The following information is the text of the Springfield (Vermont) School District's Blueprint for Change. As part of the New American Schools restructuring process, hundreds of individuals in the Springfield community worked to examine the schools, study restructuring strategies, and develop the roadmap for the five year plan. Feel free to distribute this file but keep this notice with the file. The Springfield School District reserves all rights to the information presented here. © 1994 Springfield School District, Springfield, VT. All rights reserved. Blueprint for Change A New American Schools Initiative 1993-1996 Springfield Schools, Springfield, Vt. Introduction This Blueprint for Change document is the result of many hundreds of hours of work by the Action Teams who met during the 1992-93 school year. Their task was to design a process and structure to change the very nature of schooling in Springfield. As the weight of this document attests, they had a lot to say on this subject. They have completed their task. The six Action Teams described the current, desired, and action states of the Springfield Schools. They examined how things are, how they wished things could be, and what we need to do in order to get there. There were many arguments along the way, but that was anticipated with a subject this important. In the end, the groups of people came together in celebration of collaborative decision-making. In this document you will find everything you need to understand our work this year and where we intend to go with this restructuring process. The full reports from all six Action Teams are included in this version. A summary of the current, desired, and action states is also included (Appendix A). This Blueprint will reside in each school, and several locations in the community, for those who want to come back to it later. Thanks to all the participants (Appendix D) who gave part of themselves to improve education for the children in Springfield, Vermont. Rod Tulonen, ed. Additional editing by: Joyce DuBack David Kelley Pat Magrosky Charles Meyers Ellen Pinter Tony Petrillo Sharon Rawson Chuck Richards Tricia Welch Table of Contents Mission Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i School Board Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Current State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Standards & Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Curriculum and Instruction. . . . . . . . . . . . . . . . . . . . . . . . 6 Health, Education & Human Services. . . . . . . . . . . . . . . . . . 15 High Performance Management. . . . . . . . . . . . . . . . . . . . . 17 Public Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Desired State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Standards & Assessment . . . . . . . . . . . . . . . . . . . . . . . . . 33 Curriculum & Instruction . . . . . . . . . . . . . . . . . . . . . . . . .37 Health, Education & Human Services. . . . . . . . . . . . . . . . . . 44 High Performance Management . . . . . . . . . . . . . . . . . . . . .46 Public Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Action State. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Curriculum, Instruction, Standards, & Assessment . . . . . . . . . .57 Health, Education & Human Services . . . . . . . . . . . . . . . . . .63 High Performance Management. . . . . . . . . . . . . . . . . . . . . 66 Public Agenda. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Summary of Blueprint for Change. . . . . . . . . . . . . . . Appendix A Organizational Chart. . . . . . . . . . . . . . . . . . . . . . . . Appendix B Timeline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Appendix C Participant List. . . . . . . . . . . . . . . . . . . . . . . . . . . .Appendix D i Springfield Schools, Springfield, Vt. Mission Statement The Springfield Schools will empower individuals to think, learn and act intelligently; to develop self-worth; and to conduct themselves with integrity and concern for others. ii Springfield Schools, Springfield,Vt. School Board Goals What we want to see in a student when he or she leaves the system: 1. Able to pass performance gates at identified levels. 2. Able to demonstrate skills necessary for work or higher education in the 21st century. 3. Able to understand and practice core values. 4. Able to demonstrate skills in community service. 5. Able to set personal goals toward life-long learning. STANDARDS AND ASSESSMENT Current State 1. Pre and post developmental assessment data are gathered on children receiving services through the Early Ed. Initiative Grant Program. 2. A three year old screening is performed by the EEE Program. This screening is a developmental assessment that includes a childÕs vision and hearing, speech and language, motor skills and conceptual skills. 3. The elementary guidance counselors perform a Pre Kindergarten Screening on all students prior to entering kindergarten. This screening tests a childÕs vision and hearing, speech and language, and conceptual skills development. 4. In order to enter school a student must be five years old by December 31 of the year he or she is entering school. 5. The Springfield School Board has developed goals to define what we want to see in a student when he or she leaves the system upon graduation. (See School Board Goals) 6. Students in grades three through nine are given a Presidential Physical Fitness Test every year. This is a national standardized test that includes: ¥ Aerobic endurance ¥ Agility ¥ Flexibility ¥ Muscle strength ¥ Muscle endurance. 7. Students who do not pass two subjects at Riverside (grades 6-8) are considered for retention at that grade level. (See page 7 for a list of courses at each grade level.) 8. Springfield High School will grant a diploma when the student has earned a minimum of 22 credits in required and elective courses in the following areas: Courses Credits English 4.0 Social Studies (Including one credit in U.S. History) 4.0 Physical Education 1.0 Mathematics 3.0 Science (Including one credit of Biology or Life Science) 2.0 Art or Music 1.0 Computer Literacy 0.5 Health 0.5 Electives 6.0 Total 22.0 Multi-year plans for students on Individualized Education Plans are used as an alternative to graduation requirements. Students who are involved in the Independent Living Skills Program receive a Certificate of Program Completion instead of a diploma. 9. All of the subjects taught in the Springfield School District have course outlines and courses of study. These identify the goals, objectives, and activities of the course, but do not clearly delineate the expected student outcomes. There exist clearly defined student outcomes in the following programs: ¥ K-6 Language Arts ¥ K-12 Mathematics ¥ K-9 Physical Education ¥ 6-12 Social Studies. Although these expectations exist they are not consistently taught or assessed across all grade levels. 10. The following assessment tools are currently being used in the district to determine student outcomes: Testing Observation Demonstration Lab work Student records, checklists, journals Worksheets, homework Essays, reports Class participation Direct questioning Portfolio rubric Standardized testing, i.e. Diagnostic Inventory Role playing Interviews Group projects Job site work. 11. Grading System: The following grading system is presently in effect at the different levels of the Springfield School System: Kindergarten--Conferences with parents (periodically throughout the year), checklists covering skills identified by each teacher, and a narrative written by the teacher. Kindergarten teachers are working on a standardized checklist. Grades 1 and 2--Narrative in the first marking period for first graders. After that it becomes a narrative plus a checklist of skills, and conferences with every parent. Marking code: Y=yes (mastery); S=satisfactory; N=needs improvement; X=not yet introduced. Grades 3-5--Students are marked Below, On, or Above grade level. In addition, Effort and Conduct is also represented on the report card. Marking code: C=commendable; S=satisfactory, R=reinforcement needed. There are two parent-teacher conferences. Grading is based on a trimester system. A narrative is used for some students with I.E.P.Õs. Grades 6-8--At this level an A-F letter grade system is used for most subjects with a numerical grade for effort and conduct: 1=good, 2=satisfactory, 3=unsatisfactory. Teachers choose computer generated comments which appear on report cards under each subject. Grades 6-8 is on a four quarter marking system. Optional progress reports are sent home each quarter. (Required if student is getting a D or an F.) Optional parent conferences can be scheduled at any time during the year. Grades 9-12--A four quarter marking system and an A-F letter grade system is used with teacher chosen computer generated comments; optional progress reports are sent home and parent conferences are held four times a year. 12. Springfield has fully implemented the Vermont Writing and Mathematics Portfolio Assessment in grades four and eight. The process includes a standardized component scored by an outside agency. 13. We continue to work with the New Standards Project to develop new assessment processes and tools. The New Standards Project is working on national consensus standards in all curricular areas. 14. No standardized tests are currently required for all students in the district. There are optional standardized tests available to students in the high school, (e.g. SAT, PSAT, PACT, etc.) and standardized testing is used to determine a studentÕs eligibility for Special Education Programs. 15. No high school student may participate in interscholastic sports if they do not pass four major curriculum courses in any given quarter. 16. Data are compiled on Special Education students and vocational students 1-3 years after graduation to determine the effectiveness of programs. 17. Act 51 requirements: Every staff member must be trained in alcohol and drug abuse education. There is a comprehensive K-12 drug and alcohol abuse prevention curriculum available to all students in the district. In addition to acquiring information about drug and alcohol abuse prevention, students also learn communication, decision making and goal setting skills. CURRICULUM AND INSTRUCTION Current State Introduction The Curriculum and Instruction Action Team convened on November 20, 1992, and met weekly through December 21, 1992, to determine the current state of Curriculum and Instruction in the Springfield School District. Using district documents, surveys, and interviews, the committee assembled the following document by breaking into three subcommittees: course of studies, curriculum resources, and instructional strategies. Mission Statement The Curriculum and Instruction Action team shall identify instructional strategies and a curriculum framework that will enable students to reach high standards. Curriculum/ Course of Studies Kindergarten-5th Grade Reading, Language Arts, Math, Science, Social Studies, Art, Music and Physical Education are taught in grades K-5. Curriculum guides for each subject at each grade level are available, but most are outdated. A skills/strategies/experience emphasis exists in grades K-2; transitions to a more content oriented focus begin in the third grade. There is a recently revised Math Diagnostic Inventory and an outdated Reading/Language Arts Diagnostic Inventory. At all grade levels, students have access to a learning center. Supplemental help in Reading and Language Arts through Special Skills, a Chapter 1 program, is available to qualifying 2nd graders at Union Street School and to qualifying 3rd, 4th and 5th graders at Park Street School. Reading Recoveryª, an early intervention program in reading, is offered to a limited number of 1st graders at all schools. Riverside (Grades 6-8) Currently Riverside is in a state of transition from a junior high to a middle school concept. This transition represents a move away from a departmental model to grade level teaming. Grade 6: Students in grade 6 are required to take Language Arts, Reading, Mathematics, Science, Social Studies, and Physical Education or some variation of these courses. There is a required series of special courses that each meet for 9 weeks: Foundations of Technology, Home Economics, Health/Group Guidance, and Music/Art. Grade 7: Students in grade 7 are required to take Language Arts, Reading, Mathematics, Science, Social Studies, Physical Education, and a group of special courses: Technology Education, Home Economics, Health, and Art. Grade 8: Students in grade 8 are required to take Language Arts, Reading, Mathematics, Science, Social Studies, and Physical Education. At all grade levels students have access to help in a Resource Room. Supplementary support in Reading and Language Arts is available through Special Skills, a Chapter 1 program. There is restricted access to German and French for 7th and 8th graders. Elective courses include Chorus, Band, Computer Instruction, and Peer Tutoring. The innovative technology program at Riverside has been recognized as a demonstration site by the Northeast Technology Consortium. Springfield High School (Grades 9-12) Springfield High School requires students to earn a minimum of 22 credits in required and elective subjects in order to graduate. (See page 2 for a list of required subjects.) The following programs are part of the high school curriculum available to all students: English: The English program offers sequential instruction in language skills to freshmen and sophomores and varied electives to juniors and seniors. Students are expected to accumulate a minimum of one credit each year. Included in the study of literature are recognition of literary types, appreciation of techniques and styles, awareness of values and themes, and introduction to many famous writers, past and present. Grammar and composition skills are reviewed and reinforced each year as needs in oral and written communication are revealed. Foreign Language: The Foreign Languages Department offers sequential instruction in three languages: French, German, and Spanish. Mathematics: The Mathematics Department offers courses in Algebra, Geometry, Calculus, Technical and Business Math as well as electives. Science: The Science Department offers Earth Science, Applied Science, Environmental Science, Chemistry, Biology, and Physics. Students can select courses ranging in difficulty from those developed for general students to the accelerated ones designed for the scientifically and mathematically talented students. Social Studies: A student fulfills minimum Social Studies requirements for graduation by taking Area Studies in the ninth grade, Western Civilization in the 10th grade, Survey of U.S. History in the 11th grade and one credit in the 12th grade from a wide variety of options. Art: The Art Department offers a wide variety of studio courses, including general art, painting, drawing, and crafts. Music: The Music program is designed to offer an opportunity for students to participate in performing organizations of high standards. Courses offered include Concert Band, Jazz Band, Wind Ensemble, Choral Union, and Madrigal Singers. Other Required Courses: A health education course is offered as part of the Health and Guidance Department, and a computer literacy course is provided through the Tech Center. Students are required to take one year of physical education and may elect to take physical education other years on a space-available basis. Other course offerings include: Drivers' Education, Resource Room, and Teacher Aide Program. Consumer and Homemaking courses include Foods, Clothing, Independent Living, Parenting, and Housing and Interior Design. There are three opportunities for students to take interdisciplinary courses: Math History, American Studies, and Humanities. For more specific information about a course or department, refer to the High School Course of Studies. The Technical Center at Springfield The Technical Center at Springfield serves four sending schools including Bellows Falls, Black River, Green Mountain and Springfield High Schools. The Center also services an adult population of the region. In addition to fulfilling elective credits required for graduation, credit earned in courses offered at the Technical Center may be applied to the