of new multilingual books from WEF grant to complement
curriculum
Behavioral Health Task Force
The members of the task force meet to continue to assess the current reality and work toward
development of a vision as well as identify issues that can be addressed in the short-term.
May
Elementary staff worked on transition planning.
Middle School staff were led by the incoming principal, Amy Gerade, in a group activity - SCOG
High School staff continued discussion of rigor and worked by departments on DDMs.
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