Contoocook Valley Regional School District

Contoocook Valley Regional School District

Strategic Plan October 2015 June 2020

Table of Contents Section 1

1.1 Letter from the Superintendent 1.2 Strategic Plan Committee Members 1.3 Executive Summary 1.4 Progress since last Strategic Plan

Section 2

2.1 Community Profile 2.2 Mission Statement 2.3 Vision Statement and Core Beliefs

Section 3

3.1 Survey and Focus Group Process 3.2 Key Findings from Community Survey and Focus Groups 3.3 Goals 14: Strategies and Action Steps (General Version)

Appendix 1: Survey Questions Appendix 2: Focus Group Document Appendix 3: Capital Plan Appendix 4: Curriculum Renewal Plan Appendix 5: Technology Plan Appendix 6: CVHS Plan 1.1 Letter from the Superintendent

November 2015 As Superintendent, I am happy to present to the ConVal community the Strategic Plan for the District. This plan covers the years 20152016 through 20192020, and it is our hope that this document will provide you with important information that provides the roadmap for our vision for curriculum, technology, and facilities over the next several years. It's important to note that this Strategic Plan is a living document, and as such, will change, adapt, and grow as time passes, and new situations arise. Since our purpose is to educate children, our general overall goal is to have students graduate who know "stuff", have options for their future, and are good citizens. This requires a great deal of thought and investment of resources. This Strategic Plan will help guide our thoughts and planning for the future and allocate our resources so we can meet the needs of our children and community in a fiscally responsible manner. Each of you is an important part of the ConVal Community, and we value your thoughts, opinions, and insights. If after reading through the document you have questions or would like to offer your ideas, please send them along to me or others within the District. Our goal is continuous improvement as we work towards becoming one of the highest performing school districts within the state and the country. I can be reached at 6039243336 or [email protected]. Thank you for your support. Sincerely, Brendan Minnihan 1.2 Strategic Plan Committee Members

The members of the Strategic Plan Committee devoted numerous hours to the completion of the Strategic Plan. The members of the committee include: Pierce Rigrod School Board Member Kimberly Saunders Assistant Superintendent Marian Alese Business Administrator Rich Cahoon School Board Member Tim Iwanowicz Teacher, Greenfield Elementary School Ben Loi Principal, Peterborough Elementary School Beecher CliftonWaite Student, ConVal High School Myron Steere School Board Member Stephan Morrissey School Board Member 1.3 Executive Summary Over the course of the last 18 months the Strategic Plan Committee worked with the assistance of an outside consultant to gather school and community input from our 11 schools and 9 communities. From this information gathering process, we created four overarching goals which are listed below. Goal #1: Student Achievement/Performance

Recognizing that the primary mission of the ConVal School District is student learning, the ConVal School District will provide high quality educational opportunities for all students that foster academic growth, the acquisition of identified critical skills, and the development of dispositions that lead to success in higher education and the workplace. Goal #2: Culture & Community Recognizing the importance of maintaining a strong, supportive culture among students, staff, families, and fellow ConVal citizens, the ConVal School District, will work with these groups to foster a responsive, caring, and highachieving culture where all feel highly engaged, valued, and included. Goal #3: Organizational Structure Recognizing the importance of aligning our schools and staffing with the current best practices, demographic realities, and geographic challenges, the ConVal School District will develop an organizational structure to ensure that all students receive the most equitable high quality resources and opportunities available. Goal #4: Operations (including Personnel, Leadership, Facilities, and Technology) Recognizing that maintaining high quality learning environments and highly competent staffing is necessary to ensure student success, the ConVal School District will effectively research, plan, and implement best practices around facilities, personnel, leadership, and technology. 1.4 Progress since last Strategic Plan Five Year History: Achievements and Implications This retrospective attempts to outline for the community at large the goals, accomplishments, and setbacks for the District within the past five years. It will also serve as road map for the years ahead, as we continue to strive for excellence. 20092010

Begins the process of assuring a guaranteed curriculum experience for our students by agreeing upon several guiding principles

The development of a new 3 year technology plan that includes grade level student performance standards, support structures, and staff expectations

A five year curriculum renewal plan that includes program assessment; a thorough piloting process, and a rigorous adoption schedule

Launching of a web based tool for parent communication Rigorous schedule for Board Policy review and revisions Participation in the Energy Star Program, focusing on efficiency Implementation of a 90 minute Literacy Block at all elementary schools Keys to Literacy Program at middle and high schools research based strategies

that provide an array of instructional tools for literacy and vocabulary development

Adoption of the enVision Math program in grades K5 aligned with state and national standards

Monthly Special Education staff meetings to review legal updates and policy Elementary Autism program at Hancock Elementary School an extension of

services provided at the PreK level Professional Learning Communities that foster collaboration among and between

grade levels Plan development for CVHS renovations in order to comply with New Association

of Schools and Colleges recommendations, in light of the failure of the proposed $4.9M bond

Major technology infrastructure upgrade at CVHS completed Significant upgrades to mechanical, electrical, and air handling systems that

resulted in over $46,000 in savings 20102011

Formation of the Elementary Schools Study Committee to analyze the cost of operating "small" schools in each of our member towns. This analysis includes the process for delivering an elementary education, and alternatives to one school in every town.

Movement from Teaching Principal model at Francestown, Greenfield, and Hancock Elementary schools to a Supervising Principal model for all three schools. Each building now has a Teacher In Charge to handle daily operations when the Supervising Principal is at another building. This has resulted in greater collaboration among staff within those buildings.

School Board long term goal setting included becoming a High Performing District criteria includes student achievement, community involvement, and effective school leadership

Establishment of CoCurricular Academic and Behavioral Standards for students at ConVal High School

Adoption of Reading Street, a core reading/language arts program at all elementary schools, that provides consistency in planning and lesson design, instructional delivery, and assessment of student learning.

College credits offered at CVHS through Region 14 Applied Technology Center's partnerships with Central Maine Community College and Nashua Community College

Adoption of Math Connects program in grades 58 NH Building Aid plan approved by the State that allows reimbursement of 55% of

$7M in capital expenses over a period of seven years Four elementary schools receive Energy Star awards

20112012

CVHS introduces Teams in Academic Service Centers (TASC) as a system of support and enrichment for students

New four agreement with ConVal Education Association New kitchen at Peterborough Elementary School Increase graduation credit requirements in Science to three Elementary Schools Study Committee becomes Model Study Committee

charged with developing alternative models for the delivery of education in the ConVal District to be presented to the community for further input

Focus on using standardized assessments to plan instruction and develop appropriate interventions to meet student needs

Begin formal curriculum mapping process that aligns with state and national standards

ConVal becomes a District In Need of Improvement and must develop an improvement plan that includes specific strategies that meet the goals for parent engagement and an increase in student achievement

Centralized screening process for those students entering kindergarten in order to assess thinking skills, language development, and self help skills

Mascenic School District's withdrawal from Region 14 ATC; remaining participants are ConVal and Jaffrey Rindge

Library media study to determine the current state of existing programs and set the stage for academic goals and objectives

20122013 South Meadow Middle School named as Middle School of the Year $4M bond approved and renovations to CVHS completed Insurance committee formed; a collaboration between the ConVal School Board

and the ConVal Education Association in an effort to provide lower cost, high quality insurance coverage for District employees

Criteria further defined to goal of becoming a High Performing District reading and writing proficiency at all grade levels, post secondary acceptance rates, and Advanced Placement studies

Adoption of Holt Language Arts program in grades 610 ConVal Food Service program recognized as Healthy US School Challenge

winner at elementary and middle school levels Technology infrastructure upgrades at Great Brook and South Meadow Middle

Schools Adoption of middle school language arts program Adoption of high school math program We Are ConVal District publication that list achievements; District goals,

mission, and values; projected enrollments; and standardized test scores First annual ConVal Walk for Wellness Attempt at consolidation fails at District Meeting Development of teacher and staff "profiles" to assist with hiring, professional

development, and evaluations 20132014

Focus on transition to Common Core State Standards and Smarter Balanced testing

Significant revision to Community Use Policy and reaffirmation of agreements between the District and member towns

Establishment of a program review cycle that will look at ancillary services such as food service, facilities, and transportation

Technology infrastructure upgrade at Peterborough Elementary School Transition to Google Apps for Education Full day kindergarten Expansion of the Emotional Support Program to the middle school level Mobile device pilot programs at the middle and high school levels

2.1 Community Profile

Community Profile The Contoocook Valley Regional School District (ConVal) is a large, public school organization, located in the Monadnock Region of Southwest New Hampshire. Dominated by Mount Monadnock at 3,165 feet, this region boasts rivers and lakes, art galleries, music festivals, and the MacDowell Arts Colony, the oldest artists' colony in the United States. In 1967, the nine towns of Antrim, Bennington, Dublin, Francestown, Greenfield, Hancock, Peterborough, Sharon, and Temple formed an all grade cooperative in an effort to create "... the most efficient and economical means (of education) that would raise the quality (of their schools) to the highest standard possible".

The Cooperative is governed by its Articles of Agreement, which includes everything from term lengths for individual representatives as Board members; how the District's net assessment is to be calculated; and the process for amending the governing document. Currently the Cooperative educates students in grades PreK through 12; covers over 250 square miles; hosts 8 elementary schools, 2 middle schools, and a regional high school.

All members of the ConVal community are committed to offering a guaranteed PreK12 curriculum that promises the same learning opportunities for all students regardless of town of residence or school of attendance. All of our planning documents point to the same overall goal; that of becoming one of the highest performing districts in the State of New Hampshire. Throughout this document you will see references to those documents that provided the guidelines for this plan. The Contoocook Valley Regional School District annually updates this fiveyear Strategic Plan to serve our stated mission, vision, and values and to facilitate five important budgetary functions including:

Guide the Board and Administrative Team in the annual budget process

Aid in the prioritization, coordination, and sequencing of various facility improvements

Inform all stakeholders of planned improvements and/or program revisions Coordination with member town capital improvements Facilitate decision making

2.2 Mission Statement Mission To provide opportunities and inspire our learners to explore interests, pursue new knowledge and skills, learn about self and others, and give of oneself to the greater community. 2.3 Vision Statement and Core Beliefs Vision In the ConVal community, all learners will achieve academically, act thoughtfully, and contribute to the larger society.

Core Beliefs These beliefs are those ideals, thoughts, and attributes that we feel must exist for our students, our community, and our society to thrive.

We believe that All must mean All. We must provide the opportunity for each and every student to reach his/her maximum potential.

We believe that there is not only one path to student success and achievement. We must offer students a variety of learning opportunities to achieve his/her version of success.

Although we value the unique characteristics of each of our schools, we believe that all ConVal schools should provide a guaranteed, viable curriculum and be equitable in terms of learning opportunities and services.

We believe that ConVal should continue to participate and “give back” to our local communities.

ConVal is committed to full inclusion for students with disabilities. Conval will ensure teachers and staff are supported to ensure all students have access to rigorous curriculum within the general education setting and by presuming competence of all students.

We believe that understanding the learning process is paramount to our work, we are committed to knowing when students are and are not learning, and we believe that it is our responsibility to to ensure that learning and student growth occur.

We believe that positive relationships are the fundamental building block for learning.

Section 3 3.1 Survey and Focus Group Process Survey A survey (included in the appendices) was developed and sent out via the US Postal Service to all residences in the nine towns the comprise the Contoocook Valley Regional School District. In total approximately 10,000 surveys were distributed (Individuals also had the ability to complete the surveys electronically) and about 900 were completed. Focus Groups In an effort to expand stakeholder input regarding the Strategic Plan, NESDEC, with the assistance of members of the SAU #1 Strategic Planning Committee and the SAU #1 Central Office, conducted 13 focus group sessions during the first week of June 2015. The focus group sessions included:

∙ The General Public (Two sessions) ∙ Parents (Two sessions) ∙ Teachers and Staff (Two sessions) ∙ Business Leaders (Two sessions) ∙ The SAU#1 School Board (One session) ∙ Senior Citizens (One session) ∙ High School Students (One session) ∙ Town Officials (One session) ∙ School Administration (One session) A total of 92 stakeholders participated in the focus group sessions. 3.2 Key Findings from Community Survey and Focus Groups 3.3 Goals 14: Strategies and Action Steps (General Version) Goal 1 Recognizing that the primary mission of the ConVal School District is student learning, the ConVal School District will provide high quality educational opportunities for all students that foster academic growth, the acquisition of identified critical skills, and the development of dispositions that lead to success in higher education and the workplace. Focus Areas: 1.1 The School District will implement researchbased learning frameworks, as they relate to content area, teaching strategies, critical thinking, and problem solving skills to increase student learning and student achievement. 1.2 The School District will implement a fully inclusionary and equitable model across all school buildings, all students will be included fully in the general education experience to the greatest extent possible. 1.3 The School District will utilize a balanced student assessment program to assess student progress toward curriculum goals, inform instruction, and determine appropriate intervention for students. 1.4 The School District will prepare students to participate fully in their careers and workplace experiences. 1.5 Students will become partners in their own education and in the process of their own learning.

We believe that in order to provide our students with a world class education, one that will prepare them to be college and career ready, we must be a fully inclusive school district where “all means all.” To accomplish this goal we must look toward research as well as best practice, equitable education and opportunities for all students, systematically monitor and report on our students’ progress, provide experiences that prepare students for the workplace, and have students become partners and architects of their own learning. We believe that if we work toward these focus areas and accomplish them, we will not only provide every child with an excellent education we will also become a national model for educational excellence. Focus area 1.1 The ConVal School District continuously examines the programming for students through a rigorous and systematic process to assure that programs, curriculum, assessment, and instruction are uptodate, clearly articulated, relevant, and balanced. Using academic research and a systematic way to examine the research as well as implement pilots of the researched strategies, (see Figure 1.1) we attempt to implement the most effective instruction for our students as possible. We have successfully done this in Writing and we presently are implementing strategies that align with SRSD at the elementary and middle school levels and we will move toward full implementation at the all school levels. We are also beginning to pilot Ongoing Assessment Project (OGAP) in the fall of 2015. Beginning in the fall of 2015 a research team will beginning examining the instructional strategies associated with Science and will, 1) closely examine what the most successful strategies are, 2) determine the strategies to be piloted to see how well they can be implemented in the ConVal school district. Recommendations will be made for how Science instruction can best be implemented for the ConVal school district. As we continue toward providing our students with an exceptional education, we will also use a similar research approach for World Language (2016) and Reading (2017). Each area will have a discussion of context where we are, where we would like to go, how to best get there. To move all students toward an equitable learning experience, the District will closely examine the practices of inclusion and how the least restrictive environment can best be utilized to leverage success for all students. By applying to become a District that promotes a School Wide Integrated Framework for Transformation (SWIFT), the district will be participate in a careful analysis of our present practices around the equity of access and service to students at all school levels. Through this we will become more aware of our strengths and areas of growth to best meet our students’ needs.

Through this process we will be able to identify ways in which to decrease the number of students who participate in selfcontained educational experiences. We will assess our progress toward these focus areas through growth targets (see table XX) that are measured through both our balanced assessment systems and by being recognized through award systems at the state and national level. While being recognized as a national model for educational excellence is an aspirational goal, the more important accomplishment that will be attained through achieving our goals is an excellent education for every child, every day. Focus Areas Strategies The district will implement researchbased learning frameworks, as they relate to content area, teaching strategies, critical thinking, and problem solving skills to increase student learning and student achievement.

The CVSD will perform a review of the mathematics content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data.

Having performed a review of writing instruction based on research and analysis of CVSD student data the School District will implement SRSD at all school levels.

The district will perform a review of the Science content and instruction. and revise curriculum and professional practices based on research and/or the analysis of CVSD student data.

The district will perform a review of the World Language content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data.

The district will perform a review of Reading content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data.

The School District will include integrated critical thinking, technology, collaborative, and

realworld problem solving skills in all curricular area.

The School District will identify competencies for each level, grade, and subject area K12 that meet or exceed the NHDOE developed competencies and national content area standards.

The School District will examine the potential of participating in the IB (International Baccalaureate programs)

The School District will explore the potential of applying for distinction as a Blue Ribbon School District and have schools designated as Blue Ribbon Schools.

The School District will implement a fully inclusionary and equitable model across all school buildings, all students will be included fully in the general education experience to the greatest extent possible.

The District will work in conjunction with the DOE to explore the opportunities associated with becoming a SWIFT (Schoolwide Integrated Framework for Transformation) district.

The District will reduce the number of special education selfcontained classes.

Conduct a study of the region’s birth to 4 population to discover the present challenges and trends of incoming students.

To the greatest extent possible, the District will have each child participate fully at their community school.

Align intervention strategies and support services with daily instruction.

Develop and implement an extended school day and year for students on an as needed basis for students to assure that all students make or exceed a year’s worth of growth

All opportunities that are made under the auspices of the District will promote inclusion and equity for all students.

The School District will utilize a balanced student assessment program to assess student progress toward curriculum goals, inform instruction, and determine appropriate intervention for students.

Develop a measure for a year’s worth of growth for every subject and grade level.

The District will work in conjunction with the DOE to explore the opportunities associated with becoming a PACE (Performance Assessment of Competency Education)

The District will publish a framework of established in common assessments (all students are expected to take) that indicates the year, subject, type, and purpose of each assessment.

The District will develop and implement a communication plan for the assessment system.

The District will train teachers in the use of data and clarify expectations of using data to make instructional decisions, set instructional goals, and establish, and establish student learning objectives.

The school district will prepare students to participate fully in their careers and workplace experiences.

The District will develop a process for students to explore and study postsecondary career opportunities.

The District will establish appropriate and meaningful, work, and internship experiences.

The District will review the present ATC offerings in relation to workforce projections and

make appropriate programmatic changes.

The District will collaborate with other community organizations and businesses to provide extended learning opportunities.

Students will become partners in their own education and in the process of their own learning.

Teachers will engage students in reviewing their educational progress and developing goals for improvement, extension, and enrichment.

Students and teachers will participate in student led goal setting and student led conferences in which students explain to the appropriate audiences their individual learning progress.

Students will have multiple opportunities for flexible, personalized learning.

ConVal High School will research the implementation and viability of senior capstone projects.