graduation requirements at sending high schools. There is a broad range of introductory survey courses offered for nearly all Technical Center Programs. Technical programs offered at the Center include: Hospitality Management: Hospitality Management prepares students for employment in the lodging, food service, and tourism industries. Pre-engineering and Drafting: The program prepares students for career opportunities in design, architecture, aerospace, electrical, civil, and mechanical engineering. Marketing/Management: The program exposes students to marketing concepts as they relate to commercial and retail business. Electronics Technology: Electronics Technology program teaches the repair of electronic equipment, electronic theory, AC and DC circuits, circuit design, robotics and computer applications. Office Occupations: The Office Occupations program aims to develop skills in secretarial science and office management through extensive use and application of word processing, record keeping and computer technology. Industrial Mechanics/Welding: The program teaches the use of hand and power tools used in industry. Culinary Arts: Students prepare to enter the food service field as chefs, cooks, waiters, or waitresses. The program includes running a dining room during the school day. Human Services: The community-based Human Services Program acquaints students with professional careers in areas such as social work, laboratory sciences, mental health services, nursing and day care. Computer Technology: The program offers students the opportunity to learn BASIC and Pascal programming, and word processing, spreadsheet, database, desktop publishing and a variety of other software applications. Graphic Arts: Students learn techniques of design, preparation of visual media, process camera operation, printer processes and desktop publishing. Manufacturing Technology: Students are given hands on experiences in areas such as computer-controlled manufacturing, basic machine tool operations and inspection, design, layout, technical math and blueprints. Accounting: The Accounting Program prepares students in the field of accounting and bookkeeping. Forestry, Natural Resources and Horticulture: The program includes hands-on instruction in natural resource management and horticultural science, including instruction in cartography, surveying, nursery and orchard management, and landscaping. Protective Services: The community-based program introduces students to law enforcement, emergency medical services and fire services. Cooperative Work Experience: Students are encouraged to apply their classroom learning in a work experience through a job shadow, or internship. Adult Technical Education: The adult technical program offers free training to adults on a space-available basis. The program helps them learn new job skills, update old skills and prepares them for post-secondary technical training. Courses are available during the day and evenings, and special support programs are made available to help specific populations access the CenterÕs training. Special Education Programs Essential Early Education: The Essential Early Education Program provides home-based early intervention services to families of children ages birth through five who demonstrate delays in development. Essential Early Education services include weekly home visits that are planned to address each child's developmental needs. Other services include outreach to preschools and child care centers. Speech and Language Program: The Speech/Language Program provides services for students who need help in improving their speech and/or language skills. Springfield Collaborative Programs: Springfield is a host district for sending schools in a number of additional programs: Occupational Development Program (ODP): The ODP Program is based at Springfield High School and Technical Center. A community living apartment serves as an adjunct facility to the classrooms and labs located at the high school. Students have opportunities for mainstreaming, functional learning, social skills training and work placement. Gateway: Gateway is an alternative school program for junior and senior high school students with severe emotional and behavioral problems. Challenge Program: The Challenge Program at Riverside Middle School serves students with severe disabilities in most skill areas. Adult Education Adult Education offers a wide variety of courses that are not necessarily related to the secondary curriculum. Courses are offered in the evening on a tuition basis. English as a Second Language Throughout the district, instruction in English as a Second Language is offered to students whose first language is not English. These students need help in mastering the English language and in survival skills necessary for life in a different culture. Support and consultation is also offered to their classroom teachers. Instructional Practices Teachers in the Springfield School District utilize many different instructional practices. The more common practices and the degree to which they are used at various levels of the system have been identified through interviews with administrators. East, Elm, and Union Street Schools (K-2) The predominant instructional practices include active/participatory learning, cooperative learning, and thematic and interdisciplinary instruction. Lecture and rote learning are used to a lesser degree. Students are placed heterogeneously with regard to ability and behavior in the primary schools. Multi-level age grouping is used extensively at Elm Hill School and to some degree at Union Street School. The primary schools have large blocks of time available for instruction. Art, Music and Physical Education are each scheduled for one 40-minute period a week. Park Street School (3-5) A change in instructional practices begins to occur at Park Street, with an increasing use of lecture to supplement the use of active/participatory learning. Fourth grade students are developing individual math and writing portfolios which will follow them through the system. Classes are heterogeneous in regard to ability and behavior. Class placement is based on parent and teacher input. An alternative program is offered at Park Street for a limited number of students with severe emotional and behavior problems. Riverside Middle School (6-8) The transition has begun from a traditional junior high to a middle school concept at Riverside. Individual student experiences therefore vary from rote learning and lecture to a new emphasis on active/participatory learning. A strategic plan being developed now identifies these priorities: integrated thematic learning; problem solving and critical thinking skills; flexible scheduling; experiential, hands-on learning; and cooperative learning, peer tutoring, and collaboration. Eighth grade students are developing individual math and writing portfolios which follow them through the system. Classes are generally heterogeneous. There is some ability grouping in Mathematics and Language Arts in 7th and 8th grades. Riverside has a daily class schedule of 40-minute periods with double periods twice a week. Springfield High School (9-12) At Springfield High School, lecture and rote learning are common. Outcome/performance based instruction is rarely utilized at the High School. Grouping of students varies by department. For example, English classes are heterogeneously grouped, while Social Studies classes are homogeneously grouped by perceived ability (including factors such as motivation and behavior) in grades 9-11. Elective selection by students results in more homogeneous groupings. In almost all departments, remedial offerings exist which result in homogeneous groupings based on performance. Individual student placement can be altered by student and parent request. The high school has a daily class schedule of eight 40-minute periods. A week long intersession is planned for this year which will involve day-long interdisciplinary team teaching. Technical Center Technical Center courses are project-oriented and focus on active/participatory learning. Instruction is provided by staff and by community professionals. Class placement is heterogeneous by ability and age. All of the Tech center programs and courses are elective. Technical programs utilize blocks of time consisting of one to six 40-minute periods, with the average being three period blocks. Instructional time is organized to allow students to participate in courses which constitute only part of a technical program. Special Education Programs The objective of SpringfieldÕs Special Education Program is to place disabled students in age appropriate groups and to deliver instruction within or outside of the classroom as needed. By the Middle/High School level, student's Individual Educational Plans determine course of study and class placement. Concerns 1. Teachers expressed concern about the outdated nature of many of the curriculum guides. Guides most recently updated (such as mathematics) were utilized most often. 2. The availability of appropriate resources to support curriculum and instruction goals is limited. These include financial resources, instructional materials, physical space, libraries, and support staff. 3. The success of curriculum and instructional reform is dependent upon ongoing teacher support and training. 4. There is a need for improved communication among teachers, across disciplines and between schools in order to insure continuity from level to level or class to class. 5. Instructional goals are not clearly communicated to students and their parents. 6. There is an increasing level of developmental needs among the incoming student population. This includes greater gaps in readiness skills of entering kindergarten students. 7. Technology is not utilized in a consistent manner throughout the district. 8. There are few clearly defined outcomes in the kindergarten through graduation continuum. HEALTH, EDUCATION AND HUMAN SERVICES Current State Mission Statement The mission of the Health and Human Services Action Team is to improve the planning, financing and delivery of Health and Human services in collaboration with the schools and community to more effectively support student learning. Observations 1. In general, the schools tend to be perceived as self-contained units rather than as part of a comprehensive system incorporating school, family and community. 2. There is a strong commitment to an education and health/human services collaboration. 3. Education, Health, and Human Services are very complex systems. The schools, service agencies, and community know too little about one another to be mutually and effectively supportive. However, many of the needed policies and services already exist. 4. Current categorical funding structures are an obstacle to providing comprehensive, cohesive services. 5. A disturbing number of our students, at all levels, do not have the essential support they need to learn effectively. 6. There is not an adequate system to assess and address the health and well- being of all students. Students do not have equal access to services. 7. The tendency of educators and service providers is to approach the student as an individual apart from the family, and to regard the family as an isolated unit, rather than as part of a neighborhood and community. 8. Success By Six , ÒKids Ready for School, Schools Ready for KidsÓ, a comprehensive service plan to benefit children and families, is being initiated. It is a promising vehicle for collaboration between health/human services and education. Conclusions 1. Helping children succeed in their educational development must be the goal of every system not just the schools. 2. Educational success is linked to the overall well-being of the child, the family, and the community. 3. Parents care about their children and, with the help of the schools and health/human services, can effectively support student learning. 4. At a time when families across all income levels are experiencing greater stress and child poverty is at record levels, the school and health/human services cannot exist as isolated institutions within the community, separate from family and community services. 5. We know that later learning depends heavily on what happens to a child in the first few years of life. If we care about children, then we must ensure every child has the support he or she needs to become ready to learn and to be a participant in lifelong learning. HIGH PERFORMANCE MANAGEMENT Current State Introduction Our management structure is traditional in style (See Fig. 1 on page 19) and focuses on short-term decision-making which yields ambiguous requirements, goals and objectives. This style promotes: ¥ Internal competition for scarce resources ¥ Narrow and parochial views ¥ Turf protection ¥ Addressing symptoms rather than problems--making risk taking difficult. Traditional Management Structure Examples of this traditional management structure include: Budget Development Budgets are developed annually without any major emphasis on longer range planning. Each school or department submits their own budget requests and competes with other schools and departments for limited resources. Curriculum Although curriculum guides, units, and courses of study are defined at various grade levels, a lack of continuity and coordination between grade levels has created confusion about desired student outcomes. Teacher Assessment and Supervision All teachers are supervised regularly and evaluated annually. However, this process is handled differently at each school. A comprehensive teacher evaluation and supervision system, based on current educational research, needs to be developed and implemented consistently at all levels. Participatory Management Style There exists a strong mission statement that was developed through community-wide input (See Mission Statement), general student outcomes adopted by the School Board (See School Board Goals) and pockets of participatory decision-making, risk taking, and a team approach to problem-solving at all levels. (See Fig. 2 on page 20 for a description of the culture change required to move from a traditional management style to a participatory management style.) Some evidence of this participatory management style includes: Instructional Support Teams Instructional support teams operate in each building to provide teachers with assistance in planning for students who experience trouble reaching desired outcomes. Staff Development The districtÕs staff development committee, made up of teachers representing each school, conducts an annual needs assessment and plans an inservice education program for the entire K-12 faculty. Curriculum Revision A skills based K-12 mathematics curriculum was developed by a committee of teachers, business leaders and parents. Similar efforts are underway in other curriculum areas. (Fig. 1) Springfield Schools, Springfield, Vt. Management Structure (Fig. 2) Culture Change From: To: Traditional Management Participatory Management Short term Long term with successive short-term objectives Narrow, parochial view Participative, open style Internal competition Cooperation, common missions Unstructured, individualistic Disciplined, participative problem solving group problem solving Constant rework Right the first time Ambiguous requirements Systematic approach to customer requirements Acceptance of status-quo Commitment to ÒNot my responsibilityÓ continuous improvement-- EverybodyÕs responsibility Power at the top Power shared with everybody Intuitive Analytical/fact based Working with individuals Teams PUBLIC AGENDA Current State Introduction The Public Agenda Action Team is empowered to: ¥ Engage the public in open dialogue about the need for school improvement and higher performing students, ¥ Communicate these changes in education and health and human services recommended by the public to the action teams, and ¥ Build and sustain public support for change designed by the action teams. In order to accomplish this mission, the Public Agenda Action Team will act as an information and education liaison between the public and other action teams. Information and education will be reciprocal and ongoing. School/Community Relationships 1. The Springfield Schools have traditionally enjoyed strong broad-based community support. Community support is evident in public participation at athletic events. For example, in 1992, approximately 5100 spectators, paying $7600 in admission fees, enjoyed football and basketball games. These paid admissions, in turn, support many other athletic activities. Many community members volunteer their services to film games, run concession booths, assist at games/meets, etc. The Booster Club, comprised of 250 businesses and individuals, raises $6,000-$10,000 each year and provides financial assistance to individual teams and organizations for various needs that cannot be met through the budget (e.g. band and team uniforms, Project Graduation, GirlsÕ and BoysÕ State, scoreboards, bleachers, and the Springfield High School weight room). Scholarship funds of $40,000 are contributed annually by local organizations and awarded at graduation. The Springfield Schools Performing Arts Project, supported by 35 organizations and individuals, is dedicated to bringing the arts to all students through residencies and special performances. Community support is also clearly seen in participation at events like Alumni Weekend parade and festivities. 