TOWN MEETING INFORMATION GUIDE - Norwell High School · 2012-04-23 · TOWN MEETING INFORMATION GUIDE May 7, 2012 -AND- 2011 - 2012 ANNUAL SCHOOL REPORT The mission of Norwell Public

TOWN MEETING INFORMATION GUIDE

May 7, 2012

-AND-

2011 - 2012 ANNUAL SCHOOL REPORT

The mission of Norwell Public Schools, in partnership with the entire community, is to provide excellence in education in a challenging and supportive environment resulting in well-rounded, self-reliant, responsible citizens who are prepared to engage in a global society.

SCHOOLS CANNOT DO IT ALONE

NORWELL SCHOOL COMMITTEE www.norwellschools.org

Kiersten H. Warendorf, Chair

Glenn C. Ferguson, Clerk Amy Z. Koch, Vice Chair Brian S. Noble Mary Lou O’Leary

CENTRAL OFFICE ADMINISTRATION PHONE (781) 659-8800

FAX (781) 659-8805

Matthew A. Keegan Superintendent of Schools

[email protected]

James M. LaBillois Executive Director for Instruction

[email protected]

Warren G. MacCallum Director of Finance & Operations Intern [email protected]

Suzan A. Theodorou Administrator of Special Education

[email protected]

Nino D’Errico Director of Technology

[email protected]

BUILDING PRINCIPALS AND ASSISTANT PRINCIPALS

Grace F. Cole Elementary School PHONE (781) 659-8823

John Shea, Interim Principal [email protected]

William G. Vinal Elementary School PHONE (781) 659-8820

Trisha A. Nugent, Principal

[email protected]

Erin McCarthy Elementary Assistant Principal: Special Education [email protected]

Norwell Middle School PHONE (781) 659-8824 or (781) 659-8815

Derek J. Sulc, Principal

[email protected]

Janice R. Mazzola, Assistant Principal [email protected]

Norwell High School PHONE (781) 659-8810 or (781) 659-8808

William F. Fish, Principal

[email protected]

Warren G. MacCallum, Assistant Principal [email protected]

Andrea Keating, Assistant Principal [email protected]

The mission of Norwell Public Schools, in partnership with the entire community, is to provide excellence in education in a challenging and supportive environment resulting in well-rounded, self-reliant, responsible

citizens who are prepared to engage in a global society.

http://www.norwellschools.org/

mailto:[email protected]













NORWELL PUBLIC SCHOOLS TOWN MEETING INFORMATION GUIDE

AND 2011 - 2012

ANNUAL SCHOOL REPORT

TABLE OF CONTENTS

Page SECTION ONE: TOWN MEETING INFORMATION GUIDE

Foreward: 2011 Annual Report of the Superintendent ............................................... 2 Introduction.................................................................................................................. 4 FY’13 Budget Message................................................................................................ 5 FY’13 Requested School Committee Budget .............................................................. 8

SECTION TWO: 2011 - 2012 ANNUAL REPORT

PUBLIC EDUCATION: Schools Cannot Do It Alone ............................................... 13

Moving to the Common Core Standards ........................................................... 14 Elementary Math Textbook Adoption: The Rationale ...................................... 15 Solar Project Ribbon Cutting Ceremony ........................................................... 16 Norwell High School Students Explore Science Careers Through Biotechnology Program.................................................................................. 17 Reading…Is it a Lost Art? No!.......................................................................... 18 Collaborative Effort to Improve Math Interventions......................................... 20 Students Using Portable Technology to Support Their Learning...................... 21 Social Health Gets a Makeover ......................................................................... 23 SmartMusic: Effective for Students and Teachers ............................................ 25

NORWELL SP15: Year Four Summary ..................................................................... 26 NORWELL 20/20: Year 3 Action Plan Status Report (2010-2012) ........................... 28 Norwell High School Learning Expectations .............................................................. 36 Class of 2011................................................................................................................ 39

Norwell Public Schools does not discriminate on the basis of race, color, religious creed, national origin, sex, sexual orientation, age, ancestry, or disability in its

admission or access to, or treatment or employment in its programs and activities.

FOREWARD 2011 ANNUAL REPORT OF THE SUPERINTENDENT

This is my 18th and final Annual Report as your superintendent of schools. Rather than focus solely on 2011, I would like to take this opportunity to reflect on the past 18 years, as well as look toward the challenges and opportunities that lie ahead.

When I arrived in Norwell in July 1994, enrollment at Norwell High School was hovering

at slightly more than 400 students, Norwell Junior High School consisted of grades 7 and 8 in the former high school facility, and we were operating three K-6 elementary schools, two of which were severely overcrowded. The Education Reform Act of 1993 had just been enacted and, with it, high stakes MCAS testing shortly followed. Technology consisted of a few Apple II and Macintosh computers, with Internet access coming a few years later. Fortunately, thanks to my esteemed predecessor Robert Bunnell, we had some outstanding faculty members, and Norwell’s core value of Students First was deeply embedded into the culture of the schools.