Goal 1 Growth Targets Focus Area 1

Performance Indicator

Evaluation Criteria

Present Performance

Benchmark Target 20162017




Amount of students displaying a year’s growth

TBD TBD 50 % 60% 70% 80%

Smarter Balanced

Increase the

TBD Increased by 3%

Increased by 5%

Increased by 10%

Increased by 15%

number of students participating in World Language Study

from baseline

from baseline

from baseline

from baseline

Increase the number of students continuing World Language Study

TBD 75% of students will continue World Language study beyond 2 years

80% of students will continue World Language study beyond 2 years

85% of students will continue World Language study beyond 2 years

90 % of students will continue World Language study beyond 2 years

Decrease of special education selfcontained classes

65 % of the 20142015 total

75% of the 20142015 total

85 % of the 20142015 total

95% of the 20142015 total

Decrease in the achievement gap of students with IEPs and the general achievement level of all students.

5% decrease in achievement gap

9 % decrease in achievement gap



Goal 2 Recognizing the importance of maintaining a strong, supportive culture among students, staff, families, and fellow ConVal citizens, the ConVal School District

will work with these groups to foster a responsive, caring, and high achieving culture where all feel highly engaged, valued, and included. Focus Areas: 2.1 Students with special educational and behavioral needs will be integrated into the general curriculum to the maximum extent appropriate to meet their needs. 2.2 The School District will promote collaboration between students, staff, and community by demonstrating respect for self, peers, adults, and the facility. 2.3 The School District will provide enhanced curricular opportunities through community partnerships. 2.4 The School District will showcase student activity and achievement to increase school visibility in community. 2.5 The School District will provide clear communication tools for use by students, staff, and community. 2.6 The School District will engage the community in determining and assessing District goals. The focus of this goal is to continue to strengthen the culture and relationships that exist within the schools, between the schools, and among the various communities that comprise the ConVal School District. Research has shown schools that have a strong and positive culture where students and staff treat one another with kindness and respect are more successful than those schools which have a less hospitable culture. Further research confirms which makes sense on a basic level, schools are more successful when they have the support financial and otherwise of the larger school community. The ConVal School District covers nine towns, each with distinct traditions and character. This diversity is wonderful, yet it requires us to put extra care into communicating our ideas and celebrating our successes. The essence of this goal is to foster strong, longterm relationships among our students, staff, and larger ConVal community. The community survey conducted this past spring suggests that most individuals in the community receive their information through the local media and/or word of mouth. As a result, we want to ensure that the community is hearing about the great things happening in our schools. Below are a few of the results from the community survey which informed our goals and action steps.

Focus Area Strategies

2.1 Students with special educational and behavioral needs will be integrated into the general curriculum to the maximum extent appropriate to meet their needs.

Implement coteaching models at all levels

The District will train staff to provide interventions that address behavior concerns

Apply to become a SWIFT district Train applicable personnel in

SWIFT practices Begin implementation process for

SWIFT Promote and support collaboration

between parents or guardians, staff, and outside agencies

Partner with behavioral health and substance abuse task force


2.2 The School District will promote collaboration between students, staff, and community by demonstrating respect for self, peers, adults, and the facility.

Train students to create personalized Plans for Success (student created document which outlines their goals and how to attain them)

Implement community/school recognition programs

Create local internships related to Applied Technology career paths

Establish service learning opportunities that require interaction with area service agencies


2.3 The School District will provide enhanced curricular opportunities through community partnerships.

Expand middle and high school summer opportunities

Create partnerships with local businesses

Enter into articulation agreements with other local institutions

Expand partnerships with Harris Center, Rotary Camp Quest, and ConVal Youth Sports Association


2.4 The School District will showcase student activity and achievement to increase school visibility in community.

Create District wide Arts and Science/ Tech Days in conjunction with local events


2.5 The School District will provide clear communication tools for use by students, staff, and community.

Update District website Create District social media

presence where appropriate Create parent portal at all grade

levels Increase number of teacher

website access for stakeholders Create community curriculum

nights Increase visibility in local print

media Provide parents and community

with opportunities for input via surveys


2.6 The School District will engage the community in determining and assessing District goals

The School District will conduct a biannual survey of stakeholders

The School District will actively solicit community members to serve on school based committees

Research ConVal Foundation 5013C as a mechanism for raising private donations for the school district

Goal 3 (Organizational Structure) The ConVal School District will develop an organizational structure to ensure that all students receive the most equitable high quality resources and opportunities possible. Focus Areas: 3.1 Multigrade/Multiage as a philosophy for providing instruction in the community schools rather than a monetary decision. 3.2 Pursuing the notion of a ConVal Culture (other thoughts and discussion topics: collaborative culture, elementary schools funded by town…) 3.3 Provide students, families and community members with different, educationally sound, organizational structure options to determine which one(s) may be most acceptable to our students and the broader Conval community. 3.4 Develop a framework for considering new School Configuration Options. 3.5 Uses for excess space 3.6 Finalize plans for renovation of the high school to improve and cluster arts and sciences to improve logistics and meet new curricula standards.

3.7 Financial Impacts / analysis of cross subsidies The ConVal School District was formed in order to increase both the efficiency of the school operations as well as provide the students of the nine towns which comprise the District with a highquality learning environment. Over time, there has been a change in the demographics of the region. There has been a decline in our school age population with a subsequent increase in the amount of student needs and services. These changes necessitate a periodic reexamination of our organizational structure to look for new efficiencies and methods of providing instruction.


3.1 Consider multigrade/Multiage as a philosophy for providing instruction in the community schools rather than adoption primarily as part of a monetary decision.

relevant research on the potential educational benefits of multigrade/multiage

Make a determination on whether to pursue multiage/multigrade as a District practice

Develop a policy on use of

multiage/multigrade classes


3.2 Pursuing the notion of a “ConVal Culture” (other thoughts and discussion topics: collaborative culture, elementary schools funded by town…)

Examine existing policy on student requests to attend schools other than their assigned schools. Promote activities that bring the different schools together


3.3 Provide students, families and community members with different, educationally sound, organizational structure options to determine which one(s) may be most acceptable to our students and the broader Conval community. (e.g., ?)

Review different possible school and grade level organizational structures

Share with broader ConVal Community results of educationally sound school and grade level organizational structures

Develop plan for any changes to school and/or grade level organizational structures

Share with broader ConVal Community the plan for any changes to current school and/or grade level organizational structures

Implement any change in organizational structure


3.4 Develop a framework for considering new School Configuration Options

Develop a process and list of criteria to be applied when considering school configuration and consolidation options

Share with broader ConVal Community the process and list of criteria to be applied when considering school configuration and consolidation options


3.5 Uses for excess space Research space usage throughout the district

Determine possible uses for excess space

Develop a process and list of criteria to be applied when considering uses for excess space


3.6 Finalize plans for renovation of the high school to improve and cluster arts and sciences to improve logistics and meet new curricula standards.

Create preliminary documents regarding high school and ATC renovation and space reconfiguration

Share preliminary documents regarding high school and ATC renovation and space reconfiguration

Prepare Bond for renovation work at the high school and ATC

Share bond information regarding high school and ATC renovation and space reconfiguration


3.7 Financial Impacts / analysis of cross subsidies

Goal 4 (Operations) Recognizing that maintaining high quality learning environments and highly qualified staff is necessary to ensure student success, the ConVal School District will effectively research, plan, and implement best practices around facilities, personnel, leadership, and technology. Focus Areas (Facilities) 4.1 The School District will maintain safe physical schools and grounds 4.2 Emergency Management Plan is current. 4.3 Centralized building data sites for access by all appropriate personnel. Focus Areas (Personnel) 4.4 The School District will hire, train, and retain highly competent, efficient staff. 4.5 Fair and competitive collective bargaining agreements and compensation packages 4.6 Create an evaluation system that identifies best practices in all disciplines for each group of employees.

4.7 Targeted professional development master plan for all staff members that supports each staff member’s attainment of articulated District standards for exemplary performance Focus Areas (Leadership) 4.8 The School District will provide support for physical, social, and academic needs of students, staff, and community. 4.9 The School District will create a process to develop and provide internal leadership opportunities as appropriate. 4.10 The School District will promote the use of its facilities as a community resource. Focus Areas (Technology) 4.11 The School District will provide equitable access to technology across all schools at each level. 4.12 The School District will provide standardized software access for each school. 4.13 Develop a consistent K12 Technology experience and set of competencies for students and staff. 4.14 The School District will transform school libraries into Learning Commons. 4.15 The School District will create digital learning environments for students. 4.16 The School District will promote digital citizenship and media literacy at all grade levels. 4.17 The School District will create and maintain an updated, interactive, user friendly website linked to community, state, and regional sites, where applicable. Currently, prioritized facility maintenance plans, efficiency upgrades, and program needs must meet the requirements of the NH Department of Education’s approval process for educational facilities and the receipt of state aid. It is essential that facility centered spending decisions be developed within a context that is consistent with both our educational mission and basic building needs. Carefully programmed spending is particularly essential within a changing educational climate where program initiatives may often require facility modifications and upgrades. All ConVal school facilities will adhere to all local, state, and federal physical plant requirements; function at peak efficiency;, resulting in successful annual inspections and reduced energy costs. Annual Indoor Air Quality programs will be reviewed and updated accordingly, as will applicable policies, procedures, and practices. Long range maintenance and capital plans are updated on annual basis, to reflect current facility needs. Included in this plan is a proposal for a bond in the amount of $2M to renovate the oldest part of ConVal High School. To see the full Capital Plan, click here.

Focus Areas (Facilities) Strategies

4.1 The School District will maintain safe physical schools and grounds.

Create a comprehensive inventory of building components and condition

Develop comprehensive maintenance schedules for all major systems

Facility staff members will be cross trained in advanced competencies

Create and Implement procedure and policy manuals for specific tasks and/or trades.

Focus Areas Strategies

4.2 Emergency Management Plan is current.

Create digital maps of networks, phones, evacuation routes, sprinkler and fire suppression systems

Create and implement building security policies and procedures

E911 protocols are in place Update paging systems in all

schools Train personnel on ICS 100 Draft Emergency Management

Plans for each school


4.3 Centralized building data sites for access by all appropriate personnel.

Create centralized building data site Populate site with applicable info Roll out Community Use of School

Facilities

ConVal believes that along with parents and the community, our staff must set high expectations for student growth, and that our schools must provide a safe and caring environment for teaching and learning. To that end, we will establish a fair and efficient process for hiring highly qualified staff, and once that staff is hired, provide evaluation and professional development plans that identify best practices within each applicable field, and offer opportunities for professional growth, and the recognition and appreciation of excellence.

Focus Areas (Personnel) Strategies

4.4 The School District will hire, train, Administrators trained in current

and retain highly competent, efficient staff.

interviewing and hiring practices Inventory all present job

descriptions and determine which ones need revision or creation

Create process for revision of job descriptions, policies, and practices

Revise job descriptions, practices, and policies to reflect current practices


4.5 Fair and competitive collective bargaining agreements and compensation packages

Survey regional districts to determine present levels of total compensation.

Maintain total compensation package that attracts highly qualified staff


4.6 Create an evaluation system that identifies best practices in all disciplines for each group of employees.

Identify groups to be evaluated Determine responsibility for building

evaluation system for each group Identified members work in

conjunction with stakeholders to build and adopt an evaluation model.

Stakeholders and evaluators are given comprehensive training on model and tool.

Model is put into Oasys to be digitized.

CBA model piloted for one year during which stakeholders have opportunity to give feedback towards potential adjustments


4.7 Targeted professional development master plan for all staff members that supports each staff member’s attainment of articulated District standards for exemplary

Identify groups to be included and persons responsible to develop the plans

Develop format for a master plan and the components including but

performance

not limited to, district based needs, building based needs, and individual job responsibilities (deficiencies, areas of growth,etc)

Identify and develop set of standards for each group

Approved plans entered into MyLearningPlan for staff access

Staff training on MyLearningPlan Provide mentoring support for new

staff members Add “Recognition of Excellence” to

existing staff recognition practices Leadership narrative

Focus Areas (Leadership) Strategies

4.8 The School District will provide support for physical, social, and academic needs of students, staff, and community.

Revise staffing as appropriate, consistent with District core beliefs

Use program review process to determine staffing

Assure that staff have access and are proficient in the use of available resources

Review,revise, and create school and community partnerships to ensure efficiencies, relevance, and needs


4.9 The School District will create a process to develop and provide internal leadership opportunities as appropriate.

Evaluate the effectiveness of the KSC Leadership Cohort program to develop internal leaders

Continue to develop internal candidates for leadership roles


4.10 The School District will promote the use of its facilities as a community resource

Revise community use and access policies to ensure access to appropriate groups

Develop clear procedures for community use

Facility use process is accessible to the public through the use of SchoolDude software

Today, our learning environments must support college, career, and life readiness. The effective use of technology provides enhanced opportunities for students and employees to succeed in school and the workplace. Within a district that spans nine towns across 250 square miles, technology is seen as a potential equalizer for schools separated by miles of country roads. The ConVal Technology Plan is designed to support the development of inquisitive, creative, resourceful thinkers; effective problem-solvers; and ethical participants in our globally networked society. The goals and objectives of this plan are aimed at developing transformative learning environments which support the ability of staff and students to effectively use information, tools, and technology, and foster a commitment to lifelong learning. Through its interwoven emphasis on teaching and learning, rather than solely on hardware and software, this plan intends to shift the center of gravity of the technology conversation to where it belongs the learning and teaching experiences of students and staff as they endeavor, together, to engage with the guaranteed and viable curriculum to which the ConVal School District has ConVal continues to review current research and recommendations for providing access to, and the best use of, information and communication technologies (ICT), while engaging in the following five important tasks:

Support teachers and staff to seamlessly and effectively integrate ICT's into the K12 curriculum and other District business

Strengthen efforts to use student eportfolios at all grade levels Develop awareness of and increase in digital citizenship behaviors Update technology inventories Review and revise policies and procedures in support of effective 21st century

learning

Focus Areas (Technology) Strategies

4.11 The School District will provide equitable access to technology across all schools at each level.

Implement a systematic cycle for replacement hardware

Train staff in use of SchoolDude for technology request

SchoolDude software used to generate lists for replacement

Use SchoolDude to staff technology dept as appropriate


4.12 The School District will provide standardized software access for each school.

Ensure infrastructure and devices meet the needs to provide an adequate experience.

Catalogue and distribute software/subscription offerings to all staff based on program needs


4.13 Develop a consistent K12 Technology experience and set of competencies for students and staff.

Develop a set of competencies for each grade level

Create corresponding rubric for competencies

Incorporate competencies into existing curriculum

Identify existing and upcoming technologies to include in district curriculum.

Develop District wide framework for training in software and other technologies

Develop a set of competencies and standards for staff members

Identify “power users” and coordinate training model with Professional Development groups


4.14 The School District will transform school libraries into Learning Commons.

Define Learning Commons Assure that adequate resources are

available for implementation Implement Learning Commons

model


4.15 The School District will create digital learning environments for students.

Research and evaluate current Learning Management Systems (LMS).

Implement LMS at specific grade levels


4.16 The School District will promote digital citizenship and media literacy at all grade levels.

Define district digital citizenship and media literacy expectations at each grade level.

Review and revise policies and practices as appropriate

Develop curriculum to appropriately deliver content at each grade level


4.17 The School District will create and maintain an updated, interactive, user friendly website linked to community, state, and regional sites, where applicable.

Redesign existing website Redesign School Board website Provide training to appropriate

personnel Create staff portal Link website with social media as

appropriate Establish and adhere to website

redesign schedule

3.4 Goals 14: Strategies and Detailed Action Steps (Detailed Version) Goal #1: Student Achievement/Performance

The ConVal School District continuously examines the programming for students through a rigorous and systematic process to assure that programs, curriculum, assessment, and instruction are uptodate, clearly articulated, relevant, and balanced. To that end, in order to move toward a worldclass education for all students the district has established the following student learning goal:

Goal 1: Recognizing that the primary mission of the ConVal School District is student learning, the ConVal School District will provide high quality educational opportunities for all students that foster academic growth, the acquisition of identified critical skills, and the development of dispositions that lead to success in higher education and the workplace.

Strategy 1.1 The district will implement researchbased learning frameworks, as they relate to content area, teaching strategies, critical thinking, and problem solving skills to increase student learning and student achievement.

Action Steps Person(s) Responsible

Timeline Indicators of Success

Evaluation Criteria

1.1.1 The district will perform a review of the mathematics content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data. (For review steps see District Curriculum Renewal Process

Assistant Superintendent, 2 community principals who also serve as math coaches, specific teachers

Spring 2015February 2017

As a result of the most recent review (1415) of Mathematics curriculum and instruction K12, the School district will implement OGAP and ProblemBased learning for instruction of Mathematics.

Benchmark measures for 2017, 2018, 2019 needed. 90 percent of students will show an increase of a year or more of growth/proficiency in Mathematics by Spring of 2020, as measured by a triangulation of local performance assessment, NWEA standardized assessment (or other locally administered standardized assessment), and statewide testing

measurements as applicable. (Example A first grade student will make a full year of academic growth from the developmental milestones that he or she has entered with.)

1.1.2 Having performed a review of writing instruction based on research and analysis of CVSD student data the School District will implement SRSD at all school levels.

Assistant Superintendent, 2 community principals who also serve as Writing Coaches

Spring 2014Spring 2019

SRSD is applied as is developmentally appropriate across all school levels in a systematic way

Benchmark measures needed. 90 percent of students will show an increase of a year or more of growth/proficiency in Writing by Spring of 2020, as measured by a triangulation of local performance assessment, NWEA standardized assessment (or other locally administered standardized assessment), and statewide testing measurements as applicable.

1.1.3 The district will perform a review of the Science content and instruction. and revise curriculum

Assistant Superintendent, Specific teachers

Spring 2015 Spring 2018

A fully vetted researchbased instructional process for Science will be instituted K12.

90 percent of students will show an increase of a year or more of growth/proficiency in Science by the Spring of 2020 as measured by a triangulation of

and professional practices based on research and/or the analysis of CVSD student data.(For review steps see District Curriculum Renewal Process)

local performance assessment, NWEA standardized assessment (or other locally administered standardized assessment), and statewide testing measureme

1.1.4 The district will perform a review of the World Language content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data. (For review steps see District Curriculum Renewal Process)

Assistant Superintendent


A fully vetted researchbased instructional process for World Language will be instituted K12. Report out to Education Committee, board of findings of program review and research with recommendations for World Language programming in the ConVal district by Spring of 2017.