2. Partnerships have been formed between Springfield schools, businesses, and community service providers. Advisory programs at the Technical Center form partnerships between students and businesses in the following subject areas: Graphics (30 students, 4 businesses) Computer technology (30 students, 3 businesses) Electronics (25 students, 2 businesses) Drafting (35 students, 3 businesses) Business education (40 students, 6 businesses) Culinary arts (25 students, 3 businesses). The Technical Center Director participates in a Regional Advisory Committee comprised of 10 businesses. Twenty-four students, 23 businesses, and 9 senior citizens benefit from Occupational Development/On the Job Training and Senior Programs. Fifty students enjoy cooperative work experience. The Maple Valley Credit Union Branch employs four students in its Technical Center Branch. The Protective Services Program (police, fire, EMT) involves 15 students and 6 businesses. The Health and Human Services program utilizes 13 students and 20 businesses for hospital, day care services, and senior centers. The Adult Education Program provides 16 courses for 160 students. School facilities are also utilized by other institutions of higher education. The Community College of Vermont holds seven classes with a combined enrollment of 98 students at Riverside Middle School. The Springfield Recreation Improvement Fund, comprised of 25 volunteers, is working to upgrade and build existing and new recreational facilities for all Springfield citizens. The Springfield School District has formed a partnership between Springfield Trails and Greenways and the Technical Center Forestry Program to provide outdoor classroom settings for environmental studies. Thirty-five students participate in the Garden Club and Forestry ProgramÕs ÒPartnerships for Community Beautification.Ó Ben and JerryÕs, CVPS, and other businesses offer grants for specific educational undertakings. Eight businesses involved with the WCFR Scholars Program honor one area high school senior each month. Okemo and Bromley Mountain ski areas offer lift tickets to students at reduced rates. Grafton Pond provides free cross country skiing for many Springfield school programs. 3. Parent/teacher groups support and enhance schools through increased family involvement. Springfield Schools are fortunate to have four active Parent Teacher Associations (PTA) in its K-5 schools, each of which is affiliated with the State of Vermont and National PTA. In addition, a Parent Advisory Group meets monthly at Springfield High School. The Union Street PTA, which boasts 111 members, is working to increase parent involvement. Business meetings are held every other week during the school year and two events per month are sponsored. These events include family activities and parenting topics. Free child care is provided when necessary. At Elm Hill School, over 65 individuals are participating PTA members. Elm Hill PTA holds monthly meetings which combine business and social activities. Child care is also offered at this school. Slightly more than 25 people are members of the East School PTA. East School also conducts monthly meetings that incorporate business and family at the same time. Many dollars have been raised by this group to purchase needed items not covered in the budget and to supplement existing programs. Park Street PTA has a membership of 77 people. These parents and teachers meet monthly to discuss business as well as to plan activities to promote ongoing parent involvement within the school. The Springfield Parent Child Center recently organized a Preschool PTA. This preschool PTA is the first of its kind in the state of Vermont. The Preschool PTA will help pave the way for parent involvement with their childrenÕs education. In an effort to coordinate district PTA groups with the community, the Springfield Collaborative PTA (SCPTA) has been created to ensure quality education and care for all children. The main focus is to serve as a conference body, provide community wide workshops, and coordinate programs and projects of all of the PTA groups. Springfield is the first community in the state of Vermont to have formed such a group. The SCPTA has offered one community-wide event, coordinated school-wide activities, and addressed the need for a community newsletter. A true partnership is being formed between families and schools as a result of these efforts. 4. There is a strong tradition of volunteerism in the Springfield Schools. The Retired Senior Volunteer Program (RSVP) brings a valuable segment of the community into the school system as active workers. The Environmental Learning for the Future Program (ELF) brings 25-30 community members into elementary classrooms to teach a monthly science lesson to 550 children. The lower elementary schools have libraries that are each staffed by 20 or more volunteers who manage approximately 1000 books purchased solely through fund raising efforts. Special Olympics students benefit from the participation of five adult volunteers. Babysitting courses, Peer Tutoring, Big Brother/Big Sister Program provide volunteer opportunities for middle school and high school students. Girl and Boy Scouts offer a variety of school and community services. Businesses purchase ads in yearbooks and often donate materials when requested. Ben and JerryÕs sponsor truckload sales to assist in fund-raising efforts and donate ice cream for various school functions. Numerous fund-raising events provide ÒextrasÓ that are not included in the school budget. All four elementary schools have playgrounds built and funded by volunteer efforts. 5. A communication mechanism exists between each school and the parents of the students of that school. Each schoolÕs administration periodically distributes a newsletter addressed to parents and students. The upper grades have student-run newspapers, and many of the PTAs publish their own newsletters. Many schools have a Parent Room which serves as an information center. Teachers and student advisors contact parents regularly, while the Occupational Development Program involves parents in the formation of school to work transition plans. During the school year, two days are set aside specifically for parent /teacher conferences. 6. Public forums exist for dissemination of information. Local newspapers and radio stations are readily available for public information. First Carolina Cable TV provides public access television, and WCFR sponsors a talk program called ÒCheckpointÓ which discusses local events and concerns. The Chamber of Commerce has instituted the ÒCitizenÕs ForumÓ as a method of communication among businesses, clubs, legislators, and community members. Conclusions The Public Agenda Action Team believes that the current state is as described above. The infrastructure is present to build solid communication among schools, families, and community, and thus foster sustained public support for world class student performance standards and revolutionary changes that will be needed to meet them. Public Relations/Public Agenda activities will be ongoing from the planning stages of the New American Schools Initiative through the implementation of proposed changes and beyond. With the help of the New American Schools Grant and the Blueprint for Change, areas can be identified that need to be strengthened while the necessary partnerships to communicate these changes in education can be formed. TECHNOLOGY Current State Introduction Mission Statement The purpose of addressing the current state of technology usage is to establish an objective analysis of the present condition of technology in the Springfield school district and to create a format to complete subsequent New American Schools Grant goals and states: Desired and Action. Process of Action Team In order to assess the current state of technology in the school district, we divided into subcommittees, visited each school, interviewed staff members, analyzed staff surveys and began to assemble a physical inventory of technology in use in our schools. Support for Technology In order for any organization to function effectively it must have a mechanism to gather information about its subject. In the area of Technology, three elements which can help to gather information and implement an appropriate technology utilization plan are advisory groups, support personnel and research & development activities. Advisory Groups Currently, advisory groups are being used district-wide on a number of levels. Parent-Teacher groups meet regularly at each school. The Technical Center uses advisory groups for all of its programs, and East School is effectively using a group of volunteers who work with individual students. The District Technology Action Team is the first attempt at using an advisory group including community representatives to help the District plan for the integration of technology into the classroom on a district-wide basis. Individuals and groups of teachers and administrators have applied technologies in a case by case manner based mainly on their own knowledge of existing hardware and software, their access to funds and their personal interests. Many bright spots exist throughout the district as the result of those individual efforts. The Riverside Tech-Ed Laboratory, the Park Street Library, and the Riverside Computer Lab are examples of these. There has been no district-wide coordination of efforts. Many staff members were at times completely unaware of other technological efforts in place at other schools in the district. Technology Support Personnel One part-time Technology Trainer is currently employed for ten hours a week by the District, funded by the New American Schools Grant, to support staff in gaining a better understanding of technological capabilities. While inadequate for the size of the District, this is an excellent resource for the staff because of the natural flow of information that occurs during training sessions. Currently, no one person is responsible for the maintenance, repair, distribution and organization of the DistrictÕs hardware and software. When responsibility for particular equipment is not clearly established, its utilization and maintenance are severely hampered. One example is the Park Street Computer Lab which has no one individual responsible for it and is a frequent source of frustration to students and staff alike. The Computer Lab at Riverside is managed by a full time Coordinator resulting in equipment and software that is well maintained and readily accessible and utilized frequently. Research and Development At this time, research into the latest technologies available for instructional, administrative and student use is being done by individuals and small groups of teachers, administrators and students, with no coordinated district-wide effort. A lack of coordination has led to an uneven distribution of technological use. No organized method exists for integrating the use of technology from a K-12 perspective. Equipment The dispersion of equipment in the Springfield School District varies greatly from school to school. The usage of educational technology reflects both administrative and instructional purposes. Elementary Schools The primary schools of Elm Hill, East, and Union Street Schools generally have access to camcorders, film/slide projectors, typewriters, VCRÕs, and copiers. There are generally Apple IIe computers dispersed between the resource centers and elementary classrooms. Most classrooms only have one computer, if there is one at all. In some cases, "mobile" computers are shared. The printers in use are dot-matrix style. There is also a mixture of personal computers in several classrooms. Record-keeping is still typically done by hand. Software is varied, with mostly drill and practice, interactive reading, and other applications through the district-wide software license. Park Street School also has the usual type of equipment available in the form of tape players, VCRÕs, overhead projectors, typewriters, and copiers. Several classrooms have an Apple IIc and printer that are shared. Most classrooms do not have educational technology in the classroom. The Special Education staff have access to an Apple IIgs or IIe in their classrooms. The software is varied, with most used for drill and practice, and word-processing. There is a small, outdated computer lab of Apple II's that is used sporadically by many teachers. Some teachers use the lab extensively to teach keyboarding, logo, and word-processing. The library is now automated with an IBM-compatible PC and a Macintosh with CD ROM for staff and student use. Riverside Middle School Riverside Middle School has a computer lab of 23 Apple IIgs machines, one scanner, five ImageWriter printers, educational software, Appleworks, and assorted other titles. There is much more interest in using the lab than the lab schedule and space can accommodate. There are Apple IIe or IIgs machines in only eight classrooms, four of which are for special education. The district's Technology Trainer and administrative office are using Macintosh computers. Administrative records reside on an IBM PS/2 system that is networked to three others. The Technology Education Lab was established to include a multi-media center with Mac IIsi computers, scanner, CD-ROM, modem, and a dot matrix printer and a laser printer. Two Apple IIgs machines and several IBM-compatible computers are used for computer-aided design and manufacturing. Springfield High School The High School has Apple IIÕs, Mac Classics, several IBM-compatible PCÕs, and several Commodore 64Õs with printers which are used primarily for teacher administrative use (i.e., word processing, record keeping). There is a videodisk and CD-ROM available in the English Department for student use. The administrative offices use Macintosh Classics, SE, and LC to network for student records, transcripts and grades, word-processing, etc. The network is available in the Principal's Office, Guidance, Nurse's Office, and Occupational Development Program Office with two modems. The Library is beginning to computerize with an IBM-compatible and Macintosh computers to make resources and on-line media services available to students. The High School also has access to phone line extensions, VCRÕs, a camcorder, copiers, and a data display. Technical Center The Technical Center has computerized technology available in all 13 of its program areas for staff and students for record-keeping, software simulations, word-processing, and drill and practice. Several programs have multiple computers for student use with computerized machining, computer-aided drafting, desktop publishing, and accounting. There are three computer labs with IBM-compatible and Macintosh computers that are used to teach courses in subjects such as keyboarding, desktop publishing, word-processing, graphic arts applications, and programming. Several other types of computer technology (i.e., Tandy, Radio Shack TRS80) are used in the Business Education Department to run simulations, and enhance concepts learned in classes. The Workplace Readiness program and Guidance Office are using a variety of software for