Today, Norwell High School has over 650 students and will soon be approaching 800—

nearly double the size of 1994, the “new” (in 2001) Norwell Middle School will be soon hitting its design capacity of 600, while elementary enrollments are finally leveling off after years of steady growth. In addition to enrollment and class size pressures, our schools are now facing the twin challenges of complying with even more stringent and demanding state and federal mandates with regard to Common Core standards and new data driven teacher and administrator evaluation requirements, as well as keeping up with rapid and unprecedented changes in technology that will dictate how we approach instruction and instructional materials.

Over the past 18 years, Norwell Public Schools has produced far above-average results at

far below-average cost. By a wide variety of metrics our schools and students rank among the very top in the state and region, yet we have done so at a cost well below many other high performing districts. Unfortunately, in my judgment, we have reached the tipping point. Norwell Public Schools cannot possibly keep up with increasing enrollments at the secondary level, increased state and federal mandates, and technology-driven transformation in education without a significant investment in additional personnel, curriculum materials, and technology. The choice Norwell faces today is remarkably similar to the one we faced a dozen years ago with the NORWELL 2001 project: we can pay for it now, or we can pay for it later. In the case of NORWELL 2001, the Town made the correct decision saving literally tens of millions of dollars. This time the choice is even more crucial: the education and future of our students as well as the value of our homes and community. In short, there is a cost, both human and financial, to underinvestment.

A few years ago a good friend and lifelong Norwellian gave me a copy of Norwell’s 1910 Annual Town Report that belonged to his mother. In his report 101 years ago, Superintendent James S. Hayes noted: “The present time seems to be a period of unrest, and we look for some radical changes in the future.” My view of the future for Norwell Public Schools is far more sanguine. Thanks to careful planning on the part of the Norwell School Committee, the change in leadership to a new Superintendent of Schools, Matthew A. Keegan, signals a smooth transition—one that will combine continuity of values with considered changes where needed. Likewise,

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through thoughtful planning, the School Committee and leadership team have identified the resources needed to ensure that our students are prepared for the challenges ahead and to protect the Town’s investment in our schools. Thanks to their stewardship, and with your support, measured progress not radical change is on the horizon.

In closing, I would like to take this opportunity to acknowledge and thank several people

who have helped make my tenure in Norwell so professionally rewarding. First and foremost, the 15 different School Committee members for whom I had the pleasure to serve. Each and every one of them brought unique talents and views to the position, and all had the interest of our students as the one and only criterion in their decisions. Past and present faculty and staff--80% of whom currently working, I was fortunate to hire--for your professionalism and service to our students. And to the parents, residents and, most importantly, the students of Norwell, thank you for your tireless support and commitment to excellence over the years.

Thanks to one and all for a wonderful career and for your part in making Norwell Public

Schools’ motto a reality: 21st Century Schools for 21st Century Students. We are, indeed, as a vibrant community, charged with the responsibility to prepare our students for their future and not our past.

Respectfully submitted,

Donald J. Beaudette, Ed.D. Superintendent of Schools

3/7/2012

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INTRODUCTION

Welcome to the all-digital version of Norwell Public Schools’ Town Meeting Information Guide and 2011-12 Annual School Report.

For the fourth consecutive year since its inception in 1996-97, the Information Guide and Annual School Report is not being printed and mailed to every Norwell residence. Print publication and mailing have been halted for two important reasons: first, as a cost savings measure during these challenging economic times; and second, as a way to visibly demonstrate to our students and the community Norwell Public Schools’ ongoing efforts to be more environmentally responsible. Nonetheless, the Town Meeting Guide and 2011-2012 Annual School Report still contains valuable information for the citizens of Norwell. Section One: Town Meeting Information Guide (pp. 5-12) is just that, a guide of information about the requested 2012-2013 Norwell School Committee Budget which will be before the voters for consideration at our Annual Town Meeting on May 7, 2012 in the Henry E. Goldman Gymnasium at Norwell Middle School. In order to provide the voters with a better understanding about the Requested 2012-13 School Budget, the Norwell School Committee has developed a simpler and, it is hoped, more clear description and organization of the budget categories. The required budget categories as prescribed by the Massachusetts Department of Elementary and Secondary Education are still included on pages 8 and 9, followed by a new outline of budget categories and figures with easier to understand descriptions developed by the Norwell School Committee (pp. 10-12). Section Two: Annual School Report has three parts. The first is a compilation of articles written by members of our leadership team. This year, these articles are focused on completed activities, as well as ongoing initiatives, from the 2011-2012 school year in the areas of curriculum, technology, and creative alternatives to support student learning. The second part describes the fourth year of our updates NORWELL SP 15 Strategic Plan and a Status Report on Year 3. The third part contains information about Norwell High School and our outstanding graduating Class of 2011. Taken together, this year's all digital Town Meeting Information Guide and Annual School Report represents Norwell Public Schools' ongoing commitment to providing 21st Century Schools for our 21st Century Students:

The mission of Norwell Public Schools, in partnership with the entire community, is to provide

excellence in education in a challenging and supportive environment resulting in well-rounded,

self-reliant, responsible citizens who are prepared to engage in a global society.