The number of students who participate in World Language will increase by 15% by the Spring of 2020. By the Spring of 2020, 90 % of students in World Language study will increase the amount/level of World Language learning beyond year 2 of a specific language.

1.1.5 The district will perform a review of Reading

Assistant Superintendent, Specific teachers


A fully vetted researchbased instructional process for Reading will be

90 percent of students will show an increase of a year or more of growth/proficiency

content and instruction and revise curriculum and professional practices based on research and/or the analysis of CVSD student data. (For review steps see District Curriculum Renewal Process)

instituted K12. in Reading by the spring of 2020 as measured by a triangulation of local performance assessment, NWEA standardized assessment (or other locally administered standardized assessment), and statewide testing measureme

1.1.6 The School District will include integrated critical thinking, technology, collaborative, and realworld problem solving skills in all curricular area.

Assistant Superintendent, School Principals


Enhanced integration of 21st century skills across all grades and curriculum areas.

21st century skills will be included on all curriculum maps by 2018 and measured for implementation by rubrics/report cards by Spring of 2020.(A determination of a clearly measurable outcome will be determined following the collection of baseline data.)

1.1.7 The School District will identify competencies for each level, grade, and subject area K12 that


Spring of 2016Summer 2019

Competencies for each level, grade, and subject area have been developed and adopted.

Competencies are included on all curriculum maps by Spring of 2018 and measured for implementation by rubrics/report cards by Spring of

meet or exceed the NHDOE developed competencies and national content area standards.

2020.

Goal 1: Recognizing that the primary mission of the ConVal School District is student learning, the ConVal School District will provide high quality educational opportunities for all students that foster academic growth, the acquisition of identified critical skills, and the development of dispositions that lead to success in higher education and the workplace. .

Strategy 1.2 The School District will implement a fully inclusionary and equitable model across all school buildings, all students will be included fully in the general education experience to the greatest extent possible.



Evaluation Criteria

1.2.1 The District will work in conjunction with the DOE to explore the opportunities associated with becoming a SWIFT (Schoolwide Integrated Framework for Transformatio) district.

Assistant Superintendent, Assistant Director of Student Services, School Principals

School Year 20152016

Report to board about SWIFT, the benefits of SWIFT to the district, and a recommendation to the board about the district’s participation in the project.

Board decision on participation. Successful application to become a SWIFT site and the award of associated grants/in kind support.

1.2.2 The District will reduce the

Assistant Superintendent, Director

Fall 2015Spring 2018

Increase of the number of classes that are being

20152016 Decrease of special education

number of special education selfcontained classes.

of Student Services, School principals

cotaught by general and special education teachers and a corresponding decrease in the number of special education selfcontained classes.

selfcontained classes by 50% of the 20142015 total. 20162017 Decrease of special education selfcontained classes by 65 % of the 20142015 total. 20172018 Decrease of special education selfcontained classes by 75% of the 20142015 total. 20182019 Decrease of special education selfcontained classes by 85 % of the 20142015 total. 20192020 Decrease of special education selfcontained classes by 95% of the 20142015 total..

1.2.3 Conduct a study of the region’s birth to 4 population to discover the present challenges and trends of incoming

Director of Student Services

School year 20162017

Report to the board of specific needs that will present themselves over the next 5 years and how we can best meet those needs in the specific buildings.

Report will lay out needs of specific programming, professional development, as well as how to best meet those needs in the community schools.

students.

1.2.4 To the greatest extent possible, the District will have each child participate fully at their community school.

Director of Student Services, School Principals


90% of all ConVal students will have the educational option to attend their community school.

?????????85% of all students will attend their community school.?????????

1.2.5 Align intervention strategies and support services with daily instruction.

Assistant Superintendent, Director of Student Services, School Principals


90% of students will receive instruction from the regular classroom teacher or in a cotaught classroom

Achievement gap between identified students and the general school population will decrease by 15% by the year 2020. As measured by a triangulation of local performance assessment, NWEA standardized assessment (or other locally administered standardized assessment), and statewide testing measurement.

1.2.6 Develop and implement an extended school day and year for students on an as needed basis for

Assistant Superintendent, Director of Student Services, School Principals

Fall 2016 Summer 2018

Report to board on recommendations, needs, and structure for extended day and extended year programs. Implementation of

75 % of students participating in the program will have completed or exceeded a year’s growth at the completion of the program.

students to assure that all students make or exceed a year’s worth of growth.

pilot programs beginning in 20172018 school year. Report out to board on pilot at in December 2018 on findings of pilot.

1.2.7 All opportunities that are made under the auspices of the District will promote inclusion and equity for all students.

Superintendent, School Principals

Fall 2015Summer 2020

Increase in the number of opportunities for Unified Sports Teams from 1 to 1 each season. All cocurriculars will be offered in such a way (place, time, transportation) as to promote and maximize student participation.

90% of all students will participate in 1 cocurricular or extracurricular opportunity before graduation from high school.


Strategy 1.3 The School District will utilize a balanced student assessment program to assess student progress toward curriculum goals, inform instruction, and determine appropriate intervention for students.



Evaluation Criteria

1.3.1 Develop a measure for a year’s worth

Assistant Superintendent, Director of Student

Fall 20152017

Measures based on research, standardized assessment

Published measures.

of growth for every subject and grade level.

Services Specific teachers

information,and local student samples of performance assessment will be determined and published.

1.3.2 The District will work in conjunction with the DOE to explore the opportunities associated with becoming a PACE( Performance Assessment of Competency Education)

Assistant Superintendent, Specific Teachers, School Principals


Report to board about PACE. Development of a team of teachers and administrators to explore and apply to the DOE as a potential PACE site.

Successful application to the state for acceptance as a PACE district.

1.3.3 The District will publish a framework of established in common assessments (all students are expected to take) that indicates the year, subject, type, and purpose of each assessment.



Report to Education Committee on present state of assessment with recommendation on those assessments that should remain and those that are not value added.

Published Framework of Assessments

1.3.4 The District will develop and


Spring 2016Fall 2016

Communication plan is developed and published for all stakeholders

Survey of stakeholders indicates that 80% have received and

implement a communication plan for the assessment system.

understand the purpose and results of their students’ assessments.

1.3.5 The District will train teachers in the use of data and clarify expectations of using data to make instructional decisions, set instructional goals, and establish, and establish student learning objectives.



Professional development opportunities will be available for teachers each month from October of 2015 the Spring of 2017 for the use of data. Expectations for the use of data will be published in Fall of 2016.

A survey of teachers will indicate that 80% percent of them have a general understanding of how to apply data to instructional decision making, how to use data to set instructional goals, and how to establish learning objectives. The survey will also indicate that 95% of the teachers understand the expectations for the use of data.


Strategy 1.4 The school district will prepare students to participate fully in their careers and workplace experiences.



Evaluation Criteria

1.4.1 The District will develop a process for students to explore and study postsecondary career opportunities.

Assistant Superintendent, Director of School Counseling, School Principals

Fall 2015Fall 2017

A clear process has been developed and piloted.

85% of students surveyed believe that the process was helpful in their thought process and decision making related to post secondary career opportunities.

1.4.2 The District will establish appropriate and meaningful, work, and internship experiences.

Director of School Counseling, School to Career Coordinator

Fall of 2016Fall of 2018

Report to Education Committee on present opportunities and plan for increasing opportunities for students. Plan for increasing opportunities is implemented.

By the Fall of 2018. there will be a 15% increase in, internship opportunities and work opportunities

1.4.3 The District will review the present ATC offerings in relation to workforce projections and make appropriate programmatic changes.

Director of ATC

Spring 2016 Fall 2016

Report to the Education Committee with recommendations by Fall 2016.

By 2018 appropriate changes to programming will be made and implemented. By 2020 a new cycle of examination will be completed and recommendations will be made.

1.4.4 The District will collaborate with other community organizations

Director of School Counseling, School to Career Coordinator, Director of

Fall 2015 Fall of 2017

Report to the Education Committee on present opportunities and plan for increasing opportunities for

By Fall of 2017 there will be a 25% increase in extended learning opportunities for students.

and businesses to provide extended learning opportunities.

ATC students. Plan for increasing opportunities is implemented.


Strategy 1.5 Students will become partners in their own education and in the process of their own learning.



Evaluation Criteria

1.5.1 Teachers will engage students in reviewing their educational progress and developing goals for improvement, extension, and enrichment.

Teachers, Principals, Students


Students will set educational goals for themselves in conjunction with their teachers.

By Fall of 2018 50% of all students will have at least one goal has been established in conjunction with his/her teacher. By the Fall of 2019 60% of all students will have at least one goal that at least one goal has been established in conjunction with his/her teacher. By Fall of 2020 75% of all students will have at least one goal that at least one goal has been

established in conjunction with his/her teacher.

1.5.2 Students and teachers will participate in student led goal setting and student led conferences in which students explain to the appropriate audiences their individual learning progress.

Teachers, Principals

Fall 2017Summer 2020

Students will be leading student learning conferences with parents and teachers on their individual progress.

In Fall 2018 25% of all students 3rd 12th grade will lead at least one conference. In Fall of 2019 50% of all students 3rd 12th grade will lead at least one conference. In Fall of 2020 65% of all students 3rd 12th grade will lead at least one conference.

1.5.3 Students will have multiple opportunities for flexible, personalized learning.

Assistant Superintendent, Systems Administrator, Teachers,

Summer 2016 Summer 2019

Pilot online learning platforms. Opportunities for extended school day and extended school year are being utilized.

By December of 2019, at least 40% of all students have participated in either an online learning opportunity, or and extended school day or extended school year program.

1.5.4 ConVal High School will research the implementation and viability of senior

High School Principal, CVLT

Spring 2016Fall 20

Report to Education Committee on viability of senior capstone projects with implementation

Pilot for capstone project is implemented with 10% participation of the senior class.

capstone projects.

timeline for a pilot.

Goal #2 (Community) Recognizing the importance of maintaining a strong, supportive culture among students, staff, families, and fellow ConVal citizens, the ConVal School District will work with these groups to foster a responsive, caring, and high achieving culture where all feel highly engaged, valued, and included.

Strategy 2.1 Students with special educational and behavioral needs will be integrated into the general curriculum to the maximum extent appropriate to meet their needs.



Evaluation Criteria

2.1.1 Implement coteaching models at all levels

Level Coordinators, Principals

Complete by 2017

Coteaching models exist in most schools

60% of schools have a coteaching model operating in the school

2.1.2 The District will train staff to provide interventions that address behavior concerns

Leadership, Admin Council, Professional Development

Complete by 2017

Reduction in amount of referrals

A 10% drop districtwide in the number of behavior referrals

2.1.3 Implement the use of Instructional strategies that positively impact all learners

Level Coordinators, Professional Development

Complete by 2017

Instructional strategies training for teachers in writing and mathematics

80% of students will achieve a years worth of growth in

writing and mathematics

2.1.4 Apply to become a SWIFT district

Assistant Superintendent, Coordinators and Admin Council

Fall 2015

District application is accepted

District accepted to SWIFT from NHDOE

2.1.5 Train applicable personnel in SWIFT practices

Professional Development

Spring/Summer 2016

Staff ready for fall implementation

All applicable staff have been trained

2.1.6 Begin implementation process

Leadership and Admin Council

Fall 2016

Access to technical assistance and funds

Student achievement



Evaluation Criteria

2.1.7 Promote and support collaboration between parents or guardians, staff, and outside agencies

Leadership, Admin Council, and Level Coordinators

Fall 2015

Increase in the number of meetings between families, outside agencies and staff

100% of schools will document the number and type of interactions with families and outside agencies

2.1.8 Partner with behavioral health and

Director of School Counselors

Spring 2016

Document outlining steps taken

Document with proposed

substance abuse task force

steps and goals is completed

Strategy 2.2 The School District will promote collaboration between students, staff, and community by demonstrating respect for self, peers, adults, and the facility.

2.2.1 Train students to create personalized plans for success

Building level administration and staff

September 2017

All students in grade 7 have completed personalized plans for success

100% of 7th grade students have completed a personalized plan for success

2.2.2 Implement community/school recognition programs

Building level administration and staff

September 2016

Students develop a positive understanding of selves and others

All schools will have a program that recognizes the accomplishments of students, staff, and community

2.2.3 Create local internships related to Applied Technology career paths

ATC Director, Internship Director, HS Principal

Fall 2017

Number of internship opportunities related to ATC career paths increase

See a 10% increase in the number of internship opportunities related to ATC

career paths

2.2.4 Establish service learning opportunities that require interaction with area service agencies

Building principals, school counselors

Fall 2018

Create viable service learning opportunities

50% of students will have the opportunity to participate in service learning activities

Strategy 2.3 The School District will provide enhanced curricular opportunities through community partnerships.

2.3.1 Expand summer academy opportunities

High school and middle school principals

Summer 2016

Summer academy programming offered at high school and middle school levels

100% of the 2 middle schools and 1 high school will offer at least 1 summer academy offering

2.3.2 Create partnerships with local businesses

Superintendent and building level principals

Fall 2019

Established partnerships with local businesses

Each school will have established at least 1 partnership with a local business

Action Steps Person(s) Timeline Indicators of Evaluatio

Responsible Success n Criteria

2.3.4 Enter into articulation agreements with other local institutions

ATC Director, High School Principal, and Superintendent

Spring 2016

New articulation agreements will be created

At least two additional articulation agreements will be done

2.3.5 Expand partnerships with Harris Center, Rotary Camp Quest, and ConVal Youth Sports Association

Superintendent, Assistant Superintendent, Athletic Director, Building principals, etc.

Spring 2017

More expansive partnerships will be created

At least two of the groups will have a larger range of activities with ConVal

Strategy 2.4 The School District will showcase student activity and achievement to increase school visibility in community.

2.4.1 Create District wide Arts Day in conjunction with local events

Superintendent, Art teachers

Spring 2016

Art event occurs

At least 1 art event occurs in conjunction with other community event

2.4.2

Strategy 2.5 The School District will provide clear communication tools for use by students, staff, and community.

2.5.1 Update District website

Technology and Leadership

Fall 2015

User friendly responsive website available to public

As measured by survey results to students and families,

the ease of use of the new website will be noted

2.5.2 Create District social media presence where appropriate


Spring 2016

Twitter and Facebook accounts utilized to communicate

Twitter and Facebook accounts integrated into district website

2.5.3 Create parent portal at all grade levels

Technology, Leadership and Admin Council

Summer 2020

Parent portal utilized to communicate with parents

Parent portal utilized at 100% of the schools to communicate information with parents

2.5.4 Increase number of teacher website access for stakeholders

Technology, Leadership, and Admin Council

Spring 2020

Teachers have a website presence

100% of the teachers have a website presence (2016 25%, 2017 50% 2019 75%, 2020 100%)



Evaluation Criteria

2.5.5 Create community curriculum nights


Spring 2016

Schools host curriculum nights

At least 55% of elementary schools offer a curriculum night to parents and community members

2.5.6 Increase visibility in local print media

Leadership and School Board

Fall/Winter

Local media has at least one article per month on what’s happening in the schools

Local media has at least one article per month on what’s happening in the schools

2.5.7 Post clearly articulated planning and budget documents on website

Leadership and School Board

Fall/Winter

Applicable documents are current and easily accessible

Survey or questionnaire to show that stakeholders are aware of plans and timelines

Strategy 2.6 The School District will engage the community in determining and assessing District goals

2.6.1 The School District will conduct a biannual survey of stakeholders

Technology, Leadership, and School Board

Spring 2017

Increase in the number of responses

More than 800 responses will be gathered

2.6.2 The School Leadership, Spring Committee Communit

District will actively solicit community members to serve on school based committees

Admin Council, and School Board

2020 (but ongoing efforts)

membership represents majority of stakeholders

y members have high level of familiarity with programs and goals

ConVal Foundation 5013C?

Business Administrator

Fall 2019

ConVal Foundation feasibility investigated

ConVal Foundation (5013C) established as long as it is deemed feasible

Goal #3 (Organizational Structure) The ConVal School District will develop an organizational structure to ensure that all students receive the most equitable high quality resources and opportunities possible.

Strategy 3.1: Multigrade/Multiage as a philosophy for providing instruction in the community schools rather than a monetary decision



Evaluation Criteria

3.1.1 Read relevant research documents on the potential educational benefits of multigrade/multiage

Assistant Superintendent Education Committee

April 2016

Bibliography of relevant research articles referenced

Successful completion of literature review

3.1.2 Make a determination on whether to pursue multiage/multigrade as a District practice

Superintendent Education Committee School Board

June 2016

Report out on the pros/cons of multigrade as a philosophy.

Decision made for possible implementation in 20172018

3.1.3 Policy on use of multiage/multigrade classes

Assistant Superintendent Policy Committee School Board

September 2017

Develop a policy or practice concerning when to apply multiage

Successful completion of policy


Strategy 3.2: Pursuing the notion of a ConVal Culture (other thoughts and discussion topics: collaborative culture, elementary schools funded by town…)



Evaluation Criteria

3.2.1 Examine existing policy on student request to attend school other than assigned

Superintendent, Principals, Policy Committee, School Board

February 2016

Policy either revised or determined to remain the same

New or existing policy in place

3.2.2 Promote activities that bring the different schools together

Superintendent, Principals, Staff

June 2016

Plan at least one activity that brings students together from different elementary schools

Activity has occurred (Field Day, Art Show, Science Fair)


Strategy 3.3: Provide students, families and community members with different, educationally sound, organizational structure options to determine which one(s) may be most acceptable to our students and the broader Conval community.