instructional purposes in the areas of careers and work readiness. The Technical Center Office uses IBM-compatible machines that are networked for student records, attendance, other databases, and word-processing. One modem is available for on-line bulletin boards. In addition, phone line extensions are available in or near every program area. Other educational technology pieces available for student and staff use include mobile VCRÕs, one videodisk player, camcorders, editing decks, data displays, and copiers. Administration The administrative users of technology in the District include the principals, superintendent, business office, and special education office. The business office uses an IBM-compatible PC and an IBM mainframe to perform its functions. The other offices use Mac LC II, Mac Classic, and IBM PC's with printers for word-processing, spread sheets, graphic presentations, reports, and student records. Software is varied depending on a particular application. Acquisition and Budget Most pieces of educational technology purchased at the primary level and Park Street were purchased a while ago. Recently, cash register receipt programs were used to acquire computer hardware and other equipment. Other items have been donated from local sources. Riverside Middle School purchased computers for its computer lab with district budgeted funds several years ago. The Technology Education LabÕs equipment was funded almost entirely with a federal grant. The High School has purchased equipment with district funds, cash register receipt programs, and Chapter II grants. The Technical Center has purchased most of its equipment with state and federal block grants and competitive grants which are targeted for the Center. Some equipment has been purchased with district funds. Teaching staff in the District have been responsible for writing the grants and taking the initiative to research and purchase educational technology. Some administrators are also responsible for enhancing technology in classrooms, labs, offices, and securing of funding. Allocation In the Technical Center Programs, and in connection with a variety of Special Education uses, equipment is allocated in a deliberate fashion. In other areas of the District, there is no formal allocation method. Equipment is located based upon the particulars of how it was procured, and is rarely redistributed. Maintenance Maintenance for equipment, except copiers, is arranged by individuals responsible for the equipment. Some staff members are able to troubleshoot, repair, and maintain equipment. Other maintenance in the District is arranged for by a vendor who does repairs and maintenance on an as-needed basis. All costs for maintenance and repairs are provided by district funds, which are often insufficient. A variety of security measures are used to protect equipment. Integration of Technology The integration of technology is currently taking place on several different levels in the school district to varying degrees. Curriculum There is no systematic integration of technology at the K-5 level. Current use of technology varies greatly and is dependent upon the teacherÕs knowledge and the availability of equipment. At Riverside, formal instruction in the use of the computer and other technologies is introduced into the curriculum. For example, in the computer lab grade 6 students learn keyboarding and word processing. In the Technology Education Lab, students are required to participate in two quarters of technology education. Classroom use of technology varies greatly due to lack of equipment. Technology is not part of the academic curriculum at the High School. Computers are not readily available for student use, even for the basic task of writing research reports. There is some limited use of computers in classrooms by individual teachers. The Technical Center curriculum concentrates on technology. Within the Technical Center, each program concentrates on current industrial technologies as incorporated in the areas of Manufacturing, Communication, Transportation and Construction. Evaluation of Use of Technology Evaluation is not consistent throughout the district. The use of technology is being evaluated in some programs, but in most cases technology is not included in the assessment of curriculum. Training--Faculty and Staff There is very limited training in technology. Currently, training is available in the use and care of PowerBooks as part of the New American Schools Grant. There are 21 teachers now enrolled in a 12 hour district inservice class on computer tools. Similar courses in AppleWorks and desktop publishing have been offered as inservice programs in the last two years. Presently there is no formal inservice training for administrative personnel. On an individual basis, some staff have pursued their own training needs with their own resources. Staff have attempted to support each other on an informal basis. For example, this support occurs through the Tech Center business teachers and at Riverside through the computer lab coordinator. Throughout the district, staff cite the lack of training as the main drawback to the utilization of technology. Administration There is no district-wide integration of resources or networking of equipment other than phone systems and two-way radios for bus personnel and maintenance workers. Computerized record keeping is used on a limited basis at Park Street, Riverside, the High School and the Technical Center. There is no electronic transfer of data from school to school. The business office currently uses an IBM mainframe with 10 dumb terminals. This system lacks an integrated software program capable of handling all financial applications and personnel data. Payroll is sent out to a third party for processing due to the inadequacies of the current equipment. Closing Remarks It appears that there is a greater demand for technology in the district than is provided within the existing framework of classroom and administrative resources. Existing technology usage is often not coordinated throughout the district and many communication gaps are evident. However, individual efforts are responsible for many of the bright spots that do exist in the district. The Technology Action Team has met at least once in each of the districtÕs six school buildings, we have interviewed many staff members, and this report is a summary of our work. It is very possible that we have overlooked some important efforts that are currently taking place in the district. As we continue our work, we would welcome comments from anyone who would like to bring information to our attention. STANDARDS AND ASSESSMENT Desired State Introduction Our desired state for standards and assessment is based on the belief that all children can learn. We must find ways to tap into the multiple intelligences of students and challenge them to higher levels of achievement. Our entire program will have high standards, geared for superior performance. These high standards will be expected of all involved including students, parents, educators, and the community. The gifted and talented program will be the school system. All stakeholders will be involved in the development of measurable desired student outcomes. These desired student outcomes will drive the curriculum for our schools. Parents, students, educators, and the community will have a clear understanding of these desired outcomes, and they will be published and readily accessible to all stakeholders. Graduation requirements will include demonstrations or exhibitions of necessary skills synthesized by the student to achieve these goals. The idea behind this goal is the belief that true assessment is the application of knowledge. The Standards and Assessment Action Team recognizes that there are elements from the Current State that are valid and consistent with our vision and will be included in our Action Plan. The Standards and Assessment Action Team has identified below the conditions that need to be met for the Desired State to be fully realized. We recognize that meeting these conditions will require us to fundamentally change the structure of our schools, and this may take several years. We believe that the schools and the community have the will to make these necessary changes. We must also be aware of the impact on society when we do not educate our children to their highest potential. This is our vision of standards and assessment for the Springfield Schools. Desired State for Standards 1. The Springfield Schools will have a clear set of specific and quantifiable standards for each level, Pre-Kindergarten through graduation. 2. We must expect a 100% achievement rate. All students will achieve mastery of the identified standards and be able to demonstrate that mastery before leaving each performance gate. Students who do not complete these outcomes will be given an individual plan and more time and/or support to finish the task. The assessment system will not have failure built into it. 3. Standards for the knowledge and skills required to pass through each performance gate will be published and distributed to all educators, parents and students at the beginning of a learning cycle, or as students enter school during the year. 4. Parents will be active partners in the learning process, and there will be a comprehensive parent involvement program in each school. 5. Standards will be formally reviewed periodically, engaging students, parents, educators, and community members in the process. 6. Learners will be supported and encouraged to progress in areas of strength, allowing students to work at a faster pace if they are capable. 7. All students will complete some form of community service. 8. Standards will promote positive values and behaviors that encourage individual and social responsibility. 9. Standards for all students will produce well-rounded, health-conscious individuals who have the problem-solving and communication skills necessary for life. 10. Student outcomes will focus on higher-order thinking skills. 11. All students will graduate with entry level skills and traits for the workplace or further study. 12. The Springfield Schools will establish more challenging graduation requirements. Desired State for Assessment 1. Knowledge and skill mastery may be demonstrated in a variety of ways including non-traditional modes of expression. 2. All standards will include authentic assessment. 3. Portfolios of student work will be used for all subjects and grade levels. All students will leave the system with a portfolio of their work. 4. Student progress (Pre-K through graduation) will be monitored with an electronic management system. 5. The variety of assessment methods will be administered consistently and objectively throughout the district. 6. Our performance assessment will be congruent with national and state standards. At a minimum, all students in Springfield will be able to meet these national and state standards. 7. Assessment of knowledge and skill mastery will be required on an ongoing basis during the learning cycle, and will be required for all students entering the system from another district prior to placement. 8. Evaluations of student progress will clearly state what performance activities a student is expected to do, which have been mastered, and what still needs to be mastered. The focus will shift from grades to performance. Educators will inform parents frequently about student progress. 9. Self-assessment will be an integral part of the instructional program. 10. There will be frequent recognitions, celebrations, and rewards for student progress. CURRICULUM AND INSTRUCTION Desired State Challenge All To Meet Their Potential The Springfield Community will offer the most challenging and innovative course of studies with expectations that every learner will be successful to a very high level. We will accomplish this goal by: 1. Providing an outcome-based curriculum/instruction 2. Expecting mastery of identified performance objectives 3. Sharing the responsibility for education among students, parents, educators and community 4. Providing activities that use higher order thinking skills 5. Teaching to meet different learning styles 6. Varying assessment strategies (portfolio assessments, for example) 7. Supporting heterogeneous grouping 8. Providing alternative scheduling methods 9. Providing learners with an individual plan to meet unmet objectives 10. Using technology 11. Providing a wide variety of resources and experiences without cost to the student 12. Developing a personalized training program for staff development to meet new classroom requirements 13. Providing courses that offer depth of instruction as well as courses that offer breadth of instruction 14. Providing a learning environment which is free of bias and discrimination 15. Providing an opportunity for students to take programs that meet the requirements of the International Baccalaureate 16. Providing an opportunity for students to take technical programs that meet the requirements for a professional license 17. Recognizing learning as a lifelong experience which is not confined to school experiences alone. Student-Centered Skill Development The Springfield Community will provide learners with the tools of learning that will enable them to think and learn independently. Individual student needs, interests, backgrounds and experience will be addressed. The Vermont Common Core identifies four groups of vital skills for all learners: 1. Communication ¥ Listens actively for a variety of purposes ¥ Expresses him/herself with power and purpose ¥ Reads critically and with understanding for a variety of purposes ¥ Speaks and writes effectively for a variety of purposes ¥ Uses the tools of information technology to communicate ¥ Uses a non-native language to communicate and gain insights into other cultures ¥ Uses the fine and performing arts to communicate, investigate and create. 2. Reasoning and Problem Solving ¥ Asks meaningful questions ¥ Chooses and uses effective means of solving problems ¥ Approaches problem solving with an open mind, healthy skepticism and persistence ¥ Applies mathematical strategies to solve problems ¥ Thinks abstractly and creatively; uses the arts to develop thinking skills. 3. Personal Development ¥ Develops a sense of unique worth and personal competence ¥ Makes healthy choices ¥ Makes informed, ethical decisions based on personal beliefs and values ¥ Develops productive and satisfying relationships with others ¥ Demonstrates dependability, productivity and initiative ¥ Develops an appreciation for the arts. 4. Social Responsibility ¥ Learns by serving others and knows the rewards of giving oneÕs energies for a larger good ¥ Respects and values human diversity as part of our multicultural society and world ¥ Understands how change occurs, how to create it and how to deal with it successfully ¥ Acts out of respect for all forms of life and takes steps to conserve the environment. Performance-Based Outcomes If learning is to be meaningful and relevant to the learner, then performance outcomes must be understood and defined. If at the outset, teachers, parents and students know what the desired result is, a cooperative effort can be utilized to fulfill these goals. The approach taken to achieve these outcomes can and should vary using a combination of assessment tools. Performance based outcomes will: ¥ Build and expand on earlier experiences ¥ Demonstrate the balance between the acquisition of knowledge and the application of that knowledge to real life situations ¥ Focus on the skills and knowledge students need to succeed now, while preparing a foundation for lifelong learning ¥ Recognize process (how students learn) as well as product ¥ Be fixed and time frames will be variable ¥ Include cognitive as well as affective behaviors. Teaching /Learning Strategies If a student cannot learn in the way that we teach, then we will teach in the way that he or she will learn. The Springfield Community will provide a broad range of meaningful experiences to meet studentsÕ educational, social, and recreational needs. We will accomplish this by: 1. Interdisciplinary/Thematic Teaching ¥ Providing opportunities for relevant and integrated experiences ¥ Emphasizing the relationships of subject areas to each other and to real world problems. 2. Active/Participatory Learning ¥ Allowing students to gain knowledge through experience. Students learn by doing and by being fully involved and engaged in meaningful tasks ¥ Helping students to relate new material to previous knowledge, and to make dynamic, durable connections between school experiences and the real world. 3. Cooperative Learning ¥ Including both group goals and individual accountability ¥ Encouraging students to discuss, debate, disagree and ultimately to teach one another. 4. Beyond the Classroom Recognizing that learning experiences may take place in alternative situations and should take place beyond the classroom, the Springfield Schools will: ¥ Require community service ¥ Provide cooperative work experiences ¥ Give each learner at least one marketable skill ¥ Provide opportunities for travel ¥ Provide numerous recreational opportunities ¥ Provide opportunities for social interaction. Appropriate Resources/Environment Physical, economic and human resources will be allocated to best satisfy the learning needs of all students. Our professional staff will be highly trained generalists who focus their teaching on students. Content will be the vehicle for teaching world class academic and intellectual skills; it will not be an end unto itself. World class student performance requires world class teaching. Teaching of this caliber requires world class training. Learning and teaching will be the focus of our resources. These resources include: ¥ Human resources trained with the best available, research-based methods ¥ Physical resources which include instructional materials and an appropriate learning environment ¥ Time for instruction which will accommodate the full range of learning activities. Scheduling of instruction will be varied, flexible and include large blocks of time ¥ External/community resources utilized in a partnership ¥ A system of communication throughout the district. This will include a system for communicating between schools as well as among schools and parents and community. Dynamic, Ongoing Process All curriculum and the instructional strategies which support it must be dynamic to meet the needs of students and faculty in an ever-changing world. A process will be in place to explore and institute change. The process will include: ¥ Periodic assessment of the current state ¥ Continual exploration and redefinition of the desired state ¥ A commitment to and expectation of professional development of teachers and administrators ¥ Involvement of the public, business, professionals, community, parents, and educators at all levels ¥ A focus on obtaining input from all levels. The Desired State as described in this document represents an important direction in education, but is not meant to be all inclusive. It is imperative that the future of education be viewed as a dynamic state which is constantly changing and improving. HEALTH, EDUCATION AND HUMAN SERVICES Desired State Building a Caring, Responsive Community 1. All students will have the essential support they need to learn effectively. 2. Basic needs (food, shelter, nurturing, health care, clothing, etc.) are met for ALL children at all ages, regardless of ability to pay. 3. The Health, Education and Human Services system views the student in context of family and the family as part of the community. 4. The community, which includes the school, provides a caring environment that takes responsibility for fostering the healthy development of all its citizens. Community of Learners Welcoming Everyone 1. Education is viewed by all members of the community as a lifelong process. 2. All community members have a right to an equal, appropriate and quality education. 3. Schools are community centers offering a variety of services for all ages. 4. All members of the community feel welcome in the schools. 5. Students want to come to school because it is interesting, exciting and meets their needs. A Coordinated Health, Education and Human Services System 1. Health, Education, Human Services and the community operate collaboratively and share the common goal of assuring student success. 2. Health, Education, Human Services and the community work together to integrate the needs of the individual with those of the family, the needs of the family with those of the community and work effectively to meet those needs. 3. Health, Education and Human Services collaboration is comprehensive and eliminates both gaps and redundancy. Success by Six The Success by Six plan is fully implemented and the concept is extended to all levels of the school system so that students of all ages arrive at school daily with the essential support necessary to learn effectively. School and Life Transitions 1. The system of Health, Education and Human Services acknowledges that conditions in peopleÕs lives are continuously changing and supports people in these transitions. 2. The system of Health, Education and Human Services plans for and implements appropriate action for all transitions. HIGH PERFORMANCE MANAGEMENT Desired State Introduction The Springfield School District is a high performing organization dedicated to meeting its customersÕ requirements and committed to the continuous improvement of the system. This dedication and commitment will be supported through a sharing of responsibility by everyone involved in the school system--including the school board, administration, teachers, support staff, students, parents and community partners. The primary customer of the School District is the student. Total Quality Education Total Quality Education is implemented through: 1. A Customer-Supplier Focus 2. Dedication to Continuous Improvement 3. A Process/Systems Approach 4. ManagementÕs Constant Dedication Total Quality Principles. A Customer-Supplier Focus A customer-supplier focus clearly defines the need and responsibilities of individuals and their relationships within the operation of the whole system. ¥ Customer-Supplier relationships have been fully identified and assessed to establish a systematic approach to customer requirements. ¥ A graphic representation of the customer-supplier relationships exists to promote understanding of the system and foster continuous improvement. ¥ The student is recognized as the primary customer of the school system. Dedication to Continuous Improvement Continuous improvement focuses on the positive development of both individuals and the organization. It requires us to plan, to do, to check and to act. ¥ Continuous improvement requires a shared organizational vision. ¥ Continuous improvement is everyoneÕs responsibility. ¥ Continuous improvement requires both self-evaluation and collaborative evaluation. ¥ Continuous improvement involves setting quality performance goals, achieving those goals and raising them. ¥ Celebration of success is inherent in continuous improvement. A Process/Systems Approach A systems approach will be used to meet customer requirements. ¥ A long-term plan is supported by short-term objectives which are achieved and evaluated through successive problem-solving cycles. ¥ The system is geared toward prevention of problems rather than reaction to problems. ¥ Continuous quality improvement utilizes an established measurement system employing statistical methods. ¥ Within teams, Total Quality Management meeting skills are internalized to support successful problem-solving efforts at all levels. ManagementÕs Constant Dedication to Total Quality Principles High Performance Management creates and maintains an environment where everyone shares a sense that they own part of the process and that their efforts add quality to their lives. ¥ Administrators emphasize the quality of the total program rather than individual behaviors. ¥ Administrators support a constancy of purpose by requiring authentic student progress toward high achievement in academic, technological and social pursuits. ¥ Administrators model Total Quality Management practices as leaders and facilitators through a participative, open style of management. ¥ Administrators seek to break down barriers and drive out fear of coercion, threats and punishment at all levels. ¥ Administrators establish a friendly environment where trust encourages reasonable risk-taking, collaborative recognition of learning problems and cooperative problem-solving. (ÓDonÕt be afraid to fail.Ó) ¥ Self-management and team management, using Total Quality practices, are part of the learning process and the daily operation of the entire school system. ¥ All resources are systematically evaluated and cooperatively distributed based on their contribution to meeting the requirements for student achievement. ¥ A formal, long-range (3-5 yrs.) plan frames the ongoing process. ¥ Administrators continually identify benchmark systems and apply them to the long-range plan. PUBLIC AGENDA Desired State Introduction In the Desired State, there will be strong community support for schools, resulting in enough money to fund programs and the school budget. An atmosphere will be created that will foster the growth of a large number of individuals with minds open to change, and a community interested in continuous improvement in every aspect of life and learning. Our schools will enjoy a strong sense of community ownership and will engage in outreach to many and varied community groups. Celebrations and recognition of achievements will be ongoing as schools become multi-functional, community-based centers, utilizing many kinds of available resources. Both businesses and schools will be flexible, taking modern lifestyles into account when planning and scheduling the school calendar. The community itself will become a learning environment. Two-way communication and an open atmosphere for change will be facilitated by having a permanent, full-time public relations specialist as a coordinator and communicator for all of these activities. Our Vision for Public Agenda The following six points and supporting ideas will detail our vision of the Desired State for the Public Agenda: 1. The Springfield School District will employ a full-time public relations specialist. The primary function of the public relations specialist will be to fulfill the need to communicate with all members of the community. This person will take advantage of the forums that exist for dissemination of information and will utilize them to promote the Springfield School System. The public relations specialist will develop and maintain a directory of community resources for use by educators and will serve as a liaison between the schools and existing groups such as PTAs. He or she will create student interaction between and within the schools by promoting programs designed for this. Continual evaluation will be provided through surveys and other methods of feedback from students, teachers, parents, and other members of the community. 2. There will be ongoing two-way communication between our schools and the community. All forms of communication will be encouraged. A variety of methods will be utilized to access various segments of the population. In addition to the use of newspaper, radio and television to transmit information, public assemblies such as neighborhood meetings which provide small, informal exchanges will be held. Faculty will be comfortable in engaging the public, and student and community input will be welcome. Community service will become a forum for learning and an instrument for communication. 3. There will be a feeling that our schools belong to our community, and the entire community is responsible for our schools. A welcoming atmosphere in the schools must be created in order to reduce the barriers that lead to intimidation. The community will feel a sense of ownership in its educational institutions. Student hospitality corps will exist to invite people to tour the facilities. Parents, school board members, business and other community members alike will visit schools regularly. Employers will provide flexibility for employees to visit and work in the schools and, in turn, schools will be sensitive to business schedules and ideas. Community participation in school management will be encouraged. Community service will be required at all levels of education and not be limited solely to graduation requirements. Adoption of annual service projects by particular grade levels must be encouraged. 4. There will be community belief and pride in high performance for all students. The community will be dedicated to continuous improvement and will reach a level of understanding and trust in high performance skills that are different from what we now teach. Recognition of student, teacher, and volunteer achievements as well as public exhibition of studentsÕ work will serve to foster a feeling of pride. Celebrations, a natural expression of pride, will be organized periodically. 5. Springfield Schools will enjoy active involvement from a broad base in the community. Senior citizens will be utilized as a vital resource, and volunteer service in the schools will be greatly encouraged. Community members will serve as mentors and business people will teach in their areas of expertise. Partnerships between schools and businesses will increase, and there will be positive, non-threatening interaction between the protective services and students. Parent/teacher groups will help to increase parental involvement and schools will assist by catering to parentsÕ needs. Parent/student/teacher organizations will exist at the upper grade levels to ensure that all interests and concerns are heard. 6. There will be a community commitment to lifelong learning. The community will be viewed as a learning environment, and people will recognize that learning does not just take place in the classroom. Schools will become multi-functional community-based centers by providing day care, elderly centers, libraries, computer labs, and health and human services. TECHNOLOGY Desired State Introduction Technologies are a means for enabling change. ÒPhysics does not change the nature of the world it studies, and no science of behavior can change the essential nature of man, even though both sciences yield technologies with a vast power to manipulate their subject matter.