Evaluation Criteria

3.3.1 Review different possible school and grade level organizational structures

Superintendent, Assistant Superintendent, Education Committee, School Board

June 2016

Listing of educationally sound school and grade level organizational structures

Report on different educationally sound school and grade level organizational structures has been completed

3.3.2 Share with broader ConVal Community results of educationally sound school and grade level organizational structures


September 2016

Information has been disseminated and gathering feedback meetings have occurred

Community provides feedback on different organizational structures

3.3.3 Develop plan for any changes to school and/or grade level organizational structures


June 2017

Plan developed for the implementation of any change in organizational structure

A viable plan has been completed

3.3.4 Share with broader ConVal Community the plan for any changes to current school and/or grade level


September 2017

Plan has been disseminated and gathering feedback meetings have occurred

Community provides feedback on plan for changes to current school and/or grade level organizational structures

organizational structures

3.3.5 Implement any change in organizational structure

Superintendent, Assistant Superintendent, Principals Education Committee, School Board

August 2018

Organizational change has occurred (if deemed useful)

Organizational structure change has occurred successfully (if deemed useful)


Strategy 3.4: Develop a framework for considering new School Configuration Options



Evaluation Criteria

3.4.1 Develop a process and list of criteria to be applied when considering school configuration and consolidation options

Superintendent, B&P Committee, Education Committee, School Board

September 2018

Publish a process and criteria to be applied when considering school consolidation options.

Process and criteria document has been produced

3.4.2 Share with broader ConVal Community the process and list of criteria to be applied when considering

Superintendent School Board

October 2018

Process and criteria has been disseminated and gathering feedback meetings have occurred

Community provides feedback on process and criteria to be applied when considering school consolidation options.

school configuration and consolidation options


Strategy 3.5: Uses for excess space



Evaluation Criteria

3.5.1 Research space usage throughout the district

Superintendent, Principals, Budget and Property School Board

June 2016

Assess current baseline state of building space usage

Report completed on space usage throughout the district

3.5.2 Determine possible uses for excess space


October 2016

possible uses for excess spaces has been determined based on school/community and amount of space available

Report documenting possible uses for various excess spaces throughout the district

3.5.3 Develop a process and list of criteria to be applied when considering uses for excess space


December 2016

Publish a process and list of criteria to be applied when considering uses for excess space

Process and criteria document has been produced


Strategy 3.6 Finalize plans for renovation of the high school to improve and cluster arts and sciences to improve logistics and meet new curricula standards.



Evaluation Criteria

3.6.1 Create preliminary documents regarding high school and ATC renovation and space reconfiguration

Superintendent, Business Administrator, Director of Facilities, High School Principal, B&P, School Board

June 2015

Schematics completed

Preliminary schematics completed by Hutter

3.6.2 Share preliminary documents regarding high school and ATC renovation and space reconfiguration

Superintendent, Business Administrator, Director of Facilities, High School Principal, B&P, School Board

November 2015

Preliminary documents have been disseminated, tours of the facilities have occurred, and gathering feedback meetings have occurred

Community provides feedback on plan for renovation and space reconfiguration at the high school and ATC

3.6.3 Prepare Bond for renovation work at the high school and ATC

Superintendent, Business Administrator, B&P, School Board

October 2016

Bond is prepared to go forward for voter approval

All backup documents are available regarding the bond request

3.6.4 Share bond information regarding high school and

Superintendent, Business Administrator, Director of Facilities,

January 2017

Bond information has been disseminated, tours of the facilities have

Community provides feedback on bond for renovation and space

ATC renovation and space reconfiguration

High School Principal, B&P, School Board

occurred, and gathering feedback meetings have occurred

reconfiguration at the high school and ATC


Strategy 3.7: Financial Impacts / analysis of cross subsidies



Evaluation Criteria

Superintendent; Business Administrator

June 2016

Published report of financial impacts to communities based on standard cost measures, including subsidies and crosssubsidies.

Goal #4 (Operations) Recognizing that maintaining high quality learning environments and highly qualified staff is necessary to ensure student success, the ConVal School District will effectively research, plan, and implement best practices around facilities, personnel, leadership, and technology.

Currently, prioritized facility maintenance plans, efficiency upgrades, and program needs must meet the requirements of the NH Department of Education’s approval process for educational facilities and the receipt of state aid. It is essential that facility centered spending decisions be developed within a context that is consistent with both our educational mission and basic building needs. Carefully programmed spending is

particularly essential within a changing educational climate where program initiatives may often require facility modifications and upgrades.

All ConVal school facilities will adhere to all local, state, and federal physical plant requirements; function at peak efficiency;, resulting in successful annual inspections and reduced energy costs. Annual Indoor Air Quality programs will be reviewed and updated accordingly, as will applicable policies, procedures, and practices. Long range maintenance and capital plans are updated on annual basis, to reflect current facility needs.

Included in this plan is a proposal for a bond in the amount of $2M to renovate the oldest part of ConVal High School. To see the full Capital Plan, click here.

Strategy 4.1 (Facilities) The School District will maintain safe physical schools and grounds

Action Steps Person (s) Responsible

Timeline

Indicators of Success

Evaluation Criteria

4.1.1 Create a comprehensive inventory of building components and condition

Facility Maintenance Techs

Winter 20152016

Updated facility assessment reports are contained in SchoolDude software

Accurate assessment of building condition and systems that is used to drive future operating and capital costs


Timeline


Evaluation Criteria

4.1.2 Develop comprehensive maintenance schedules for all major systems

Facility Maintenance Techs

Fall 20162017

Detailed preventive maintenance schedules exist in School Dude software

Preventive maintenance schedules that ensure the efficiencies of facilities and the preservation of assets

4.1.3 Facility staff members will be cross trained in advanced competencies.

Director of Facilities Facility maintenance techs

Fall 20162017

Staff are consistently and appropriately cross trained in their appropriate discipline(s).

Priority work orders will be cleared in three days or less

4.1.4: Create and Implement procedure and policy manuals for specific tasks and/or trades.

Facility maintenance techs

Fall 20162017

Policy and procedure manuals exist for each major task and trade

Strategy 4.2 (Facilities) Emergency Management Plan is current.

4.2.1 Create digital maps of networks, phones, evacuation routes, sprinkler and fire suppression systems

Facilities Director, Technology, Facility Maintenance Techs

Winter 20152016

Digitally accessible maps of life safety systems

Maps are accessible by appropriate personnel and EMS


Timeline


Evaluation Criteria

4.2.2 Create and implement building security policies and procedures

Facilities Director, BA, HR

Phase I: Fall/Winter 20152016

Adopted policies and initial security measures are in place

Drills conducted according to plan documents

4.2.3 E911 protocols are in place

Facilities Director and

Fall/Winter 20152

State Guidelines/approval

All schools will have capability for direct inward dialing

Technology

016 numbers (DID)

4.2.4 Update paging systems in all schools

BA, Facilities, Technology

20172018

Annual budget reflects appropriation for upgrades

By 2018, all schools will have functioning paging systems

4.2.5 Train personnel on ICS 100

BA and HR

Fall/Winter 20152016

Year 1: Administrative positions are trained in ICS

Emergency Management Plans reflect ICS configuration

4.2.5 Draft Emergency Management Plans for each school

Leadership, Admin Council

20152016

Plans in place for drills

Plans updated as a result of drill responses and results

Strategy 4.3 (Facilities) Centralized building data sites for access by all appropriate personnel.

4.3.1 Create centralized building data site

Technology and Facilities

20152016

Digital storage of public information related to facilities

Public able to access appropriate information regarding facility maintenance

4.3.2 Populate site with applicable info

Facilities and BA

20152016

Ability to access policies, maintenance plan


Timeline


Evaluation Criteria

4.3.4 Roll out Community Use of School Facilities

BA and Tech

Winter 20152016

Public access to facility use policies, fee schedules, and scheduling

SchoolDude software facility use data

Narrative about personnel practices

Strategy 4.4 (Personnel) The School District will hire, train, and retain highly competent, efficient staff.

4.4.1 Administrators trained in current interviewing and hiring practices

HR March/April 2016

Survey of AC to determine level of understanding.

Hiring process is “smoother”.

4.4.2 Inventory all present job descriptions and determine which ones need revision or creation

HR, BA, Tech, Facility

Completed by 20162017

Complete list of positions lacking formal job descriptions

Job description for every position

4.4.3. Inventory all policies, and practices and determine which ones need revision or creation

HR, BA, Tech, Facility, Asst Super

Completed by 20162017

Complete list of policies and practices that need revision/creation

4.4.4 Create process for revision of job descriptions, policies, and practices

HR, BA, Tech, Facility

Spring 2016

Schedule of review and revision process

Job descriptions, policies, and practices are scheduled for review



Evaluation Criteria

4.4.5 Revise job descriptions, practices, and

Leadership 20172018

Human resource documents are current

policies to reflect current practices

Strategy 4.5 (Personnel)Fair and competitive collective bargaining agreements and compensation packages

4.5.1. Survey regional districts to determine present levels of total compensation.

4.5.2. Board presents an equitable and competitive proposal to voters

4.5.3. Maintain total compensation package that attracts highly qualified staff



Evaluation Criteria

Strategy 4.6 (Personnel) Create an evaluation system that identifies best practices in all disciplines for each group of employees.

4.6.1 Identify groups to be evaluated

Leadership Fall 2015 List of employee groups

4.6.2 Determine responsibility

Leadership Fall 2015 Team leader for each group

Groups are formed and begin work

for building evaluation system for each group

4.6.3 Identified members work in conjunction with stakeholders to build and adopt an evaluation model.

HR, BA, Tech, Facilities, Superintendent

Fall/Winter 2015

Work begins on each evaluation model

Evaluation model to be used

4.6.4 Stakeholders and evaluators are given comprehensive training on model and tool.

HR, BA, Tech, Facilities, Superintendent

Winter/Spring 2016 for non CBA groups

Stakeholders are trained in process

Evaluation model is used for performance and merit increases

4.6.5. Model is put into Oasys to be digitized.

HR, BA, Assist Superintendent

Fall/Winter/Spring 2016 for

Oasys is ready for use

Oasys is used by all groups



Evaluation Criteria

4.6.6 CBA model piloted for one year during which stakeholders

Leadership, Admin Council

20152016

Adjustments if required, made to CBA model

Model for CBA ready for full implementation

have opportunity to give feedback towards potential adjustments

Strategy 4.7 (Personnel)Targeted professional development master plan for all staff members that supports each staff member’s attainment of articulated District standards for exemplary performance

4.7.1 Identify groups to be included and persons responsible to develop the plans

Leadership, AC

Fall 2015 Groups identified

Professional Development teams in place

4.7.2 Develop format for a master plan and the components including but not limited to, district based needs, building based needs, and individual job responsibilities (deficiencies, areas of growth, and areas of interest)

Professional Development Teams

Winter 2016

Format for plan Plan template used to develop master and individual plans



Evaluation Criteria

4.7.3 Identify and develop set of standards for each group

Professional Development Teams

Winter/Spring 2016

Set of standards/staff “profile” to be used for each group, based on articulated skills/and or certification where required

Professional Development Plans are ready to submit to HR

4.7.4 Approved plans entered into MyLearningPlan for staff access

HR, PD, BA

Winter/Spring 2016

Staff access to MyLearningPlan

All staff can access professional development plans through MyLearningPlan

4.7.5 Staff training on MyLearningPlan

HR, PD, BA

Complete by 2017

MyLearningPlan is used for all professional development requests

Reports generated through MyLearning Plan

4.7.6 Provide mentoring support for new staff members

HR, Assistant Superintendent

Fall 2015 Process in place to support new staff members

4.7.7 Add “recognition of Excellence” to existing staff recognition practices


Fall 2016 Criteria for award established

Strategy 4.8 (Leadership) The School District will provide support for physical, social, and academic needs of students, staff, and community.



Evaluation Criteria

4.8.1 Revise staffing as appropriate, based on District core beliefs


As required or appropriate

Staffing at each school appropriately reflects the needs of students

Individual student or group needs are met in their home schools

4.8.2 Use program review process to determine staffing



Staffing levels are most efficient for program needs

Staffing models are able to withstand enrollment changes

4.8.3 Assure that staff have access and are proficient in the use of available resources

Leadership, Admin Council, Technology, and Professional Development


Staff are able to access and use available resources

Student achievement is reflective of the use of available resources

4.8.4 Review,revise, and create school and community partnerships to ensure efficiencies, relevance, and needs


Complete by 2017

Community partnerships that benefit students and the larger community

Larger number of participants in partnership programs by students and members of the community

Strategy 4.9 (Leadership) The School District will create a process to develop and provide internal leadership opportunities as appropriate.



Evaluation Criteria

4.9.1 Evaluate the effectiveness of the KSC Leadership Cohort program to develop internal leaders


June 2016

Participants in the program are able to assume leadership roles

Participants exhibit leadership qualities and begin to assume appropriate roles within the District

4.9.2 Continue to develop internal candidates for leadership roles


2017 through 2018

Leadership vacancies are filled by internal candidates

Strategy 4.10 (Leadership) The School District will promote the use of its facilities as a community resource.

4.10.1 Revise community use and access policies to ensure access to appropriate groups

BA, Facilities, Budget & Property

Winter 2016

Buildings are used by multiple community groups as appropriate

District facilities are considered a resource within the ConVal community



Evaluation Criteria

4.10.2 Develop clear procedures for community use

BA, Facilities, Budget & Property

Winter/Spring 2016

Clear and concise procedures that are understood by all stakeholders

Facilities are used and supported by appropriate community groups

4.10.3 Facility use process is accessible to the public through the use of SchoolDude software

BA, Facilities, Technology

Winter/Spring 2016

Facility use requests are web based and processed through SchoolDude software

SchoolDude reports and graphs show access by the community

Today, our learning environments must support college, career, and life readiness. The effective use of technology provides enhanced opportunities for students and employees to succeed in school and the workplace. Within a district that spans nine towns across 250 square miles, technology is seen as a potential equalizer for schools separated by miles of country roads.

The ConVal Technology Plan is designed to support the development of inquisitive, creative, resourceful thinkers; effective problem-solvers; and ethical participants in our globally networked society. The goals and objectives of this plan are aimed at developing transformative learning environments which support the ability of staff and students to effectively use information, tools, and technology, and foster a commitment to lifelong learning.

Through its interwoven emphasis on teaching and learning, rather than solely on hardware and software, this plan intends to shift the center of gravity of the technology conversation to where it belongs the learning and teaching experiences of students

and staff as they endeavor, together, to engage with the guaranteed and viable curriculum to which the ConVal School District has

ConVal continues to review current research and recommendations for providing access to, and the best use of, information and communication technologies (ICT), while engaging in the following five important tasks:

Support teachers and staff to seamlessly and effectively integrate ICT's into the K12 curriculum and other District business

Strengthen efforts to use student eportfolios at all grade levels Develop awareness of and increase in digital citizenship behaviors Update technology inventories Review and revise policies and procedures in support of effective 21st century

learning

Strategy 4.11 (Technology) The School District will provide equitable access to technology across all schools at each level.

Action Steps

Person (s) Responsible


Evaluation Criteria

4.11.1 Implement a systematic cycle for replacement hardware

Technology Fall 2015 Systematic replacement cycle for type of device in each school

Devices are replaced according to schedules

4.11.2 SchoolDude software used to generate lists for replacement

Technology Fall 2017 Clear replacement cycle that is used for budget and capital planning

Published replacement schedule for all levels

4.11.3 Train staff in use of SchoolDude for technology

Technology 20152017

All technology requests are in SchoolDude

Technology needs are accurately reflected

request

4.11.4 Use SchoolDude to staff technology department as appropriate

Technology, Leadership

Complete by 2018

Technology staffing accurately reflects needs

Technology requests are closed within 48 hours

Strategy 4.12 (Technology) The School District will provide standardized software access for each school.

Action Steps



Evaluation Criteria

4.12.1 Ensure infrastructure and devices meet the needs to provide an adequate experience.

Facilities and Technology

By 20172018

All schools will have sufficient infrastructure upgrades to support devices and software

All schools devices will be able to access software and web based applications as required

4.12.3 Catalogue and distribute software/subscription offerings to all staff based on program needs

Technology 20162017

Software and subscriptions are equitably distributed at each grade level

Strategy 4.13 (Technology) Develop a consistent K12 Technology experience and set of competencies for students and staff.

4.13.1 Develop a set of competencie

Technology and Curriculum

20152016

Set of competencies to be used for achievement of

s for each grade level

standards

Action Steps

Person(s) Responsible


Evaluation Criteria

4.13.2 Create corresponding rubric for competencies


20152016

Assessment rubric

4.13.3 Incorporate competencies into existing curriculum

Technology, Curriculum, and Professional Development

20162017

Integrated technology standards into existing curriculum standards

Students demonstrate appropriate technology skills at each grade level

4.13.4 Work with stakeholders (tech integrators, librarians, teachers and Asst. Super) to identify existing and upcoming technologies to include in district curriculum.

Technology, Leadership, and Admin Council

20162017

4.13.5 Develop a set of competencies and standards for

Technology Fall 2015 Set up standards that drives professional development in technology

staff members

4.13.6 Develop District wide framework for training in software and other technologies

Technology and Professional Development

Winter/Spring 2016

Training model that is applicable to all staff members

Action Steps

Person(s) Responsible


Evaluation Criteria

4..13.7 Identify “power users” and coordinate training model with Professional Development groups


Spring 2016

Systematic technology training model

Scheduled trainings for targeted technologies and/or groups

Strategy 4.14 (Technology) The School District will transform school libraries into Learning Commons.

4.14.1 Define Learning Commons

Learning Commons Advisory Council

Fall/Winter 2015

Stakeholders understand the term

4.14.1 Implement Learning Commons model

Strategy 4.15 (Technology) The School District will create digital learning environments for students.

4.15.1 Research and evaluate current Learning Management Systems (LMS).


Spring 2016

Recommended LMS for ConVal use

4.15.2 Implement LMS at specific grade levels


Fall 2017 LMS available for student use

Action Steps



Evaluation Criteria

Strategy 4.16 (Technology) The School District will promote digital citizenship and media literacy at all grade levels.

4.16.1 Define district digital citizenship and media literacy expectations at each grade level.

Technology Fall 2015 Appropriate definition of behavior and standards for each level

4.16.2 Review and revise policies and practices as appropriate

Technology and Policy

Winter/Spring 2016

Policies and practices that accurately reflect expectations with regard to technology

Policies accurately reflect current practices

4.16.3 Develop

Technology and

Spring 2016

Curriculum standards are

Standards are integrated and

curriculum to appropriately deliver content at each grade level

Curriculum ready for implementation

students exhibit appropriate behaviors

Strategy 4.17 (Technology) The School District will create and maintain an updated, interactive, user friendly website linked to community, state, and regional sites, where applicable.