Ó (B.F. Skinner) Technology Mission Statement The Springfield School District will: ¥ Recognize that the technology environment is constantly changing ¥ Create frameworks making technology opportunities known ¥ Ensure the integration of technology into all levels of the learning community. Process of Technology Action Team In developing this desired state, the Technology Action Team explored the needs, goals, objectives, and desired outcomes of students, staff, and the school district. We also made site visits to other schools, institutions and businesses, and reviewed presentations of various kinds of technology. This Desired State Report is the second phase in the work of the Technology Action Team, which began with the Current State Report completed in January, 1993. The next phase will be the development of specific action plans to achieve the goals described in this report. Support for Technology In order for any organization to function effectively, it must have a mechanism to gather information about its subject. In the area of technology, two elements which can help to gather information and understand the requirements of a technology plan for the school district are Advisory Groups and Staff Support Personnel. Advisory Groups Technology is changing at a rapid rate. The permanent District Technology Committee will make it possible to coordinate all aspects of the integration of technology into the Springfield School District. This committee will function as a group whose focus it is to help define student outcomes, set priorities, and ensure that advancements in technology meet the needs of the student body and the community. In order to share in the wide range of knowledge in the community, the District Technology Committee will be a broad-based group. Community members, educators, parents, and students from the District will implement, monitor and maintain a technology plan dealing with the following major areas: ¥ Acquisition and Procurement ¥ Allocation ¥ Program development ¥ Maintenance ¥ Process of needs assessment ¥ Implementation of teacher technology education programs ¥ Communications ¥ Identification of resources ¥ Development of a district technology data base ¥ Research and development ¥ Support of a technology staff ¥ Development of a community-based technology program. Technology Support Personnel The establishment of a district technology office will allow better utilization of the district's current and future investments in technology, concentrating in the following areas: ¥ System administration ¥ Volunteer coordination ¥ Preventive maintenance and repair ¥ Communication ¥ Community relations ¥ Coordination of the implementation of the technology plan ¥ Research and development activities. Equipment A district-wide plan will include each building and address the issues of acquisition, repair, replacement and maintenance. The plan will include the establishment of a technology inventory and provide coordination throughout the district to meet educational needs. An ongoing review process will ensure necessary progress in the fields of technology. The district budget must ensure the appropriate level of funding for all aspects of technology including assessment, curriculum development, maintenance, and capital investment. An effort must also be made to maximize the use of grant funds and local industry support. Allocation of technology in the school district can be dealt with at two levelsÑthe operating or administrative level and the instructional level. Equipment, training, and support will be distributed among administrators and teachers to help them perform their responsibilities. Equipment, training and support will be available to students to satisfy the identified needs of technology literacy programs and information resources. Technology will be made available to teachers to satisfy identified opportunities for the incorporation of technology into instruction. Integration of Technology Students will leave the school system with practical experiences that will enable them to be successful in continuing education, the labor market, and their daily lives. Technology can no longer be viewed as an extra-curricular supplement to educating students. It must be an integral part of the foundation each student gains through our school system. Curriculum Technology will be in the hands of all students in grades Pre-K to 12 and will be an everyday part of the school and classroom environment. Many forms of technology will be used as teaching and learning tools and not used in isolation from the rest of the curriculum. Basic technology skills, including computer skills, will be incorporated into a multi-disciplinary curriculum. Skills will not only be limited to the use of current technology, but also include knowledge of concepts that can be generalized to future advances in technology. Computer systems and software programs, including instruction and assessment applications, will be networked and available to every student and teacher, enabling teachers to individualize student learning. This network will be supported and maintained by trained staff members. Automated information systems will be available in each building, and will be networked to provide resource-based learning across the curriculum. Resource-based learning makes extensive use of reference works rather than relying on standard texts. Much of this information will never see its way into print. Schools will increasingly rely on electronic information resources. Information retrieval systems (including sharing resources) are replacing many print collections. As resource-based learning replaces the traditional text, the information center will replace the traditional library. Graduation requirements will include a successful demonstration of technology skills. Evaluation of Use of Technology Students must be presented with current technology which can be used effectively in their daily lives and in the community. A District Technology Committee will assess the appropriate use of all technologies and the overall effect on student outcomes. At each building, work groups will assess the effectiveness and direction of technology. TrainingÐFaculty and Staff All staff members will demonstrate competency in the use of technology. Training for staff is the key component of the technology plan. Components of training include: ¥ Basic technology skills (how to use certain equipment) ¥ Classroom and curricular applications ¥ Exploration of new technologies ¥ Professional development credit for knowledge acquired by individuals ¥ Communication (for example, an electronic mail system) ¥ Policies and procedures. Administration All administrative/business offices in the district will be able to communicate directly with each other and with other school districts, offices and information resources, by voice or data network, transfer data and maintain records electronically. The system will be reviewed periodically and updated as needed. Summary The Technology Action Team Desired State contemplates a school district which appropriately incorporates technology into its operations, curriculum, and instructional practices. Outside community resources will be actively engaged in the process of acquiring, using and evaluating technology. The overall process will be based upon a regularly updated technology plan. CURRICULUM AND INSTRUCTION STANDARDS AND ASSESSMENT Action State September--1993 1. Establish a District-wide Curriculum, Instruction, Standards, and Assessment Committee (District-wide C.I.S.A.), composed of faculty, administration, community and students to oversee curriculum development and coordinate with existing committees. 2. Expand the role of the current Director of Instruction to facilitate and support the Curriculum, Instruction, Standards, and Assessment implementation. 3. Begin an electronic portfolio pilot project to examine a more efficient method of keeping track of student progress. Four teachers and their students from different levels and one administrator will be involved in this project. 4. General orientation activities, as well as specific individual plans as needed, will be developed to assist students to successfully complete the educational transitions from home to school, grade to grade, building to building and school to work or college. October--1993 1. The District-wide C.I.S.A. Committee will oversee information gathering about curriculum, instruction, standards for student performance, authentic assessment, and an in-house inventory of skills and capabilities in multiple teaching and learning strategies. From October, 1993 to January, 1994, this committee will examine research on what works in education and what we need for the Springfield Schools. They will also survey staff, students, parents, and community members about what we should teach. 2. As we begin the budget process in the fall of 1993, the District-wide C.I.S.A. Committee will be responsible for developing a budget for Fiscal Year (FY95) to provide appropriate resources for our restructuring effort. This budget will be submitted to the Administrative Council for presentation to the School Board. 3. One of the District-wide C.I.S.A. CommitteeÕs tasks, which should be completed by the end of October, 1993, will be to create a curriculum resource database including materials and equipment. This will enable them to develop and submit a needs list to the administration by the time the budget is submitted to the School Board (usually in January). January--1994 1. By January, 1994, the District-wide C.I.S.A. Committee will complete information gathering on curriculum, instruction, standards, and assessment for the Springfield Schools. 2. The District-wide C.I.S.A. Committee will establish goals to develop curriculum, instruction, standards and assessment. It will coordinate these goals with goals from the Desired State and existing groups within the Springfield Schools and community. 3. From January to June, 1994, the District-wide C.I.S.A. Committee will work with the Staff Development Committee to develop a program to train existing staff in approaches called for in our Action Plan. 4. During the Spring, Interview Committees, with representation from teachers, parents, and students, will recommend hiring replacements for those teachers leaving the district who will further the restructuring process. 5. By January 1994, the District-wide C.I.S.A. Committee will begin to establish performance gates for all students, including graduation requirements. (To be completed by May, 1994) February--1994 1. The District-wide C.I.S.A. Committee will begin to design a format for curriculum including overview, core of knowledge, standards and assessment, materials, student exit skills and teaching strategies. (Completed by May, 1994) March--1994 1. The District-wide C.I.S.A. Committee will design a thematic format for all curricula, written as a clear and simple Pre K-12 interdisciplinary continuum. (Completed by May, 1994) 2. Within the thematic format the District-wide C.I.S.A. Committee will develop the core of knowledge and skills, including performance-based technology skills, for all learners in the following five areas: ¥ Communication ¥ Problem Solving ¥ Personal Development ¥ Reasoning ¥ Social Responsibility. 3. Education in healthy living, including self-care, drug and alcohol education, parenting education, and healthy relationships will be included in every studentÕs educational program in a way that is developmentally appropriate. This will be an integral part of the interdisciplinary curriculum for Pre K-12. May--1994 1. The District-wide C.I.S.A. Committee will publish a clear set of standards for student performance, including performance gates. These standards will be reviewed by all stakeholders and revised continuously. 2. The District-wide C.I.S.A. Committee will identify and publish authentic assessment strategies. This will involve representatives from teachers, administrators, students, parents, employers, and college admissions personnel. 3. The District-wide C.I.S.A. Committee will identify a variety of ways students will demonstrate mastery. The administrators and teachers will expand the portfolio system to all levels. A plan will be developed for the 1994-95 school year to accomplish this goal. 4. The District-wide C.I.S.A. Committee will identify multiple teaching/learning strategies to address needs of multiple student learning styles. Provide training and follow-up support (e.g. mentors) for all teachers and students in multiple teaching/learning strategies. Teaching/learning strategies will include but not be limited to: ¥ Thematic teaching ¥ Team teaching ¥ Active/participatory learning ¥ Cooperative learning ¥ Independent study. The Staff Development Committee and teachers, students, parents, and administrators will be involved in identifying and developing these strategies. June--1994 The District-wide C.I.S.A. Committee will identify appropriate resources to meet curriculum goals including: ¥ Technology ¥ Class size ¥ Space ¥ Instructional materials ¥ Funding ¥ Support staff ¥ Community resources ¥ Field Trips ¥ Cooperative work experience ¥ Community service. September--1994 1. In September 1994, the Administrative Council and the teachers will establish heterogeneous grouping district-wide. 2. The Administrative Council and teachers will institute flexible scheduling at all levels. October-December--1994 1. The Administrators and teachers, with input from parent and community groups, will develop a budget for fiscal year (FY96) to provide appropriate resources for restructuring efforts. 2. The four teachers and the administrator involved in the pilot project to explore the use of an electronic portfolio system will continue this exploration and expand the system to other classrooms. January-March--1995 1. The Staff Development Committee will continue to train existing staff in approaches called for in our Action Plan. Interview Committees will recommend hiring replacements for those teachers leaving the district who will further the restructuring process. 2. The Administrative Council, with input from faculty and community groups, will review facility needs including space and technology requirements. 3. The administrators and teachers at all levels will work on changing report cards for the 95-96 school year to reflect performance-based assessment. (To be implemented in September, 1995) July-September--1995 1. The administrators and teachers will establish an electronic portfolio system at all levels to assess and document student growth. 2. The high school administration and faculty will phase in more challenging graduation requirements (including, but not limited to, community service and a demonstration, exhibition, or project) and determine individual graduation criteria for exceptional learners. 3. Faculty, staff, and parents will challenge all students to their fullest potential, matching instructional strategies with learning styles. 4. Faculty and staff at all levels, working with community groups, will provide flexible blocks of time for instruction and off-site teaching and learning opportunities. 5. All teachers will use multiple teaching strategies to address needs of different learning styles. January-March--1996 1. A group, composed of educators, students, and community members, will develop a plan for community service that will be an integral part of learning at all levels. 2. Administrators, teachers, students, parents, business people, community members, and college personnel will be represented on a committee to develop a plan for school to work and school to college transition. April-June--1996 1. The School Board, administration, faculty, students, parents, and community members will develop a staff and student evaluation system that embraces TQM principles. HEALTH, EDUCATION AND HUMAN SERVICES Action State September--1993 Interagency Committee Establish an Interagency Committee, to include the following representation: ¥ Parent Child Center ¥ School ¥ Social Services ¥ Parents ¥ Head Start ¥ Mental Health ¥ Businesses ¥ Dept. of Employment and Training ¥ Students. October--1993 Tasks for the Interagency Committee 1. The Interagency Committee will recommend membership for a Health, Education and Human Services Governance Council. This Council will include representatives from all agencies involved in services to children and families in Springfield. The purpose of this Governance Council will include both collaborative decision-making and ongoing evaluation of all aspects of the Health, Education and Human Services system. This will involve shared governance of the services to children and families. 2. The Interagency Committee will develop a plan for implementing a Collaborative System of comprehensive services for all children and their families. The Collaborative System, which may utilize the schools as community centers, will include such basic services as: ¥ Education ¥ Health care ¥ Day care ¥ Recreation ¥ Parent education ¥ Mental health ¥ Home visits ¥ Financial support services ¥ Assistance in managing personal transitions ¥ Support groups. 3. The Interagency Committee will research systems for providing collaborative comprehensive services and develop a plan for training, implementation, and evaluation of services. 4. The Interagency Committee will identify gaps in the system and develop strategies for initiating new services. December--1993 The Interagency Committee will complete recommendations for the membership of the Governance Council and the Council will meet for the first time. The Interagency Committee will disband. January--1994 (Ongoing) Tasks for the Governance Council The Health, Education and Human Services Governance Council, through a collaborative decision-making process, will begin to develop a single process management system for: ¥ Data collection ¥ Management ¥ Interagency communication ¥ Screening ¥ Referral ¥ Evaluation ¥ Funding. February--1994 Begin implementation of the collaborative plan for evaluation and delivery of Health, Education and Human Services. HIGH PERFORMANCE MANAGEMENT 1. STRUCTURE AND ORGANIZATION 2. TRAINING Action State August--1993 Structure and Organization The High Performance Management (HPM) Action Team will draft and present a Òproof of needÓ message stating why organizational change is necessary, and how Total Quality Management (TQM) can be the vehicle for change. (Complete by October 1993) Training 1. The HPM Action Team will conduct an Executive TQM Training for School Board and District Council. This is a top grant priority. (1-2 day training) 2. The HPM Action Team will provide TQM Training for the Co-leaders of the NAS Grant and the Administrative Council. This is an Intensive four day training and is also a top grant priority. 3. Teacher training will begin in Multiple Teaching/Learning Strategies through a Staff Development Inservice course. (August 26-27) 4. The other planned Staff Development Inservice course offerings that will begin on August 26 include: ¥ Cooperative Learning ¥ Multiple Intelligences ¥ Alternative Assessment ¥ Education in a World Class Environment ¥ Strategies for Integration of Math and Science ¥ Developing Interdisciplinary Thematic Units ¥ The Creative Process ¥ Macintosh Technology in the Classroom ¥ Collaboration Between Schools and Community Agencies to Support Healthy Families. 5. The Staff Development Committee will identify training sessions for instructional assistants, volunteers, substitutes and community members. September--1993 Structure and Organization 1. The Leadership Council will select and create a District-wide High Performance Management (HPM) Committee representing the following stakeholder groups: ¥ School board ¥ Faculty ¥ Administration ¥ Students ¥ Parents/community. Responsibilities of the District-wide High Performance Management Committee: a. Identify, prioritize and select TQM training teams. b. Provide technical assistance and support to teams in the use of TQM techniques. c. Identify statistical measurements needed by first TQM project teams to help in designing data collection and analysis. d. Assist in project selection e. Identify and evaluate benchmark TQM training sources. 2. The District-wide High Performance Management Committee will establish a district-wide team to study school calendar options. This team will include representation from administrators, teachers, parents, students, community members, and sending schools. 3. The administration and faculty at Riverside Middle School will implement flexible scheduling to include variable blocks of time for instruction at all grade levels. Training 1. The District-wide High Performance Management Committee will select a TQM Mentor Training Team and arrange for training of its members. The goal will be to develop internal TQM trainers. 2. The District-wide Technology Committee will establish technology training programs in word processing, database, spreadsheet, communications, and information skills for all students and staff. 3. The District-wide Technology Committee will set up formal and informal student training, inservice and graduate level instruction, informal problem oriented workshops, and mentor programs. (Ongoing) October--1993 Training 1. The TQM Training Team will begin TQM training for stakeholders with top priority for faculty. Train 30% of all faculty and support staff and introduce TQM to students. (10/93 to 9/94) 2. The Interagency Committee, in a cooperative effort with the Family Resource Coalition, will support the development of family centered/cross systems collaborative training for all health, education and human service staff working in the Springfield area. (Ongoing) 3. The District-wide C.I.S.A. Committee will conduct a district-wide self-assessment of skills and capabilities in multiple teacher/learning strategies. 4. The District-wide C.I.S.A. Committee will identify mentors for multiple teaching/learning strategies. (Through 6/94) January--1994 Structure and Organization 1. The District-wide HPM Committee will make a formal organizational chart for the Springfield School District and community agencies working with the schools. 2. The District-wide HPM Committee will define and describe the decision-making process. They will use graphic representation of customer-supplier relationships to promote understanding of the organization. 3. The District-wide C.I.S.A. Committee will establish district-wide teams to study the issues regarding multi-age classrooms, ongoing grading periods, performance-based reports, and the student mentor program. (Through 6/94) 4. The district-wide team studying school calendar options will present its recommendations to the School Board. April--1994 Structure and Organization The District-wide C.I.S.A. Committee, in collaboration with the District-wide Community Services Committee and the Governance Council, will study preschool involvement and prepare recommendations by September, 1994 . June--1994 Structure and Organization The District Teams studying effects and implementation of multi-age classrooms, grading periods, performance-based reports, and student mentors will present their reports and recommendations to the School Board. Training 1. The District-wide C.I.S.A. Committee will complete identification of teaching /learning strategy mentors. 2. The District-wide C.I.S.A. Committee will establish a master training schedule for multiple teaching and learning strategies. July-September--1994 Structure and Organization 1. All efforts at continuous improvement for individuals and the organization through evaluation, assessment, and measurement will utilize TQM methods. 2. The faculty and administration at Springfield High School will implement flexible scheduling to include variable blocks of time for instruction. Training The District-wide High Performance Management Committee will: 1. Provide TQM training for remaining faculty and support staff. 2. Provide TQM training for leadership of parent organizations. 3. Provide TQM training for other stakeholders. 4. Integrate TQM into the curriculum. (7/94 -12/95--Ongoing) PUBLIC AGENDA COMMUNICATION: 1. Community 2. District-wide 3. School-based Action State August--1993 (Ongoing) Community Create an ongoing District-wide Public Engagement Committee composed of a broad base of community members including representatives from each school. Set up an internal and external communications network to link all schools with the community and continually evaluate their effectiveness. September--1993 Community 1. The District-wide Public Engagement Committee will establish the position of a Communications Specialist (part-time minimally--full-time ideally). 2. The Communications Specialist will establish a partnership with media for continuous publicity. (New American Schools information will be included in the first news release.) October--1993 Community The District-wide Public Engagement Committee will review budgetary needs to implement a communication plan for FY95 and present these budget requests to the Administrative Council. November--1993 (Ongoing) School-based 1. Establish School-based Communication Teams at each school to design a comprehensive community involvement plan to include parents and community in all aspects of school life. The School-based Communication Teams will be based on the TQM model. The team should consist of teachers, students, parents, administrators, community members, support staff persons, business leaders, etc. 2. Establish family/school links: ¥ Encourage regular home visits by school personnel ¥ Strengthen PTAÕs in each school ¥ Create a parent liaison or home/school coordinator ¥ Provide an information line through telephone messages ¥ Continue Open House or Back to School Nights ¥ Promote strong working relationships between parents and teachers. 3. The School-based Communication Teams will ensure a welcoming and open atmosphere for all individuals entering our schools. 4. The District-wide Public Engagement Committee will designate central sites in the community to convey information. (Coordinate with Technology Team.) Examples of possible sites to convey information: ¥ Senior Center ¥ Schools ¥ Hospital ¥ Public facilities, etc. ¥ Day Care Centers. 5. The The District Wide Communication Committee will publish quarterly district-wide newsletters of interest to the school, businesses and general community; continue school-based newsletters. December--1993 (Ongoing) Community Discussion groups in the community will take place on a monthly basis on school issues. District-wide The District-wide Public Engagement Committee will coordinate individual school efforts and initiatives. March-June--1994 Community The District-wide Public Engagement Committee will: 1. Hold ÒEducation on DisplayÓ events--a celebration of accomplishments open to the community. (March/April) 2. Hold an annual community celebration. (May-June--Yearly) August--1994 The District-wide Public Engagement Committee will organize and run an annual educational conference for school-based Communication Teams. September--1994 (Ongoing) District-wide The District-wide Public Engagement Committee will: 1. Establish a database of volunteers and school needs. (Coordinate this task with the District Technology Committee). 2. Create a speakers bureau. 3. Encourage employers, including the school district, to allow workers flexible schedules so they may participate in school activities. School-based 1. The Building Level Advisory Committees will establish business/school links. Businesses and community organizations will provide apprenticeship, work/study or mentoring programs for students. 2. The School/business partnership will: ¥ Provide cooperative, on the job learning outside the classroom. ¥ Use expertise from schools to share knowledge and give instruction to community groups. 3. The Building Level Advisory Committees will promote the school as a community learning and activity center; e.g., community members utilizing high school courses on a space available basis, after school programs. TECHNOLOGY Action State August--1993 1. The Technology Action Team will create a structure for a technology resource/inventory database. 2. The Technology Action Team will develop an in-house capability for meeting the districtÕs technical needs such as installation, inventory, maintenance and repair. September--1993 Administration The Technology Action Team, in collaboration with the Administrative Council, will create a district-wide electronic system for administrative functions, encompassing inter-school phone, electronic mail communications, an integrated financial management package, and electronic student record keeping. (To be completed by September 1995.) District-Wide Technology Committee 1. Create a District-wide Technology Committee made up of administrators, faculty, students, and community members to direct activities for Òwork groupsÓ and manage time-lines. This District-wide Technology Committee will address: ¥ Budget ¥ Repair and maintenance ¥ Inventory ¥ Acquisition ¥ Training ¥ Research ¥ Funding ¥ Curriculum ¥ Administration 2. The District-wide Technology Committee will provide technical training for staff and student tech experts. (Ongoing) 3. Hire a part-time District Technology Coordinator (as part of a restructured Director of Instruction position). The Coordinator will lead the District Technology Team and oversee training, vision, and technical support for technology in the district. October--1993 1. The District-wide Technology Committee will complete a technology resource/inventory database. 2. The District-wide Technology Committee will assist the District-wide C.I.S.A. Committee in developing a district-wide curriculum resource database. 3. The District-wide Technology Committee will plan for a district-wide technology infrastructure beginning with basic classroom needs (a telephone and computer station in each classroom). This plan will include an investigation and procurement of grants, loans, donations, etc. The District-wide Technology Committee will prepare a budget for this plan and submit this budget to the Administrative Council. January--1994 1. The District-wide Technology Committee will design a District Computer Network to include: ¥ TV/Cable/Video ¥ Interactive TV ¥ E-Mail ¥ Telecommunications. 2. Based on budget allocations, the District-wide Technology Committee will develop an implementation plan for a district-wide technology infrastructure. June--1994 Begin implementation of the district technology infrastructure plan. July-September--1994 The School Board and administration will: 1. Establish and fund the Office of District Technology. 2. Hire a full-time District Technology Coordinator. 3. Implement District Computer Network Plan. Current State Curriculum, Instruction, Standards, and Assessment The current state in these areas is not much different from schools in many other communities around the country. Springfield Schools are fairly traditional. Although we have made many significant changes in our schools, there is little difference between their basic structure today and schools twenty or thirty years ago. With few exceptions our students progress through thirteen grade levels from Kindergarten through 12th grade. Curriculum Guides Although curriculum guides exist for most subjects at each grade level in the Springfield Schools, many of them are outdated and most do not clearly state the expected student outcomes. The School District is in transition from a culture of schooling that treats subjects as isolated and apart to a more interdisciplinary approach where subjects are related. This transition will require a complete overhaul of the curriculum guides. Instructional Practices Teachers in the Springfield School District use many different instructional practices. The trend, however, as students move up the educational ladder, is to move from active, participatory learning to more teacher-centered activity and lecture. At the elementary level teachers have large blocks of flexible time available to them. This also gradually changes as students reach the upper grades. Classes at the secondary level have been confined to forty minute blocks of time for many years. Starting with the 1993-94 school year, we are changing from this outdated time structure to flexible scheduling in grades 6-8, with teachers deciding the amount of time for instruction. Writing and Mathematics Portfolios Another positive trend is the use of writing and math portfolios for all students in the fourth and eighth grades. This allows us to evaluate a studentÕs application of skills and knowledge in these two areas, review their best work, and compare how well our students perform with others in the state. Portfolio use needs to be expanded to other grades and subjects. Resources Appropriate resources are needed to support curriculum and instruction in the Springfield Schools. Funding for instructional materials, physical space, and support staff is essential to make the changes called for in SpringfieldÕs restructuring efforts. The positive changes taking place in our schools and the further modifications we are making to meet the needs of a changing population requires the financial and emotional support of the community. One of the greatest needs for the 21st century will be training for teachers in new approaches, new technology, and a whole new world of work. Health, Education and Human Services Schools tend to be perceived as self-contained units rather than as part of a comprehensive system incorporating school, family and community. Health, Education, and Human Services are complex systems, each with a bureaucracy that is foreign and occasionally intimidating to the other. The schools and community service agencies know too little about one another to be mutually and effectively supportive. However, many of the needed policies and services already exist to make this happen. There are signs of change taking place in Springfield. The positive collaboration between the schools and the health and human service agencies in Springfield is exemplified in the establishment of the Springfield Area Parent Child Center, the integration of Mental Health Services into our public schools and the Success by Six Initiative. Springfield has become a pioneer in the effort to integrate services for children. Greater Stress on Children and Families A disturbing number of students at all levels do not have the essential support they need to learn effectively. Students from broken homes are common in Springfield as they are elsewhere in the country. Guidance counselors have reported a significant increase of children from homes where alcohol and drug abuse are routine. Some students are being physically and sexually