4.17.1 Redesign existing website


District: Fall 2015; others to follow. Completion by June 2016

Newly designed website that is easier to maintain.

Website is accessed by stakeholders for relevant District information

Action Steps



Evaluation Criteria

4.17.2 Redesign School Board website


Fall 2015 School Board website that is easy to access

Website is accessed by stakeholders

4.17.3 Provide training to appropriate personnel on new website(s)


Ongoing through June 2016

Appropriate staff are able to maintain new web sites

Website content is current and fresh

4.17.4 Create staff portal


Winter 2016

Staff portal available for access to software applications and relevant information

Staff portal used as one of the major means of communication in District

4.17.5 Link Technology Spring ConVal has Stakeholders receive

website with social media as appropriate

and Leadership

2016 appropriate social media presence

“feeds” of what’s happening in the District

4.17.6 Establish and adhere to web site redesign schedule


Spring 2016

Scheduled website redesign

Website design is current and responsive

Section 4 Glossary

Glossary Vision a statement of the preferred future. This represents our long term picture of what we want for our school system. Values – represent the system’s core beliefs. These statements reflect how we want to interact and engage in the teachinglearning process.

Mission – describes the school system’s reason for being. This is our statement of purpose; it describes what we do every day. Goals – are broad, general and timeless. They identify essential elements of what we do that support the mission. Strategic Focuses – are the most significant themes from the data. These are the topics that will get our primary attention for improvement over the next five years. Objectives – are the specific, measurable, achievable, realistic and timebounded part of the plan. Objectives identify the work in each of the next five years. Curriculum Mapping – a method that creates a time sequenced document that organizes student learning objectives and educational standards by subject and by grade level Core Reading Program – a comprehensive, standards based reading program that provides teachers with research based tools for instruction and assessment. Effective Core Reading programs contain instructional material supporting; phonemic awareness, phonics instruction, fluency instruction, vocabulary development and text comprehension. Inquiry Based Science Instruction – Pedagogical approach that encourages students to learn inductively with the help of realworld exemplars. This approach focuses on student learning through concrete experiences and observation. Curriculum Renewal Plan – a fiveyear planning tool that projects grade level and curriculum topics scheduled for revision. The fiveyear action sequence includes:

Appendix 1: NESDEC District Profile

CONVAL SAU #1 SCHOOL DISTRICT

Present State of the District Profile

2015

New England School Development Council 28 Lord Road

Marlborough, MA 01752 5084819444

[email protected] www.nesdec.org

Introduction

As part of the Strategic Planning Process, NESDEC has been asked by the SAU #1

ConVal District to develop a profile of The Present State of the District, which includes

pertinent demographic and enrollment data as well as information regarding existing

programs, standardized test results, curriculum initiatives and district goals that would

be used to inform the Strategic Planning decisionmaking process.

In preparing the demographic component of the SAU #1 District Profile, NESDEC

reviewed:

Population and housing data provided by the U.S. Census Bureau

Birth data provided by the New Hampshire Department of Public Health

Residential permitting information made available through HUD

Existing home sales statistics and other related information from local

realtors and the Multi Listing Service

A Regional and New Hampshire Housing Market Analysis produced by

the New England Economic Partnership

Information on Southwestern New Hampshire communities and the

member towns of the SAU #1 District, provided by the Southwest Region

Planning Commission in a report entitled Monadnock Region Future

2015

In developing the educational and enrollment projection components of the District

Profile, NESDEC:

Received information from the Superintendent and administrators

regarding pertinent district instructional issues and District Goals

Reviewed and analyzed recent district NECAP, SAT and AP test data

Examined materials related to current curriculum initiatives

Analyzed district enrollment data supplied by the District and the New

Hampshire Department of Education

Based on the information gained from data analysis and interviews, NESDEC

developed the following District Profile.

PROFILE OF THE PRESENT STATE OF THE DISTRICT

ConVal SAU #1

The ConVal SAU #1 School District includes the New Hampshire towns of Antrim,

Bennington, Dublin, Francestown, Greenfield, Hancock, Peterborough, Sharon and

Temple. With the exception of Dublin, all of the District towns are located in

Hillsborough County. Dublin is located in Cheshire County. Peterborough, which is near

the geographic center of the District, is located approximately 40 driving miles

southwest of Manchester, New Hampshire and approximately 30 driving miles

northwest of Nashua. The District’s member towns are approximately 75 to 90 driving

miles from Boston, Massachusetts. The SAU #1 communities have relatively easy

access to State Routes 31, 47, 101, 123, 136, and 137; and U.S. Route 202. Each of

the District towns is governed by a Town Meeting form of government and a Select

Board. All of the nine district member towns were settled in the 1700’s and all were

incorporated between 1760 and 1845.

DEMOGRAPHIC ANALYSIS

Population Trends

The Outlook for Population Growth

National and Regional Factors Affecting the Size and Nature of Population

Growth

On the national level, the “Baby Boomer” generation has begun turning 65 years

of age at a rate of 10,000 per day, and this is projected to continue for the next

14 years. The most recent New England Economic Partnership (NEEP) 2014

Fall Conference economic outlook analysis noted that New Hampshire, like other

areas of New England, is experiencing declining rates of inmigration.

In its recent analysis of the Monadnock Region, the Southwest Region Planning

Commission noted the following:

§ “The population boom that characterized the second half of the 20th Century has

given way to dramatically slower growth.”

§ Coupled with the decline in population growth, Southwestern New Hampshire is also

experiencing an aging of the population and an outmigration of young adults who make

up a large portion of the childrearing cohort.

§ The Southwest Region Planning Commission is projecting that the over 65

population, which is growing faster than any other age group, will increase

proportionally from its 2010 level of 15% of the total regional population to 26% of the

region’s population in 2040.

§ While the Southwest Region’s elder population is growing, the regional Planning

Commission reports that the region’s under age 15 population has been decreasing.

This is partially explained by the fact that between 2000 and 2010 the young adult and

family aged population (aged 2439) declined by 14%.

Diminishing employment opportunities, high student debt, mediocre wage growth, rising

property taxes and more restrictive lending standards are viewed as factors that limit

buying options for the younger generation.

Source: Monadnock Region Future: A Plan for Southwest New Hampshire – 2015

Prepared by the Southwest Region Planning Commission

Data Related to the Population of SAU #1 Member Towns and Factors Affecting

Local Population Growth

General Population

In 2000, the U.S. Census Bureau reported that the SAU# 1 member towns

had a combined total population of 17,742. According to the Census Bureau’s

2010 Report, district member towns had a combined total population of 18,677

The Southwest Region Planning Commission projected in the fall of 2013

that the total population of SAU #1 District communities by this year (2015)

would be 18,887.

The Regional Planning Commission also projected that in 2020, the combined

population of the District’s nine Communities would be 19,297. This would

represent a districtwide increase of 620 persons between 2010 and 2020 (an

average total annual increase of 62 persons per year for the ninetown district).

Factors Affecting the ConVal SAU #1 District’s Population Growth

Births – According to data provided by the New Hampshire Department of Public

Health, the average number of births to residents of the ConVal SAU #1 District

declined during the period from 2000 and 2013. Between 2000 and the end of

2006, District births averaged 167 per year, while the average District birth rate

during the period from 2007 through 2013 was 153 per year. Over the past three

years, recorded District births were 150 in 2011, 139 in 2012 and 137 in 2013. At

the time of this publication, the New Hampshire Department of Health had not

released birth data for 2014.

Age Cohorts – According to the U.S. Census Bureau 2010 Report, the District’s

under18 age cohort totaled 4,025 persons. This represents 21.5% of the of the

District’s total population. In 2000, the underage 18 population had equaled

4,762 persons. The Census Report also indicated that in 2010 the 50andover

cohort, which includes the “Baby Boomer” population, totaled 7,815, which is

41.8% of ConVal’s total population.

Residential Construction

Realtors and the Southwest Region Planning Commission indicate that in

recent years there has been little new home construction in the area.

Data provided by HUD indicates that between 2002 and 2007, the number

of singlefamily housing permits issued within the towns that now make up

the SAU #1 District totaled 682 (an average of 114 permits issued per

year). Between 2008 and 2013, the same communities issued a total of

107 singlefamily housing permits (an average of 18 permits issued per

year). In 2013, the nine SAU #1 district towns issued a combined total of

20 singlefamily housing permits.

§ Local realtors report that there have been no major subdivisions approved.

∙ Existing Home Sales

§ Data gained from the Multi Listing Service (MLS) indicates that during the housing

boom year of 2005, existing home sales within the ConVal SAU #1 District equaled 269.

The average selling price was $275,935, and the average number of days on the

market was 102. Similar data for 2014 indicates that total existing home sales within the

District equaled 241. The average selling price was $219,128, and the average number

of days on the market was 145.

§ Realtors and the Southwest Region Planning Commission have indicated that

inmigrants are often in the over55 age group and that the lack of significantly

expanding job availability in SAU #1 is a factor that affects the inmigration of families

with schoolaged children.

THE SCHOOL DISTRICT – CONVAL SAU #1

∙ General Description

§ According to data provided by the District, ConVal SAU #1 had an October 1, 2014

K12 student enrollment of 2,175.

§ The ConVal SAU #1 District has an elected School Board that represents the nine

member towns and governs the District.

School Board Goals for 201415 include:

a. Pass a budget with unanimous support of the Board

b. Have a fair and equitable contract with the CVEA approved by the voters

c. Through the process of writing a new Strategic Plan, develop a universal

planning process for major initiatives in the District

d. Effective communication among Board members and all stakeholders

e. Become a highperforming Board

§ District schools include:

ConVal High School

Great Brook Middle School

South Meadow Middle School

Antrim Elementary School

The Pierce School

Dublin Consolidated School

Francestown Elementary School

Greenfield Elementary School

Hancock Elementary School

Peterborough Elementary School

Temple Elementary School

The Applied Technology Center

∙ Enrollment History

§ According to data obtained from the District, between 2004 and 2014 the PK12

enrollment of the SAU #1 District declined by 836 students (3,115 in October 2004 v

2,239 in October 2014).

§ Of the 2,239 PK12 total enrollments, 809 students are registered in Grades PK4,

while 652 are attending Grades 58 and 778 students are enrolled in Grades 912.

§ Enrollments between school years 20042014 were significantly affected by the

annual births which occurred between 1987 and 2009. From 1987 through 1998, births

ranged from a high of 284 (in 1989) to a low of 159 (in 1998), averaging 210 births per

year.

Births from 1999 through 2009, (the birth years which affected the most recent ConVal

District enrollments) averaged 166 births per year. During the 1999 through 2009 time

span, births in the ConVal District ranged from a high of 188 to a low of 152. See chart.

Notice that the decline was most rapid between 1987 and 1997 and has slowed since

1998.

Birth Year

Births

Multiple year intervals

1987 1988 1989 1990 1991

234 237 284 228 230

242.6 avg.

1992 1993

216 205

1994 1995 1996

199 180 175

195 avg.

1997 1998 1999 2000 2001

167 159 159 157 171

162.6 avg.

2002 2003 2004 2005 2006

154 173 188 164 165

168.8 avg.

2007 2008 2009 2010 2011

166 166 165 147 150

158.8 avg.

2012 2013

139 137

138 avg.

∙ Projections

∙ Projection Methodology

The cohort component (survival) technique is a commonly used method of

preparing school enrollment forecasts. NESDEC, indeed, uses this technique, but

modifies it in order to move away from forecasts that are wholly computer or formula

driven. Such modification permits the incorporation of important and current

townspecific information into the generation of the enrollment forecasts. Basically,

percentages are calculated from the historical enrollment data to determine a reliable

percentage of increase or decrease in enrollment between any two grades. For

example, if 100 students enrolled in Grade 1 in 201314 and the class increased to 110

students in Grade 2 in 201415, the percentage of survival would have been 110%, or a

ratio of 1.10. Such ratios are calculated between each pair of grades or years in school

over several recent years.

The ratios used are the key factors in the reliability of the projections, given the

validity of the data at the starting point. The strength of the ratios lies in the fact that

each ratio encompasses collectively the variables that could possibly account for an

increase or decrease in the size of a grade enrollment as it moves on to the next grade.

Each ratio, then, represents the cumulative effect of the following factors:

1. Migration, in or out, of the schools 2. Retention in the same grade 3. Changes in school program 4. Dropouts, transfers, etc. 5. Births and deaths 6. Housing growth

∙ Enrollment Projections

§ School enrollments are forecast to continue their decline over the course of the next

decade, through 202425. The PK12 enrollment is projected to shrink from (2,239

students in 201415) to 1,830 pupils in 202425, a loss of 409 pupils. This projection

forecasts a somewhat slower enrollment decline during this future decade (20152014)

than during the 20042014 timespan. This can be attributed to the fact that the decline

in the births which affects the 202425 enrollments has not been, nor is it projected to

be, as dramatic as that which the District experienced between 1987 and 2009.

§ The most significant decline is expected to occur at Conval High School, which had

1,000 or more students through 200910, and currently has 778 students. Although the

population of schools runs through cycles of gains and loss, ConVal High School is

projected to decline to 589 students in 202425.

§ Please Note: Projections are more reliable for years #15 in the future than for

years #6 and beyond. Therefore, it will be important for the ConVal School District

to continue to track births, residential development and existing home sales

within the member communities.

∙ Existing Strategic Plan Goals

§ Maintain highquality learning environments that also meet statutory obligations of

safe, clean environments

§ Establish curricula that will reflect essential knowledge, 21st century skills, and values

necessary for students to be college and career ready lifelong learners

§ Hire, train, and retain a highly competitive, caring, effective staff

§ Provide programs that meet the needs of all learners

§ Collaborate with families, business and community organizations to support the

development, social, and academic needs of all students

§ Maintain an ongoing assessment system that measures individual student growth,

the effectiveness of District programs and the level of community satisfaction with our

programs

∙ Curriculum and Instruction

§ The ConVal SAU #1 District has established the following Instructional Goals:

o Student Learning Tie assessment data (admin, analysis, actions) to inform

instruction

o Curriculum Renewal Transition and alignment to the Common Core

o Teacher Effectiveness Develop and roll out ConVal’s Teacher Profile

o Effective Leadership Develop My Learning Plan and Oacys Supervision and

Evaluation Program

§ Curriculum Initiatives – Cycles of Curriculum Renewal

The District has instituted a 5year Curriculum Renewal Plan, which involves the

following sequences:

o Program review and recommendations

o A pilot year for the updated program

o An adoption year for the program

o 2 implementation years

Cycles of Curriculum Renewal involve the following areas:

o English Language Arts

o Mathematics

o Science

o Social Studies

o K12 World Languages

o Health

o Art/Music

o K12 Guidance

o Library/Media

§ Curriculum Councils made up of selected staff members representing the elementary,

middle school and high school levels and including each of the schools are responsible

for numerous activities regarding curriculum development, including but not limited to:

curriculum mapping review, identifying gaps and redundancies, incorporation of

expectations into the maps, and training teachers in mapping.

§ A District Cabinet, made up of representatives of the Curriculum Councils and

representative district administrators, directs research and development and assists in

decisionmaking regarding the professional development calendar.

§ Professional Learning Communities (PLCs) meet on a regularly scheduled basis to

discuss pertinent curriculum, instruction and assessment issues

§ The District has been developing and implementing a plan for the integration of

technology into curriculum instructional areas

§ Standardized Assessments

Students in SAU #1 participate in several standardized assessment tests, including, but

not limited to:

o Advanced Placement Tests (AP) – In 2013, 97 individual ConVal High School

students took a total of 167 AP Exams (several students took more than one exam).

Results: 75% of those taking the exams received a passing score of 3, 4, or 5. At many

colleges and universities, a score of 3 or above qualifies for college credit.

o Scholastic Aptitude Tests (SAT) – In Critical Reading, Mathematics and Writing, the

sevenyear average test score for ConVal students from 2008 through 2014 in each

subject area equaled or exceeded that of their National and New Hampshire

counterparts during the same time period.

o NECAP Tests – During the sevenyear period from 2007 until 2013, an average of

79.1 % of ConVal District students scored at the Proficient level on the NECAP Reading

Test vs. 76.4% who scored Proficient at the State level.

o During the same time period, 64.4 % of ConVal students scored Proficient on

Mathematics NECAP Test vs. 65.1% who scored Proficient at the State level.

o Finally, between 2007 and 2013, on the NECAP Writing Test, 50.0% of ConVal

students scored in the Proficient range vs. 52.1 % at the State level.

∙ The Conval SAU #1 District schools offer numerous cocurricular activities and

programs throughout the year. Programming involves Music, Art and the Performing

Arts as well as numerous clubs, activities and field trips which address a wide range of

student interests.

∙ The Conval SAU #1 District also offers numerous opportunities for students to

participate in a comprehensive athletic program which enables Middle and High School

students to engage in Fall, Winter and Spring sports activities.