abused, neglected, or put into dangerous situations that a decade ago would have been uncommon. The schools and health and human service agencies need to work together to improve the lives of children. High Performance Management The present management structure is traditional in style and focuses on short-term decision-making. This management style promotes internal competition for scarce resources, turf protection, and narrow, parochial views. In a system of this type, risk-taking is difficult--it is easier to do things the way they have always been done. Examples of Our Traditional Management Structure All teachers are supervised regularly and evaluated annually. However, this process is handled differently at each school. A comprehensive teacher evaluation and supervision system, based on current educational research, needs to be developed and implemented consistently at all levels. Budgets are developed annually without any major emphasis on longer range planning. Each school or department submits their own budget requests and competes with other schools or departments for limited resources. Pockets of Participatory Management Instructional Support Teams operate in each building to provide teachers with assistance in planning for students who experience trouble. The districtÕs Staff Development Committee, made up of teachers representing each school, conducts an annual needs assessment and plans an inservice education program for the entire K-12 faculty. Public Agenda Schools must continually engage the public in open dialogue about the need for changes in education and build public support for these changes. Some positive elements already exist to encourage community participation. These include very strong PTA groups, a tradition of volunteerism, and communication with parents and the community through frequent newsletters, local newspapers and radio stations. Business/School/Community Partnerships The Technical Center and many businesses in town have formed partnerships to educate students. The Adult Education programs provide courses for over 160 students, and the Community College holds classes at the High School and Middle School. Ben and JerryÕs, Central Vermont Public Service, and other businesses offer grants for creative educational proposals. Local organizations contribute a large number of scholarships to Springfield graduates. Technology Technology in the Springfield Schools is an area that needs much work if we want to improve our ability to keep pace with the demands of a new world. There is no district-wide coordination of technology. Many staff are completely unaware of technological efforts at other schools. There is an uneven distribution of equipment and technology in the schools, and no one person is responsible for the maintenance, repair, and distribution of the districtÕs hardware and software. Technology in the Classroom Most classrooms in the district do not have educational technology available on a daily basis. Due to lack of equipment, computers are rarely used at the elementary level. At the secondary level there are computer labs available, but too few to accommodate the demand. There is no systematic integration of technology into the curriculum. Training There is very limited training in technology for teachers. A staff development inservice course in classroom use of computers is limited to twenty teachers. The District received a boost with the Macintosh PowerBooks that Apple donated through the NAS Grant, and many teachers received training in their use. Staff cite lack of training as the main impediment to the use of technology. Desired State We recognize that meeting the conditions necessary to reach our desired state will require us to fundamentally change the structure of our schools, and this may take several years. We believe that Springfield must find the right people and enough resources to make these necessary changes. Curriculum, Instruction, Standards, and Assessment The Springfield Community will offer the most challenging and innovative course of studies with a clear set of high standards for each level, pre-kindergarten through graduation. These standards will be published and readily accessible to students, parents and the community. We will provide learners with the tools that will enable them to think and learn independently and cooperatively. Performance-Based Outcomes Students will know what the intended outcomes of the class are and work toward those goals. The students will perform tasks that let us know they have mastered the skills we intended to teach. For example, when a student gets a license they must take a written test and a driving test. The written test tells us whether or not they know the facts and rules of driving, but the driving test reveals whether they can actually drive. We need to give students more Òdriving testsÓ in all subjects. Student-Centered Classrooms Our classrooms at all levels will be student rather than teacher-centered. We will provide cooperative learning and active, participatory experiences for all students. Active, participatory learning happens when the child is truly engaged in the learning. Students work on projects, make presentations to the rest of the class, and explore subjects together. Students will take ownership of their learning. Interdisciplinary/Thematic Teaching We will change our structure from a separate subject approach to one providing opportunities for relevant and integrated experiences. Instead of teaching students by exposing them to a bewildering array of unrelated courses, we will emphasize the relationships of subject areas to each other and to real world problems. We will also take learning beyond the classroom walls. Health, Education and Human Services All students will have the essential support they need to learn effectively. Basic needs (food, shelter, nurturing, health care, clothing, etc.) will be met for children at all ages. The Health, Education and Human Services system will view the student in the context of family, school, and community and will provide a caring environment that takes responsibility for fostering the healthy development of all its citizens. Community of Learners Physical, economic and human resources will be allocated to ensure that students come to school ready to learn. Education will be viewed by all members of the community as a lifelong process. We will recognize that all community members have a right to an equal, appropriate and quality education. A Coordinated System Health, Education, Human Services and the community will operate collaboratively to assure student success. They will work together to integrate the needs of the individual with those of the family and the community. High Performance Management The Springfield Schools will commit to the ideals of the Total Quality Management approach. We will move from a traditional management style to a participatory management style. This structure will create a more participative, open style of leadership. Shared decision-making will become the norm, rather than the exception. In this approach all faculty, administrators, support staff, parents, students, and community members take part in decision making and take pride in the organization. Power is shared with everybody. Other elements of the Total Quality approach we will adopt include cooperation among different groups and a dedication to continuous improvement. School Board and Administration The School Board and administrators will be expected to break down barriers to change. As leaders, administrators must establish a friendly environment where trust encourages reasonable risk-taking, collaborative decision-making, and cooperative problem-solving. Public Agenda There will be ongoing two-way communication between the schools and the community. A welcoming atmosphere in the schools will be created in order to reduce the barriers to communication. The community will feel a sense of ownership in its educational institutions. The community will take pride in high performance for all students and be dedicated to continuous improvement of the schools. There will be a community commitment to life-long learning. The community will be viewed as a learning environment, and people will recognize that learning does not just take place in the classroom. Technology A district-wide plan for technology will address the issues of acquisition, repair, replacement and maintenance at each building. The plan will include the establishment of a technology inventory and provide coordination throughout the district to meet educational needs. The district budget must ensure the appropriate level of funding for all aspects of technology including assessment, curriculum development, maintenance, training, and capital investment. Integration of Technology Students will leave the school system with practical experiences that will enable them to be successful in continued education, the labor market, and their daily lives. Technology will be an integral part of each studentÕs education. Technology will be in the hands of all students in grades Pre-K to 12 and will be an everyday part of the school and classroom environment. Many forms of technology will be used as teaching and learning tools and not used in isolation from the rest of the curriculum. Action Plan How are we going to accomplish our Desired State for the Springfield Schools? Increased Involvement During the past year we had over a hundred participants involved in designing our Blueprint for Change. Now we must increase that number and involve even more people in the process. Teachers, parents, students, and community members need to be involved in every school in the district. We have set up a number of school-based and district-wide committees to complete the work outlined in the Blueprint. Below is a brief description of each committee and its major tasks. An application has been mailed to action team members and all teachers. You may also pick up an application in the SuperintendentÕs Office at Park St. School. Organizational Chart On the page following the committee descriptions is an organizational chart outlining the committees that will be set up to accomplish our work. The chart establishes the number of members on each committee and the flow of information between committees. The chart takes time to understand. Stick with it. Using the explanation of the committees on the next page and examining the chart for at least five minutes, will give you a clearer picture of what it means. If you still donÕt understand it, call David Kelley, Superintendent, at 885-5141, or Kathy Weaver at Southern Vermont Ed. Center, 885-5183. Timeline The two page timeline follows the organizational chart and outlines the major tasks to accomplish over the next three years. The page numbers on the Timeline refer to the full Blueprint for Change document for more information. This document can be found at every school in the district and at several locations in the community. Description of Committees Below is a description of the committees being formed to carry out the work outlined in the Blueprint for Change. Basically, there will be a greater number of working committees completing the tasks with a smaller number of people on each committee. Applications for participation on these committees, except for the Steering Committee, are due by August 27, 1993 in the SuperintendentÕs office. There are building level and district-wide committees for each of the following areas: ¥ Curriculum, Instruction, Standards, & Assessment ¥ Technology ¥ High Performance Management ¥ Public Engagement ¥ Community Services. Steering Committee This Committee will oversee the entire Blueprint for Change and give direction to the building level and district-wide committees. The Steering Committee will have seven members including: ¥ Superintendent of Schools ¥ Two representatives from the District-wide Curriculum, Instruction, Standards, & Assessment Committee ¥ One representative from the District-wide Technology Committee ¥ One representative from the District-wide High Performance Management Committee ¥ One representative from the District-wide Public Engagement Committee ¥ One representative from the District-wide Community Services Committee. The Steering Committee will meet every two weeks for two hours. Applications for this committee must be in by August 13, 1993. District-wide Committees The District-wide Committees will include one Steering Committee member and one representative from each Building Level Advisory Committee (two from both Riverside and the High School) in each of the five identified areas. Thus, there will be five District-wide Committees with eleven members on each committee. Parents, students, or community members involved on the Building Level Advisory Committees can be a representative to the District-wide Committee. The purpose of the District-wide Committees will be to give direction to the building level committees in each school and to get information back from them about what is going on in each building. These District-wide Committees will ensure that our work is coordinated across all levels in the district. Specific tasks for these District-wide Committees are outlined in the Blueprint for Change. These committees will meet every other week for at least two hours. Building Level Advisory Committees Building Level Advisory Committees will work in each building in the School District and the Parent Child Center. Each Building Level Advisory Committee can involve teachers, parents, students, or community members. The representative to the District-wide Committee will keep other members updated on what is going on at the district level. The Building Level Advisory Committees will each have six members, one representative from each of the five areas identified above plus the administrator for that building. The committee members will advise the principal or director for their building and get direction from the Administrative Council. Governance Council The Health, Education and Human Services Governance Council will include representatives from all agencies involved in services to children and families in Springfield. The purpose of this Governance Council will include both collaborative decision-making and ongoing evaluation of all aspects of the Health, Education and Human Services system. This will involve shared governance of the services to children and families. Springfield Schools, Springfield, Vt. Blueprint for Change Participant List Standards and Assessment Health and Human Services Corky Bond Jenny Anderson Tyler Chase Karen Beardsley Joy Corduff Susan Blake Jan Crow Lynn Boyle Liz Douillard Leslie Dowling Sue Fog Joyce DuBack Pat Graves Salina Freeman Don Gurney Marty Griffin Linda Harbeson Betty Kinsman Susan Hunter Steve Lorenz David Kelley John Middleton Hallie Lamphere Mary Moore Puggy Lamphere Gloria Murray Juanita Rice Stephanie Patch Chuck Richards Bobbie Randall Jack Smith Raelene Salisbury Stephanie Smith Edith Summers Rod Tulonen Anneke VanZandt Tricia Welch Tina Wood Curriculum and Instruction High Performance Management Angela Asermally Claude Bisson Marcey Backstrom Dick DeYoung Marija Cunningham April Hall Colleen Greenvall Steve Hier Mark Greenvall Ralph Jacobs David Kelley Joyce Judy Jeff Lavin Mary Ann Lauder Tom McConnell Charlie Meyers Charles McHugh Betsy Nicoletti Wayne Ogden Cindy Pratt Ellen Pinter Janet Proctor Judi Priestley Dick Pulk Hank Stopinski Doug Richards Kathy Weaver John Shepard Betsy Willis Chris Tetrault Public Agenda Technology Cathy Boedtker Gary Blodgett Marvie Campbell Andy DÕAmico Ruth Cody Scott Davis Cheryl Cox Sarah Davis Maureen Donovan Chris Gray Don Gurney Dennis Hagan Jack Hilliard Tom Jahl Walter Koenig Craig Jewel Sandy MacGillivray Jacqui LeClair Chas Malinowski Gerald McAuliffe Bettina McCrady Duncan McCutchan Rebecca Paul Tony Petrillo Wendy Rosenthal Daniel Scott Nancy Sinclair Megan Tucker Mary Ellen Wheeler Peter vanWageningen Joint Leadership Council Lynn Boyle Ruth Cody Dick DeYoung Joyce DuBack Sue Fog Ralph Jacobs Tom Jahl Joyce Judy David Kelley Bettina McCrady Duncan McCutchan Charlie Meyers John Middleton Betsy Nicoletti Ellen Pinter Rod Tulonen Kathy Weaver Tricia Welch Tina Wood Consultant: Judy Walke © 1994 Springfield School District, Springfield, VT. All rights reserved.