Appendix 2: Focus Group Summary

SAU# 1 CONVAL SCHOOL DISTRICT

STRATEGIC PLAN FOCUS GROUP SUMMARY

June 2015

New England School Development Council 28 Lord Road

Marlborough, Massachusetts 01752 5084819444

www.nesdec.org

Introduction In an effort to expand stakeholder input regarding the Strategic Plan, NESDEC, with the assistance of members of the SAU #1 Strategic Planning Committee and the SAU #1 Central Office, conducted 13 focus group sessions during the first week of June 2015. The focus group sessions included: ∙ The General Public (Two sessions) ∙ Parents (Two sessions) ∙ Teachers and Staff (Two sessions) ∙ Business Leaders (Two sessions) ∙ The SAU#1 School Board (One session) ∙ Senior Citizens (One session) ∙ High School Students (One session)

∙ Town Officials (One session) ∙ School Administration (One session) A total of 92 stakeholders participated in the focus group sessions. Stakeholder Focus Group Process The focus group session process included the following steps: ∙ Introduction of NESDEC facilitators ∙ Brief statement regarding NESDEC’s background ∙ Explanation of the Strategic Planning process which preceded focus group sessions. That process included: § Initial meetings between NESDEC, the District Strategic Plan Committee and the Superintendent regarding steps in the Strategic Planning process § A determination on the part of the Strategic Plan Committee that it was crucial to gain community input concerning key themes that should be emphasized in the Strategic Plan § The Strategic Plan Committee and the Central Office, in consultation with NESDEC, developed a Strategic Planning survey which was administered by the Central Office team § The Central Office team then processed and tabulated the survey results § Four of the survey questions were geared toward providing information concerning general themes that could be considered in the development of Strategic Planning goals § The four question topics included:

o Identification of the District’s greatest strength o Identification of the greatest challenge facing the District o Listing of what the respondent felt was the major priority that the District should address o A ranking of the level of importance of seven generally accepted themes § Once the surveys were sent out, completed and returned, the Central Office team analyzed the results and compiled a listing of general themes based on responses to the four general theme questions ∙ Focus Group Session Format § NESDEC reviewed survey information and data relative to the four theme questions with focus group stakeholder participants, as well as a listing of key themes that were identified in the data analysis process The theme topics included: o Community Involvement o Student Achievement o 21st Century Learning o Technology o Personnel o Facilities and Operations o Organizational Structure o School Culture o Leadership o Academic Rigor o Budget o Declining Enrollment o School Consolidation § A NESDEC team member then reviewed with the group each of the key theme topics and responded to any questions relative to the topic’s meaning § Next, the group carried out the primary tasks of the focus group session which included: 1. A review of themes and an identification of theme topics which in the group’s view had commonality and could be combined under one of the theme headings 2. Addition to the list of any theme headings that the group felt were missing 3. A rating by level of importance of the general theme headings that the group had listed

Each focus group member was asked to rate the themes based on level of importance with #1 being most important, #2 being the second in importance, 3 being third, etc. Using this method, individual group members then ranked their top general themes. In tallying the results, NESDEC used the following rating system: Rating System Each rating of 1 = 5 points Each rating of 2 = 4 points Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point ∙ Focus group members were informed that the information that they provided at the end of each session would be combined with that of other focus groups and would then be passed on to the Strategic Plan Committee to be utilized as the committee moves forward with the task of developing 35 goal statements Focus Group Results Summary

CONVAL SAU#1

Once the focus group sessions were completed, NESDEC totaled the points allocated to each of the thirteen themes by each focus group. The total point score for each is listed below.

Theme Ranking Total Score

Student Achievement and Growth

388

School Culture and Community

132

Community Involvement 112

Organizational Structure 117

Personnel 111

Leadership 104

*Budget 93

21st Century Learning 88

Declining Enrollment 66

Facilities and Operations 44

Technology 8

**School Consolidation 0

**Academic Rigor 0

*Six focus groups did not feel that budget should be ranked as a theme, but rather felt that there should be a notation indicating that the budget affects all aspects of a Strategic Plan. **None of the focus groups listed School Consolidation or Academic Rigor for ranking as a major theme. Pages 5 through 17 include the rating summaries for each of the focus groups.

CONVAL SAU #1 – June 1, 2015 –Parent Focus Group #1 7:45 am

THEMES FOR GOALS Rating System Each rating of 1 = 5 points Each rating of 2 = 4 points Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point

Rating

Number of focus Group members choosing the rating x rating point allocation

Theme Total Rating Points

A Student Achievement Academic Rigor

5x5=25 1x4=4

0x3=0

0x2=0

0x1=0

29

B School Culture and Community

1x5=5 1x4=4

2x3=6

1x2=2

1x1=1

18

C 21st Century Learning Technology

0x5=0 2x4=8

2x3=6

1x2=2

1x1=1

17

D Personnel Leadership

0x5=0 2x4=8

2x3=6

1x2=2

0x1=0

16

E Budget

0x5=0 0x4=0

0x3=0

2x2=4

2x1=2

6

F Community Involvement

0x5=0 0x4=0

0x3=0

1x2=2

1x1=1

3

G Facilities and Operations

0x5=0 0x4=0

0x3=0

0x2=0

1x1=1

1

H Organizational Structure Declining Enrollment School Consolidation

0x5=0 0x4=0

0x3=0

0x2=0

0x1=0

0

CONVAL SAU #1

June 1, 2015 – Antrim Seniors – Presbyterian Church 9:30 am THEMES FOR GOALS

Rating System Each rating of 1 = 5 points Each rating of 2 = 4 points Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point

Rating Number of focus group members choosing the rating x rating point allocation

Theme Total Rating

Points


4x5= 20

3x4= 12

2x3= 6

0x2= 0

0x1= 0

38

B 21st Century Learning Technology

1x5= 5

4x4= 16

3x3= 9

0x2= 0

1x1= 1

31

C Leadership Personnel School Culture and Community

§ Academic rigor

0x5= 0

4x4= 16

3x3= 9

1x2= 2

1x1= 1

28

D Declining Enrollment School Consolidation Organizational Structure

§ Budget § Facilities and Operations § Community Involvement

3x5= 15

1x4= 4

2x3= 6

0x2= 0

1x1= 1

26

E Community Involvement 1x5= 5

1x4= 4

0x3= 0

4x2= 8

1x1= 1

18

F Budget

2x5= 10

1x4= 4

1x3= 3

0x2= 0

0x1= 0

17

CONVAL SAU #1 June 1, 2015 – Teacher/Staff Focus Group #1 3:00 pm




A Student Achievement 21st Century Learning Academic Rigor

4x5=20 3x4=12 1x3=3 0x2=0 0x1=0 35

B Leadership Community Involvement

1x5=5 3x4=12 2x3=6 0x2=0 2x1=2 25

School Culture and Community (Health and Safety)

C Budget Facilities and Operations

3x5=15 1x4=4 0x3=0 1x2=2 3x1=3 24

D Personnel 0x5=0 1x4=4 2x3=6 4x2=8 1x1=1 19

E Organizational Structure Declining Enrollment School Consolidation

0x5=0 0x4=0 2x3=6 2x2=4 1x1=1 11

F Technology 0x5 =0 0x4=0 1x3=3 1x2=2 1x1=1 6

CONVAL SAU #1 June 1, 2015 – Business Leaders Focus Group #1 5:00 pm

THEMES FOR GOALS




A Student Achievement 21st Century Learning Technology Academic Rigor

2x5= 10

N/A N/A N/A N/A 10

B Leadership Personnel School Culture and Community Organizational Structure

N/A 2x4 = 8

N/A N/A N/A 8

Declining Enrollment School Consolidation

N/A N/A N/A N/A N/A

Budget Community Involvement

N/A N/A N/A N/A N/A

Facilities & Operations

N/A N/A N/A N/A N/A

CONVAL SAU #1 June 2, 2015 – Town Officials Focus Group 8:00 am


Rating

Number of focus group members choosing the rating x rating point allocation


A Student Achievement Academic Rigor Technology 21st Century Learning

1x5=5 2x4=8 0x3=0 0x2=0 0x1=0 13

B Declining Enrollment School Consolidation Community Involvement School Culture and Community Facilities and Operations

2x5=10 0x4=0 0x3=0 1x2=2 0x1=0 12

C Personnel Budget

0x5=0 0x4=0 3x3=9 0x2=0 0x1=0 9

D Leadership Organizational Structure

0x5=0 1x4=4 0x3=0 2x2=4 0x1=0 8

CONVAL SAU #1 June 2, 2015 Student Focus Group 2:30 pm

THEMES FOR GOALS Rating System Each rating of 1 = 5 points Each rating of 2 = 4 points

Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point


Theme Total Rating

Points

A Student Achievement Personnel Academic Rigor

§ CommunityInvolvement

8x5=40

0x4=0 0x3=0

0x2=0

0x1=0

40

B School Culture and Community Leadership Personnel

0x5=0 4x4=16

3x3=9

1x2=2

0x1=0

27

C 21st Century Learning Technology Facilities/Operations Organizational Structure

0x5=0 3x4=12

3x3=9

1x2=2

1x1=1

24

D Budget Facilities/Operations

0x5=0 1x4=4 2x3=6

4x2=8

1x1=1

19

E Community Involvement 0x5=0 0x4=0 0x3=0

3x2=6

1x1=1

7

F Declining Enrollment School Consolidation

0x5=0 0x4=0 0x3=0

1x2=2

3x1=3

5

CONVAL SAU #1

June 2, 2015 –School Board Focus Group 5:00 pm THEMES FOR GOALS



Theme

Total Rating Points

A Student Achievement Academic Rigor *Budget

5x5=25 2x4=8 0x3=0 0x2=0 N/A 33

B School Culture and Community Community Involvement Leadership Personnel *Budget

0x5=0 5x4=20 1x3=3 1x2=2 N/A 25

C Organizational Structure Declining Enrollment Alternatives

2x5=10 0x4=0 4x3=12 1x2=2 N/A 24

*Budget

D 21st Century Learning Technology *Budget

0x5=0 0x4=0 2x3=6 5x2=10 N/A 16

*Facilities and Operations

N/A N/A N/A N/A N/A

**School Consolidation

N/A N/A N/A N/A N/A

* Viewed as an overarching theme ** The consensus was to not specifically reference consolidation as a major or underlying theme

CONVAL SAU #1 June 2, 2015 – Parent Focus Group #2 7:00 pm





6x5=30 5x4=20 2x3=6 0x2=0 1x1=1 57

21st Century Learning Technology Personnel

B School Culture and Community Community Involvement Communication

6x5=30 2x4=8 3x3=9 2x2=4 1x1=1 52

C Personnel Leadership School Board

1x5=5 6x4=24 6x3=18 0x2=0 1x1=1 48

D Organizational Structure Declining Enrollment School Consolidation

1x5=5 1x4=4 2x3=6 4x2=8 6x1=6 29

E Facilities and Operations Technology

0x5=0 0x4=0 1x3=3 8x2=16 5x1=5 24

* Budget Overarching theme

N/A N/A N/A N/A N/A

CONVAL SAU #1 June 3, 2015 – Teacher/Staff Focus Group #2 4 pm

THEMES FOR GOALS Rating System

Each rating of 1 = 5 points Each rating of 2 = 4 points Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point



A Student Achievement 21st Century

Learning Technology Academic Rigor School Culture/Community *Leadership

7x5=35 1x4=4 1x3=3 0x2=0 0x1=0 42

B Leadership Personnel Organization Structure Community Involvement

2x5=10 5x4=20 1x3=3 1x2=2 0x1=0 35

C Community Involvement School Culture/Community *Leadership

0x5=0 2x4=8 7x3=21 0x2=0 0x1=0 29

D Facilities and Operations

0x5=0 1x4=4 0x3=0 3x2=6 5x1=5 15

E Declining Enrollment School Consolidation Facilities and Operations Organizational Structure *Leadership

0x5=0 0x4=0 0x3=0 5x2=10 4x1=4 14


N/A N/A N/A N/A N/A

*Leadership was viewed as a main theme and a subset in several areas CONVAL SAU #1

June 3, 2015 Community Focus Group #1 7:00 pm THEMES FOR GOALS




A Declining Enrollment School Consolidation

1x5 = 5

N/A N/A N/A N/A 5

Facilities and Operations

B Student Achievement Academic Rigor 21st Century Learning Technology Parental Involvement

N/A 1x4=4 N/A N/A N/A 4

C School Culture & Community Community Involvement Parental involvement

N/A N/A 1x3=3 N/A N/A 3

D Technology Facilities & Operations

N/A N/A N/A 1x2=2 N/A 2

E Organizational Structure Leadership Personnel

N/A N/A N/A N/A 1x1=1 1


N/A N/A N/A N/A N/A

CONVAL SAU #1

June 4, 2015 –Business Leader Focus Group #2 7:30 am THEMES FOR GOALS

Rating System Each rating of 1 = 5 points

Each rating of 2 = 4 points Each rating of 3 = 3 points Each rating of 4 = 2 points Each rating of 5 = 1 point



A Student Achievement Academic Rigor 21st Century Learning *Technology

2x5=10 0x4=0 0x3=0 0x2=0 0x1=0 10

B School Culture and Community Community Involvement

0x5=0 1x4=4 1x3=3 0x2=0 0x1=0 7

C Personnel Leadership

0x5=0 1x4=4 0x3=0 0x2=0 1x1=1 5

D Declining Enrollment School Consolidation Facilities and Operations Organizational Structure *Budget

0x5=0 0x4=0 0x3=0 2x2=4 0x1=0 4

E Facilities and Operations *Technology

0x5=0 0x4=0 1x3=3 0x2=0 1x1=1 4


N/A N/A N/A N/A N/A

CONVAL SAU #1

June 4, 2015 –School Administration Focus Group 4:00 pm THEMES FOR GOALS




A Student Achievement Academic Rigor 21st Century Learning *Technology

9x5=45 3x4=12 0x3=0 0x2=0 N/A 57

B Community Involvement

3x5=15 3x4=12 5x3=15 1x2=2 N/A 44

School Culture & Community *Leadership

C Organizational Structure Personnel Leadership

1x5=5 4x4=16 6x3=18 1x2=2 N/A 41

D Budget Facilities and Operations Declining Enrollment School Consolidation

0x5=0 1x4=4 1x3=3 10x2=20 N/A 27

CONVAL SAU #1 June 4, 2015 – Community Focus Group #2 7:00 pm




A Student Achievement Academic Rigor –

4x5=20

0x4=0 0x3=0 0x2=0 0x1=0 20

21st Century Learning *Technology *Leadership

B Personnel Leadership

0x5=0 2x4=8 2x3=6 0x2=0 0x1=0 14

C Community Involvement School Culture and Community

0x5=0 1x4=4 1x3=3 2x2=4 0x1=0 11

D Organizational Structure Declining Enrollment School Consolidation Facilities and Operations

0x5=0 1x4=4 1x3=3 2x2=4 0x1=0 11

* Budget Overarching Theme

N/A N/A N/A N/A N/A

Focus Group Summary Notes Major Theme Identification (13 focus groups) ∙ All focus groups identified Student Achievement as a major theme ∙ Organizational Structure was identified as a major theme by seven focus groups ∙ Six focus groups identified each of the following as major themes: o Community Involvement o School Culture and Community o Personnel

o Declining Enrollment ∙ Leadership and Budget were listed as major themes by five focus groups. It is important to note that an additional six groups felt that Budget should be described as an overarching theme which affected all aspects of the Strategic Plan ∙ Facilities and Operations was listed as a major theme by four focus groups, and one group viewed it as an overarching theme ∙ 21st Century Learning was listed by four focus groups ∙ The remaining theme topics of Technology, Academic Rigor and School Consolidation were listed as major themes by two or fewer groups Other Notes ∙ During the group discussions, several participants expressed support for the following views for the Strategic Plan Committee to consider as it moves forward: § Extracurricular activities should be considered under school culture § Budget is a part of all other themes § The absence of broadband support is an obstacle to many improvements § It will be important to continue to involve the community in longterm planning § Academic rigor needs to include students in areas of craft, careers and workrelated skills § School consolidation should not be listed as a theme or subtheme. Rather, there should be a reference to exploring alternatives caused by declining enrollment

Appendix #3

Appendix #4 Color Code Sequence Code

LA LANGUAGE ARTS

PR Program review and recommendations

MATH MATH P Pilot year for program changes

SCIENCE SCIENCE A Adoption/Implementation Year 1

SOC ST SOCIAL STUDIES I2 Implementation Year 2

HEALTH/PE HEALTH I3 Implementation Year 3

ARTS ART/MUSICetc

Guidance K12 Guidance

Lbry/Media Library/Media

World Lang K12 World Lang

20132014 20142015 20152016 20162017 20172018 20182019 20192020 Curriculum Alignment

Curriculum Alignment PR MATH P MATH I2 MATH I3 MATH PR MATH

to CCSS to CCSS K 5 K 5 K 5 K 5 K 5 and and PR MATH P MATH A MATH I2 MATH

Curriculum Curriculum 6 8 6 8 6 8 6 8

Development Development PR MATH P MATH A MATH

HS HS HS P R LA P LA ALA I2LA K 5 K 5 K 5 K 5 PR LA P LA ALA 6 8 6 8 8Jun PR LA P LA HS HS

P

SCIENCE A

SCIENCE I2

SCIENCE I3 SCIENCE PR

SCIENCE K 5 K 5 K 5 K 5 K 5

PR

SCIENCE P

SCIENCE A

SCIENCE I2 SCIENCE I3

SCIENCE 6 8 6 8 6 8 6 8 6 8

PR

SCIENCE P

SCIENCE A SCIENCE 12

SCIENCE HS HS HS HS

PR SOC

ST P SOC ST A SOC

ST I2 SOC ST PR SOC

ST K 5 K 5 K 5 K 5 K 5

PR SOC

ST P SOC

ST A SOC

ST 12 SOC ST PR SOC

ST

6 8 6 8 6 8 6 8 8Jun

PR SOC

ST P SOC

ST A SOC ST 12 SOC

ST HS HS HS HS

PR HEALTH/PE

P HEALTH/PE

AHEALTH/PE

12HEALTH/PE

I3 HEALTH/

PE PR HEALTH/PE

P HEALTH/

PE K 8 K 8 K 8 K 8 K 8 K 8 K 8

A HEALTH/PE

I2 HEALTH/PE

I3 HEALTH/P

E

PR HEALTH/P

E

A HEALTH/

PE I2 HEALTH/PE

I3 HEALTH/

PE 912 912 912 912 912 912 912

PR ARTS P ARTS 12 ARTS 13 ARTS PR ARTS P ARTS

K 12 K 12 K 12 K 12 K 12 K 12 PR

Guidance P Guidance A

Guidance 12

Guidance 13

Guidance PR Guidance P

Guidance K 12 K 12 K 12 K 12 K 12 K 12 K 12

PR Lbry/Medi

a

P Lbry/Medi

a A Lbry/Media

I2 Lbry/Medi

a K 12 K 12 K 12 K 12 Appendix #5: CVSD Technology Plan Access to Technology Goal 1: Provide and maintain reliable computer hardware in both labs and classrooms for use by staff and students.

Objective A: Define a replacement cycle that meets the technological needs of the district while maintaining a fiscally responsible budget. The cycle that best meets our needs has been defined as a four (4) year cycle.

Objective B: Replace computer lab hardware on a four year scheduled cycle in order to ensure compliance with state standards.

Objective C: Replace classroom and library/media center computers on a four year scheduled cycle to

Computer Center in each classroom. This could include 4 to 6 devices which remain in the classroom to start and a future goal of 1:1 student to device ratio. Classroom teacher devices which are comparable to student devices. Clearly defined replacement cycle for students, staff and support staff.

ensure that each room has a computer capable of meeting professional and curricular needs.

Objective D: Implement 46 computer pods in elementary classrooms for each class at all community schools.

Objective E: Continue to work on a 1:1 student to computer ratio across the district.

Objective F: Develop a system to "recycle" equipment from High and Middle Schools to elementary schools. Limit equipment life based on use.

Maintain and leverage improved studentfaculty communication through our restricted access student Google Apps email accounts.

Investigate the implementation and subsequent ramifications of allowing students to use personal computers on a restricted school wireless network as a part of “Bring Your Own Device (BYOD).”

Continue to leverage our investment in our free Google Apps for Education domain (cvsd.me) for students by adding services as appropriate in addition to our ongoing work with Google Mail, Docs, Drive, Calendar, and Picasa.

Goal 2: Implement network solutions to support requirements of district initiatives.

Objective A: Investigate and implement a district wide WAN solution

Objective B: Pilot and install a remote access connection software to allow maintenance and troubleshooting to be done remotely

Replacement % for each year? Align with budget. What ratio are we looking toward at ES, MS and HS levels. (1:1 or 1:2?) Define unique plans for ES, MS and HS access? BYOD for HS and MS. Is 1:1 enough? Can a (for example) Chromebook for each student replace access to a lab for specialized instruction (i.e. Photoshop or CAD)? Do we now take these and plug them into a chart with year onetwothree? Objective A If one of our goals is to create a replacement cycle, can we say we've already determined the proper time here? (JW) Objective C: What happens to the replaced computers? Do we sell, recycle to classrooms etc? NW Objective F: I may be wrong...but isn't that methodology a bit antiquated?

Objective C: Purchase and install upgraded network infrastructure devices to support faster and more reliable connections

Objective D: Install additional wireless access points to support full coverage areas at all buildings

Objective E: Develop a standardized filtering system to restrict access to prohibited websites and inappropriate content

Goal 3: Ensure staff has access to the technology necessary to support the instructional and curriculum needs of the total school population

Objective A: Define the technology needs for the various staff positions throughout the District.

Objective B: Budget sufficient funds to provide technology necessary for those positions

Objective C: Provide training to facilitate and support the various technology platforms and tools used throughout the district.

Objective D: Develop online training resources and make them available to staff for selfpaced training opportunities.

Is "hand me downs" something we are striving for? I agree in theory, in practice we're using our own hand me downs at SMS to keep our mini labs running. By the time we're done with them, they've been (ab)used to death. JW

Objective F: Develop a system to "recycle" equipment from High and Middle Schools to elementary schools. Limit equipment life based on use.

Community Collaboration

Web2School Accounts for Parents Tuesday, April 7, 2015 9:08 AM Going forward we would like to enable all parents to have access to Web2school for monitoring of their children's progress. As it stands the high school and middle schools have access but we would like to extend that to the Elementary schools.

ConVal Regional High School communicates with families and the community through open houses, newsletters, the Web2School portal, Blackboard Connect messaging, AlertNow messaging system, athletics website, a High School website, progress reports, newsletters, individual parent contact, and principal/parent, plus principal/business advisory groups.

All The ConVal School District and all schools have websites and/or other social media (Facebook) that provide information available to students, parents, staff and the community.

Web2school portal status? HS, Middle schools, elementary?

Collaborate with Town Libraries Tuesday, June 2, 2015 4:37 PM

A possible collaboration point with town libraries to help augment afterschool/offsite access to technology? This could perhaps help support Library programs/technology efforts and help students/families.

Collaborate with PTOs Tuesday, June 2, 2015 4:39 PM PTO groups? Fundraising efforts for tech supplies. Collaboration among schools Tuesday, June 2, 2015 4:47 PM HS students mentoring ES students Project based digital citizenship collaboration School Board Collaboration? Tuesday, June 2, 2015 6:48 PM Not sure how to word this but I think it would be helpful if we included the School Board in the community collaboration piece. M Hale (skin in the game?) Start small with an objective for a school board blog (updated quarterly)? I'm sure we could get a couple of board members willing to write up a couple paragraphs on what they see going on in the schools. (JW)

ICT Literacy Goals & Objectives Thursday, June 25, 2015 1:25 PM

OVERVIEW Students across the ConVal district currently receive different types of technology opportunities and experiences throughout the K12 experience. Schools vary in size, enrollment, staffing, and resources. The goals that follow work toward a consistent and comprehensive experience that is available to students regardless of which schools they attend. Goal 1 provides a scaffold of technology literacy and experience that

enriches students' education and prepares them with the skills and habits of mind they will need for college and career.

Goal 2 calls for a transformation of school libraries to learning commons that are rich in technology resources that help our students navigate and leverage our technologydriven world.

Goal 3 moves learning beyond the physical space of school to digital learning environments providing our students with the opportunity and experience of distance, blended, and flipped classroom learning.

Goal 1: Develop a districtwide K12 technology experience The ConVal School District teachers and tech staff at each (elementary, middle, high) will build off of current ICT curriculum as it relates to the ISTE NETSS, AASL, and Common Core standards, research best practices, and develop a K12 scope and sequence as a guaranteed curriculum. [Link this Objective to PD] Objective A: Develop, implement, and evaluate a 912 ICT curriculum and/or set of competencies. Year 1 (201516): Form a committee of educators to set competencies and tech ed

opportunities for students in grades 912, including digital citizenship. Assess current ICT opportunities against competencies. Determine the ICT skills/opportunities students should have upon entering

HS (these will form the basis of the 8th grade competencies).

Year 2 (201617): Begin implementation of 912 curriculum and student assessment.

Evaluate the implementation at the end of the school year, make necessary changes, communicate changes to MS if changes impact 8th grade benchmarks.

Year 3 (201718): Review 912 scope and sequence, updating as necessary.

Objective B: Develop, implement, and evaluate a 58 ICT curriculum and/or set of competencies with benchmarks at grade 8 that connect to the 9th grade curriculum/competencies. Year 1 (201516): Form a committee of educators at the MS level to assess current ICT

curriculum/opportunities for students in grades 58, including digital citizenship.

Coordinate with HS re: process of setting HS competencies and creating 8th grade benchmarks and assessment.

Map 201516 MS technology ed. Year 2 (201617): MS educators review HS curriculum and 8th grade benchmarks. Set competencies and tech ed opportunities for students in grades 58. Determine the ICT skills/opportunities students should have upon entering

MS (which will form the basis of the 4th grade competencies). Year 3 (201718): Begin implementation of 58 curriculum and student assessment. Evaluate the implementation at the end of the school year, make necessary

changes, communicate changes to MS if changes impact 4th grade benchmarks.

Objective C: Develop, implement, and evaluate a K4 ICT curriculum and/or set of competencies with benchmarks at grade 4 that connect to the 5th grade curriculum/competencies. Year 1 (201516): Library and tech staff survey the teachers in all elementary schools

throughout the year regarding specific technology education currently provided for students in grades K4, including digital citizenship.

Develop strategies for delivering a curriculum and opportunities in schools that do not have a fulltime tech educator.

Map 201516 MS technology ed. Year 2 (201617): Teacher team formed with reps from each school. Coordinate with MS re: process of setting MS competencies and creating

4th grade benchmarks.

Coordinate with MS re: process of setting MS competencies and creating 4th grade benchmarks and assessment.

Year 3 (201718): ES educators review MS curriculum and 4th grade benchmarks. Set competencies and tech ed opportunities for students in grades K4.

Objective D: Provide students at each tier with experiences on various platforms Year 1 (201516) Assess current resources at each tier and building and student access to

various platforms. Determine gaps and make equipment requests in 201617 budget. Establish learning objectives for different platforms that align with 912

competencies. Year 2 (201617) Establish learning objectives for different platforms that align with 58

competencies. Year 3 (201718) Establish learning objectives for different platforms that align with K4

competencies. Goal 2: Introduce and implement a Learning Commons model throughout the district. Goal 3: Expand learning opportunities with online learning. Objective A: Students will have access to an online teachermanaged tool for the purpose of blended learning (home/school) Objective B: Students will have experience taking an online class. Objective C:

Professional Development

Equity/access to training/PD across schools and grade levels Tuesday, April 7, 2015 9:07 AM proficiency standards based on NETST (NETSA for administrators) technology expectation for support staff develop a process for evaluation of technology use

Standards for Support Staff Technology Concepts Demonstrate knowledge, skills, and understanding of technology concepts Demonstrate continual growth in technology knowledge and skills and stay abreast

of current and emerging technologies Productivity & Professional Practice Practice the routine, intentional, and effective use of technology Adhere to policies and guidelines that ensure compatibility with the current

technology plan Use technology resources to engage in sustained job related professional learning

opportunities Apply technology to increase productivity and efficiency Use technology to communicate and collaborate with peers, parents, and the larger

community Use technology to maximize organizational improvements Use data to make informed decisions Support, Management and Operations Implement and use integrated technology based management and operations

systems Integrate strategic plans, technology plans, and other improvement plans and

policies to align efforts and leverage resources Identify new technology resources and evaluate them for suitability Assessment and Evaluation Apply technology in assessing learning of subject matter using a variety of

assessment tools Apply multiple methods of evaluation to determine appropriate use of technology

resources for learning, communication, and productivity Use technology to assess, evaluate. and manage operational systems Social, Legal, and Ethical Issues Model legal and ethical practices related to technology use Use technology to promote safe and environmentally healthy practices Facilitate equitable access to technology resources Promote and enforce privacy, security, and online safety Adhere to technology acceptable use policy and procedures

Tech Tuesdays Tuesday, April 7, 2015 11:53 AM Tech Tuesdays may not work for smaller schools. Offer Tech workshops

once a month at one location for elementary staff. Similar to Technology Playground at PES last year.

Include support staff

Offer a Tech Tuesday or Thursday every week that targets technology training needs for all types of staff. Training would be held each week, one week being elementary level, one week middle school level, and two weeks being high school level. Training will be cycled through the LITS and technology staff.

Peer to peer Tuesday, April 7, 2015 11:54 AM Several AA's have taken the lead on becoming "experts" in different software applications. One or two facilities staff members are power users in some modules of SchoolDude.

Professional Learning Networks (PLNs) and Online PD Thursday, May 7, 2015 10:40 AM Identify, promote, and support participation in PLNs and online resources for personalized PD and anytime and/or selfpaced learning. New Hampshire Network: This PLN platform is available through the NHDOE Single Signon and is included in the District Catalog in My Learning Plan. New Hampshire Network Strategy Report (PDF) OpenNH: Online courses Google+ Communities Atomic Learning (district subscription)

http://nh.eduplanet21.com/site_media/ul/138/asset_files/nhnetworksdatareportfinal6221-130626120623-phpapp02_1.pdf

http://nh.eduplanet21.com/site_media/ul/138/asset_files/nhnetworksdatareportfinal6221-130626120623-phpapp02_1.pdf

Appendix #6: CVHS 3Year Plan

The ConVal ThreeYear Plan

ConVal Regional High School seeks to inspire students to reach their full potential, to ignite in them a passion for learning, and to make them selfmotivated participants in their own education by:

fostering a safe environment through positive culture; relentlessly pursuing learning, thinking and growing; demonstrating respect for self, peers, adults, and the facility; ensuring collaboration between students, staff, parents, and community.

Over the last several years, we have worked towards reinvigorating ConVal as a high school of distinction. During this time period, we concentrated on the key areas of: culture; curriculum, instruction and assessment; student engagement; tools and resources, procedures, and policies. As an indicator of success, we have registered a 40.01% reduction in disciplinary cases, as measured by SWIS data, from 201011 to the just completed 201415 school year.

The members of the class of 2015 have proven that they are prepared for work and college: 28% of them indicated that they will transition into jobs after graduation, 5% will join the armed forces. 18% will attend twoyear colleges and 48% will attend fouryear colleges, with the valedictorian of the class of 2015 heading for Harvard and the salutatorian heading for Stanford this fall. Building on the gains we have made towards our vision of excellence and using our culture as the foundation for sustained growth, we are looking at further improvements in three key areas: academics, extracurricular opportunities, and improvements of the physical space and infrastructure at ConVal. Student Achievement and Growth Over the next three years, we commit ourselves to:

enhanced integration of 21st century skills through the use of schoolwide rubrics in: reading, writing, public speaking, use of technology, collaboration, problem solving, selfmanagement, and civic engagement

new curriculum initiatives in the areas of the Arts, Humanities, STEM, and the Applied Technology Center (Appendices A. and B.)

implementation of a competencybased education model in both the applied technology and traditional academic areas (Appendices B. and C.)

completion of the districtwide curriculum mapping process to offer a viable and guaranteed 912 curriculum in full alignment with all appropriate standards (Appendix D.)

implementation of enhanced inclusionary instructional practices to support student learning for all (Appendix E.)

advances in instructional delivery through the enhanced integration of appropriate technologies and learning commons resources (Appendices F. and G.)

continued extended learning opportunities outside of the school day (Appendix H.)

As a result of these improvements, our students will benefit from a revitalized curriculum that will ensure that they are prepared for college and careerready upon graduation. Student Growth and ConVal Community Starting with the 201415 school year, we have started to implement:

http://conval.edu/schools/CVHS/school-wide-rubrics

closer cooperation with middle school athletic programs at GBS and SMS To create CoOp teams in the sports of Wrestling, Football, Girls Ice Hockey and

Boys Ice Hockey. Coop teams are becoming very popular in NHIAA team sports even for schools with relatively high enrollments. A coop provides a shared cost approach while maintaining rosters that allow for the safest and most competitive options for our students. We have begun discussions with area schools and will bring forward a proposal one sport at time when there has been an agreed upon partnership between schools.

The formal elimination of Golf as a sport as part of the adjustment to the student enrollment. Offered as a club last year, we would like to continue to do so for the foreseeable future. There will certainly be a savings by going this route but we will need to budget appropriate funds in the cocurricular line to meet the needs.

201617 The elimination of Freshman Basketball and Field Hockey. While these programs offer opportunities for some student athletes, there are very few freshman teams to compete against in our division due to programs being eliminated across the State. Eliminating these programs would start in 201617 and not the upcoming year. There will be a savings in athletics and the elimination does not mean that our freshman student athletes will not have opportunities to play on the Junior Varsity teams or other sports or clubs.

There will be no new High School Varsity Sport request in the next five years. Strengthening our current programs through the previously stated coop plan in combination with an enhanced youth sports program will be the focus. The high school administrative team does recommend allocating the savings from the High school towards formal Middle School programs. Preparing our Middle School students for the sports we offer at the High School is critical to their future success and sustainability. The High School Athletic Director working in conjunction with our Middle School Athletic Director and local rec departments in a reorganized management system is our recommendation to help meet this need (Ie: ConVal District A.D.)

Athletic Facilities/ See Tim Grossi’s plan. To include on site Tennis Courts for Physical Education and more competitive Tennis program as a sport. Also a permanent bathroom and concessions facility. (Link to Tim Grossi’s Capitol Plan)

the expansion of youth clinics in key athletic areas unified sports teams, starting with basketball recommendations in field and gym use

targeted budgets for field space and renovations to meet program goals and needs

These improvements will expand important opportunities for engagement, growth, and leadership beyond the classroom setting as well as help solidify existing, foundational schoolcommunity connections. Operations Our goals for improvement in the next three years include:

space renovations in the 100, 200, 300 and ATC levels to match educational goals and facility needs, including upgrades of the science rooms to support the STEM initiative (See Hutter proposal later in document)

physical changes to the current library space to transition to a more fully implemented learning commons model (see Appendix F.)

expanded availability of resources to facilitate technology integration in classrooms (see Appendix G.)

upgrades to the existing network infrastructure to accommodate expanded access needs and to facilitate computerassisted testing, e.g. Smarter Balanced (see Appendix G.)

work, in conjunction with the ConVal Visual Performing Arts Committee (VPAC), towards the addition of a new performing arts center, both as a local and as a shared regional resource.

Flexible furniture to support best educational practices and space needs. Furniture on wheels (see supporting materials)

Other considerations

A recommendation to explore a later start time for the High School day to more closely align with Elementary Schedule. The potential for savings in transportation cost as well as research to suggest the educational value of a later start for teenagers are factors that have led to a group of students, parents, community members, medical personnel and C.V. staff would like to present to our Education Committee in the Fall of 2015 with the potential for implementation in the Fall of 2017.

As a result of these improvements, ConVal High School will be able to successfully implement the academic and instructional enhancements that are already being developed by faculty and professional staff. As part of our joint efforts, we will continue to engage staff, students, parents and community as we strive to position ConVal as one of the topperforming high schools in New Hampshire. Considerations: Graduation Requirements (Policy Committee) Such as

1) One required ATC credit for all students 2) Total number of Requirements 3) Consideration of “weighted” grades 4) Minimum number of courses taken per year, 4/4/4/3 5) Senior Project required with culmination of 7 21st century skills

Brian Pickering, Principal

APPENDIX A. Student Achievement and Growth: New Curricular Initiatives — ConVal Rationale: New curricular initiatives at ConVal will involve updates of current course offerings as well as the exploration of interdisciplinary synergies. Crosscurricular teaching involves the conscious effort to apply knowledge, principles, and/or values to more than one academic discipline simultaneously. The target areas are, broadly defined: Science, Technology, Engineering, and Mathematics (STEM) as well as Social Studies, the Humanities and the Arts. Interdisciplinary teaching is a way to address some of the recurring problems in education, such as fragmentation and isolated skill instruction. It supports goals such as transfer of learning, teaching students to think and reason, and providing a curriculum more relevant to students (Marzano, 1991; Perkins, 1991). Building on the current example of the Aesthetics and Ideas Course, which combines Art and English competencies, it will be our goal to have at least one teamtaught, crosscurricular course prepared by 201718 in Science, Math, ATC, Language Arts, the Arts, and Social Studies. Cost Implications: Timeline: Ongoing through the 201718 school year

APPENDIX B. Student Achievement and Growth: Revised Curricular Offerings — ATC Rationale: There was a monitoring visit in 201213 from the Career and Technical Bureau of the NH Department of Education which indicated that some of the existing programs in the ATC did not meet current standards of excellence and were in need of improvement. Concurrently, enrollment in ATC courses declined from an average of 477 students during the 201011, 201112, and 201213 school years to 243 in 201314 and a low of 191 at the beginning of 201415. Starting in 201415, the ATC started to work with an outside consultant, Dr. Rosabel Deloge, to:

revise and improve curricular offerings to meet again expectations of excellence develop more clearly delineated career pathways sequence ATC courses to optimize completer program options maximize dualcredit options for completers (running start program) transition to a competencybased model

The early results of this work were presented, as an interim report, to the Education Committee on June 22, 2015, including an increase to 371 students interested in taking ATC courses by the end of 201415. Further expected enhancements and possible new ATC additions include:

emergency medical technician (EMT) pathway, in addition to the existing LNA program, in health careers

machining pathway in engineering, offered in conjunction with New Hampshire Ball Bearings (NHBB)

culinary program in response to the strong preferences expressed a student survey. Space Plan is built into strategic plan recommendation. Estimated equipment cost is $170,000 plus the cost of a new instructor.

video (both studio and field production) as part of the new performing arts center to support school functions and athletics.

By Spring 2016 ATC Director and Consultant will present a new agreement Region 14 schools.

Cost Implications: Immediate Concerns: Federal Perkins funds are made available to develop more fully the academic, career, and technical skills of secondary students who elect to enroll in CTE programs. Funds from this program can be used for a broad range of programs, services, and activities designed to improve career–technical education programs and ensure access to

students who are members of populations with special needs. As such, the Perkins program is geared towards program improvements, not program maintenance. In the near future, therefore, the budgeting process for the ATC needs to be transitioned into the regular ConVal school district budget to a larger extent, including updates to equipment which, going forward, have to be planned and budgeted for in more predictable cycles. Mediumterm Enhancements: Adding the EMT pathway will incur about $20,000 a year for equipment and other expenses. A Machining pathway, in conjunction with NHBB, could add from about $40,000 up to about $250,000 in equipment and additional infrastructure costs; a financial partnership with NHBB would help mitigate expenses. Longterm New Program Additions: A new culinary offering would add cost (see Marian’s/Hutter estimates)for kitchen equipment, dishwasher, prep space, as well as staffing. A new video program would add equipment costs and staffing. Partnerships with outside sponsors, e.g. Comcast, will be explored. Timeline: Program improvements will be ongoing, enhancements as warranted by enrollment over the next three to five years, new additions only in conjunction with the expected ConVal High School renovation project. Supporting Documents: http://education.nh.gov/>Cc>Career and Technical Education>chart in the middle of the page>competencies and career clusters>Science, Technology, Engineering, and Mathematics Competencybased model for engineering (see following pages) ATC Programs in the State of New Hampshire (see following pages)

http://education.nh.gov/

http://education.nh.gov/career/career/program_sci.htm

http://education.nh.gov/career/career/program_sci.htm

APPENDIX C. Student Achievement and Growth: Transition To A CompetencyBased Education Model

Rationale: According to the definition by the U.S. Department of Education, competencybased education transitions away from seat time (Carnegie unit) as a measure of student progress in favor of a structure that allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Competencybased strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. These strategies include online and blended learning, dual enrollment and early college high schools, projectbased and communitybased learning, and credit recovery, among others. This type of learning leads to better student engagement because the content is relevant to each student and tailored to their unique needs. It also leads to better student outcomes because the pace of learning is customized to each student. The State of New Hampshire passed a law requiring high schools to implement competency education by 2008. Sanborn Regional High School, Spaulding High School, and the Pittsfield School District are among the institutions who have successfully completed the transition to competencybased education. Supporting Documents: NH DOE, High School CourseLevel Competencies Validation (2010) NH DOE, Clarification relative to Ed 306.27: Course Level Competencies and Grading (2011) NH DOE, State Model Course Level Competencies (2014) NH DOE, Performance Assessment of Competency Education (2015) Chris Sturgis, Implementing Competency Education in K12 (INACOL/CompetencyWorks, June 2015) Katrina Schwartz, Steps to Help Schools Transform to CompetencyBased Learning (July 2015) Sharleen Nelson, New Hampshire School Rolls Out CompetencyBased Learning Model (January 2013)

http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning

http://education.nh.gov/standards/documents/advisory20.pdf

http://education.nh.gov/innovations/hs_redesign/documents/clarification_ed_30627.pdf

http://education.nh.gov/innovations/hs_redesign/competencies.htm

http://education.nh.gov/assessment-systems/pace.htm

http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf

http://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/

http://thejournal.com/articles/2013/01/23/new-hampshire-schools-roll-out-competency-based-learning-model.aspx

http://thejournal.com/articles/2013/01/23/new-hampshire-schools-roll-out-competency-based-learning-model.aspx

APPENDIX D. Student Achievement and Growth: Conversion/Completion of Curriculum Mapping Process

Rationale: Curriculum mapping, as a districtwide initiative, has been a challenging process due to the acknowledged limitations of the previously used, stateprovided online service, Curriculum Connector. In order to preserve the integrity and the momentum of the curriculum mapping effort in the ConVal School District, a transition is currently under way to switch to an alternative service — Atlas Rubicon. Atlas is a webbased curriculum mapping tool that electronically:

aligns curricular areas to standards and benchmarks tracks gaps, repetitions, and overlaps in instruction produces reports about actual curricular implementations encourages PLC conversations (both horizontal and vertical) facilitate sharing of ideas, instructional practices, and assessments across

departments The Curriculum Council has chosen to adopt Atlas Rubicon in the spring of 2015 and will meet during the summer months to develop action steps and timelines for all three levels: elementary, middle, and high school. Cost Implications: No direct cost at the high school level for the service (district expense) Time allowances for completion, with the understanding that shortterm expectations for completion are tied to the NEASC reaccreditation visit in the fall of 2015 Timeline: 201516 school year (initial adoption and core maps) 201516 and beyond (completion and maintenance of diary maps)

APPENDIX E. Student Achievement and Growth: Inclusionary Instructional Practices Rationale: At ConVal, a transition is underway towards more inclusionary instructional practices. This shift in orientation has students with different abilities participate, to the best extent possible, in regular classroom instruction. Students with different abilities are being included at every level as a result of efforts by parents, advocates, teachers, and administrators. According to a policy brief by the National Council on Disabilities, one of the most striking effects of the implementation of inclusionary education is the contribution it makes to the education of all students. Inclusionary schools improve the academic performance of all students because of improved teaching methods, a focus on meeting the individual needs of all students, and a redeployment of skilled personnel throughout the building where they are available to assist students who need their help. Furthermore, students without disabilities are better prepared for their future in an inclusive world. Some students with different abilities do require additional supports in class – assistive technologies, related services, and personal assistance providers – to receive an appropriate education. In order for these supports to complement classroom activities, planning for students includes the scheduling of supports at appropriate times, including TASC. Cost Implications: Meeting IEP goals through regular education instructors supported by the coteaching process has reduced the number of para support at the high school. Overall, the transition towards inclusionary instructional practices will be cost neutral but will include shifts in personnel. Timeline: This shift is already being implemented and will continue for the next two years.

http://www.ncd.gov/publications/1994/Dec1994

APPENDIX F. Student Achievement and Growth: Learning Commons Rationale: The learning commons, sometimes called an “information commons,” has evolved from a combination library and computer lab into an integrated, fullservice learning, research, and project space. A learning commons has both physical and virtual components. The physical space is characterized by flexible, adaptable architecture that can be configured, with ease, to respond to different learning needs. Learning commons models often incorporate “maker spaces.” In his presentation at the 2012 Computers in Libraries Conference, Fiacre O’Duinn defined the maker movement in libraries as “learning through handson creation; a combination of technology, art, and citizen science; and a sharing of results and, often, process.” While 3D printers are a signature offering of maker spaces, libraries find that lowertech and lowercost opportunities are just as popular with students seeking to explore coding, fabricating, and creating their own works. The online component of the learning commons involves the creation of a modern web presence that provides 247 access to digital information resources, blended learning and flipped classroom opportunities, as well as pertinent information for parents and members of the wider community. Supporting Documents: ConVal LITS Presentation DistrictWide Learning Commons Model And Advisory Committee (2014) ConVal LITS An Initiative to Establish A Learning Commons Model In the ConVal School District (2015) Pam Harland’s Presentation Library Space Renewal (2015) Pam Harland The Learning Commons: Seven Simple Steps to Transform Your Library (2011) David Loertscher and Carol Koechlin, The Virtual Learning Commons (2012) Educause 7 Things You Should Know About The Modern Learning Commons (2011) Cost Implications:

physical changes in the architecture of the existing Conval library original setup costs and ongoing materials expenses for maker space revised web presence as part of the new, districtwide website (design contracted

with First Track Marketing, rollout expected Fall 2015) Timeline:

http://www.infotoday.com/cil2012/session.asp?ID=C202

http://www.infotoday.com/cil2012/session.asp?ID=C202

https://drive.google.com/a/conval.edu/file/d/0B1EeAblq5M4ednlIVlZxN0Z2Vmc/view

https://drive.google.com/a/conval.edu/file/d/0B1EeAblq5M4ednlIVlZxN0Z2Vmc/view

https://drive.google.com/a/conval.edu/file/d/0B-QnUDKhXUrWdzdhUVRKc0tsQVE/view

https://drive.google.com/a/conval.edu/file/d/0B-QnUDKhXUrWdzdhUVRKc0tsQVE/view

http://www.pamlibrarian.com/washington-county-public-schools.html

http://net.educause.edu/ir/library/pdf/eli7071.pdf

Dependent on actions taken by the Learning Commons Advisory Council (LCAC) — headed jointly by Assistant Superintendent Kimberly Saunders and PES Principal Benjamin Loi —, the conversion to a Learning Commons at the high school level could be accomplished in 34 years.

APPENDIX G. Student Achievement and Growth: Technology Integration and Network Infrastructure

Rationale: Technology integration and the network infrastructure at ConVal Regional High School and the Region 14 Applied Technology Center are at a crossroads. Competing demands on existing resources span the gamut of instructional and administrative needs. On the one hand, there is recurring, very heavy demand for relatively shortterm durations, such as:

NWEA testing (all available computer resources, schoolwide, 5 days per testing interval),

Smarter Balanced testing (all available computer resources, schoolwide, 6 days per testing interval)

ImPACT computerized neurocognitive assessment (e.g. for football players, lacrosse players, etc.) in the PE/Health lab Rm 652

heavy wireless network usage during public events (district deliberative session, professional development days, graduation, etc.)

On the other hand, ConVal students benefit from fully integrated use of dedicated devices that are permanently available for learning, such as for classes in:

Networking and Engineering (ATC) Computer Graphics and Web Design (ATC) Digital Photo and Video (ATC) Business and Accounting (ATC)

In between both extremes are a mix of fixed and mobile resources, i.e.: 5 mobile carts with classroom sets of iPads available, on demand, to any teacher 4 openpurpose computer labs (Rm 216, Rm 307, Rm 413, Rm 652) 4 mobile laptop carts that are designated to Math, English, Science, and CIE 3 computer labs designated to VLACS, World Languages, and Music

Considering all of these diversified set of resources, the nominal device:student ratio is nearly 1:3. However, excluding all dedicateduse devices (e.g. ATC), a more realistic device:student ratio is more likely in the 1:5 to 1:6 range, and openpurpose computer labs are at a premium every time in the school calendar that class projects are due. As a result, we are falling short of the goals expressed in the ISTE NETST Standard 2 (“Teachers design and develop digital age learning experiences and assessments … to develop [student] knowledge, skills, and attitudes identified in the StandardsS.”). In order to achieve technology integration with fidelity, i.e. a model in which technologyrich instruction and learning are not dependent on class relocations to separate spaces in school, it is important to consider a transition to an effective BYOD or 1:1 strategy. Doing so will ensure that technology can be more naturally integrated

http://www.iste.org/standards/ISTE-standards/standards-for-teachers

https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

into the instructional process and should lead to increased equity of access, transformations in the types and quality of instructional practices, improved academic achievement, higher college and career readiness, and ultimately increased economic competitiveness of the district towns through a bettertrained workforce. Note: For the purpose of standardized testing at various levels (e.g NWEA, Smarter

Balanced), a 1:1 environment will be more beneficial than a BYOD strategy. A fully realized 1:1 implementation will also sharply reduce the impact that testing has on computer resources. Also, as the student population declines, the goal of a 1:1 or BYOD solution becomes more feasible.

Cost Implications: There are different cost implications, depending on whether a BYOD model will be followed or a straightforward 1:1 implementation. Estimated cost fro 1:1 is $800,000 for the devices and $18,000 for additional wireless access points. Timeline: In accordance with the applicable sections of the District Technology Plan for 201417.

APPENDIX H. Student Achievement and Growth: Extended Learning Opportunities Rationale: Career and collegereadiness nowadays require deeper knowledge and more versatile preparation. ConVal will offer continued extended learning opportunities outside of the school day — internships, Summer Academy and 5th Block — that connect students to real world learning. Summer enrollment has increased each year since its adoption over the last 4 years. One particular opportunity will be implemented by 201617 in the area of Horticulture working in conjunction with a community farm that is across the street.

APPENDIX Q. Physical Space and Infrastructure: 100, 200, 300levels Rationale: Cost Implications and Timeline $2M 20172018

Lower Level

APPENDIX R. Physical Space and Infrastructure: ATC

APPENDIX S. Physical Space and Infrastructure: Performing Arts Center (Fill the Void Campaign)

APPENDIX T. NEASC SelfStudy and Accreditation Process Rationale: The New England Association of Schools and Colleges (NEASC) is a membership organization of schools and colleges that is composed of four autonomous commissions. Each commission decides matters of accreditation in the context of standards which are derived and reviewed by its membership. NEASC accreditation is a system of accountability that is comprehensive in scope. The U.S. Department of Education recognizes NEASC as the authority regarding the quality of education offered by the institutions they accredit. Accreditation ensures that member institutions, such as ConVal High School, meet the endorsed standards of the profession and that its diploma is recognized by employers, colleges, and universities nationwide. NEASC accreditation is structured in a tenyear cycle of:

Selfstudy which engages the entire educational community in structured analysis, selfreflection, and planning in response to the standards.

Peer review which brings discipline and perspective to the process through the observations and judgments of a visiting committee of peers from other schools and colleges, informed by the selfstudy and based on the standards.

Followup which is monitored by a commission of elected peers and overseen by a professional staff to ensure that planned and prescribed institutional change is accomplished and which provides for intervention, as necessary, to respond to information gathered in regular reports from the institution or through complaints from the public concerning a failure to comply with the standards.

NEASC accreditation attests to: substantial compliance with established qualitative standards integrity in statements to the public describing the institution’s program institutional commitment to improvement sufficiency of institutional resources

Supporting Documents: Robert Littlefield, The value of public school accreditation George Edwards, Setting the record straight about value of NEASC accreditation process Cost Implications: There is a stipend for the NEASC school coordinator. The remaining cost implications are in the thousands of man hours devoted by all faculty and staff members to the self study report.

http://warwickonline.com/stories/The-value-of-public-school-accreditation,103746?category_id=52&content_class=1&town_id=1&sub_type=stories

http://www.lowellsun.com/letters/ci_28439170/setting-record-straight-about-value-neasc-accreditation-process

http://www.lowellsun.com/letters/ci_28439170/setting-record-straight-about-value-neasc-accreditation-process

Timeline: For the past three years, ConVal High School has worked on its 10year selfstudy. The 201415 school year was devoted entirely to that task as a singular focus. On September 27, 2015, ConVal will welcome a NEASC visiting team whose members will review the selfstudy report, engage in classroom visits, conduct interviews with teachers, staff, and students as well as independently check for compliance with established NEASC quality standards.

APPENDIX U. Projections For Declining Enrollment Potential *850 750 650 Notes INSTRUCTION # of sections including both semester and quarter

375* 345 315 Includes English (52) 6 Social Studies (49) 6 Math (61) 3 Science (48) World Language (29) ATC (62) Art/Music (51) Physical Education/ Health (34) *Does not include 15 Foundations sections

# of AP classes 9 *8 8 Elimination of AP French # of foundational and cotaught classes

26 22 18 Moving to cotaught model

# of world languages 3 2 2 # of total electives by course Please note that all students are required to take 9 credits of electives. Some of the elective note here become requirements if chosen. There are 11 choices to meet the art requirement.

75 70 65 English (11) Social Studies (3) Math (7) Science (3) World Language (3) ATC (28) Art/Music (15) Physical Education (4)

# of career programs 1112

1112

1112

based on comparisons*

STAFFING # of teachers and professional staff fulltime

75 70 65 consistent with 120 ratio presented on June 23rd

# of support staff special ed. para’s # of Admin. Assistants # of General Para’s

24 8 5

18 6 *4

15 6 4

*recommend 504 General para becoming a certified teaching position, money was budgeted for 201516

# of counselors 7 *7 6 *add career counseling connected to ATC to one counseling position responsibilities. This was a full position lost 3 years ago.

# of department heads 8 6 6

Administrative model 7 7* 7** *Move ATC position to 210 Day Contract pending Regional Agreement. ** Move Director of Counseling to 210 Day contract.

ATHLETICS/ COCURRICULAR

# of varsity teams 30 31 *31 The increase includes the elimination of Golf but the addition of Unified Sports in Soccer and Basketball.

# of subvarsity teams 45 42 42 Plan to eliminate 3 Freshman Teams

# of cocurricular clubs 44 42 40 includes var drama performances FACILITIES # of gen’l purpose classrooms 56 56 56 1:15 | 1:13 | 1:12 ratio # of computer labs / mobile labs 4 / 8 4 / 8 4 / 8 1:2.9 | 1:2.6 | 1:2.2 ratio # of parking spaces # of seats in planned theater 500 500 500

850 column is where we were, 750 column is more reflective of the 201516 year and 650 is a projection for the possible future number.

*Milford (886 students): 12 programs, Kennett (838 students): 11 programs; Kingswood (777 students): 15 programs; Laconia (594 students): 12 programs