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NORWELL PUBLIC SCHOOLS

SECTION ONE: TOWN MEETING INFORMATION GUIDE

BUDGET MESSAGE

Last year’s Budget Message focused on Norwell Public Schools’ “Race to The Bottom.” While we have systematically absorbed a growing student enrollment and reduced in all other areas other than classroom instruction, it has been becoming increasingly evident that in order to educate our students we would need to increase our staffing by 22.5 positions. This realization came with the acknowledgement that we would, in order to address this reality, require an override of the Proposition 2 ½ levy limit. This year has arrived and through the support of the Board of Selectmen and Advisory Committee a combined school-town override of $2,859,000 has been approved for Town Meeting. We have known, and have actively communicated this every year for the past several years, that the largest classes (200+ students per grade) in recent memory to move through Norwell Public Schools have been moving through our elementary and middle schools. While we have historically been able to absorb these larger classes through the years, these students are poised to enter Norwell High School and, given our existing staffing, we are simply unable to absorb any more. Apart from this enrollment growth, recent changes in state and federal mandates relative to new curriculum standards and a new supervision and evaluation system have to be addressed.

These new mandates will enhance student learning and instruction. Our teachers have been working hard to make curriculum adjustments that will allow our students to compete with students from 38 other states on the same standardized test. The administrators and teachers have been working together to implement a one year pilot that will become our new Supervision and Evaluation Procedures. Unfortunately, these mandates are not funded and we need to add the capacity to our staff to implement these changes and effectively serve our students.

To address staffing, as well as these new mandates, the School Committee has asked us to be as strategic as possible in making sure we can sustain our existing programming while aligning to these new requirements. We have narrowed the number of staff from 22.5 to 17.8. We are leveraging our textbook adoption and curriculum updates with our existing technology needs to develop a new digital platform that will save us hundreds of thousands of dollars over the next five years. The School Committee and Education Association of Norwell have negotiated a two-year contract extension that will allow the Town of Norwell to realize both

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health care and salary savings that will help manage the Norwell Public Schools’ fixed costs for the next three years.

By focusing upon efficiencies and strategic implementation of curriculum and technology, the Norwell School Committee was able to reduce an initial budget increase request of $3,423,314 to an adopted increase of $2,312,000. The Advisory Board and School Committee are recommending a school operating budget of $22,157,749 in Article 2 of the Town Meeting Warrant (Please see pages 10-15 for complete details of the Norwell School Committee 2012-2013 Requested Budget).

The $2,312,000 budget increase will enable the School Committee to address the following needs:

$552,000 for contractual salary obligations. This includes:

$213,000 – The Federal Jobs Bill has provided funding for 4.0 teacher positions over the past two years. This federal grant has ended and these funds are no longer available. These funds are being requested to keep these four existing teachers.

$339,000 – These funds ensure we are able to honor all of our collective bargaining agreements, other contracts as negotiated/awarded, and increases for inflation and growth in consumable supplies and instructional materials.

$1,045,000 for 17.8 staff positions to address the enrollment growth and to meet the two new unfunded federal and state mandates. Norwell High School has absorbed an enrollment growth of 145 students since 2000-2001 and is poised to absorb another 142 students by 2016-2017. Of the 17.8 positions being request, Norwell High School will receive 10.0 of these positions. Given the enrollment growth the high school will be adding 8.4 academic teachers and 1.6 are guidance/support positions. Norwell Middle School will be adding 4.0 academic teachers and .4 of a support position. The elementary schools will each receive a Library Information Specialist; share a restored .4 instrumental music teacher; and share an Assistant Principal for Curriculum and Instruction.

$300,000 for curriculum. The unfunded Common Core curriculum mandate requires a systematic change in the way Math and English/Language Arts are taught and these changes need to be ready for implementation by September, 2012. We have developed a comprehensive five-year instructional materials plan to address curriculum changes and outdated materials.

$250,000 for technology maintenance, infrastructure and instructional technology. The Norwell Schools are completely restructuring the way we deliver and manage curriculum by moving to a digital platform. This change will save hundreds of thousands of dollars over the next five years.

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$120,000 for 2 additional buses to increase ridership capacity, ensuring that all students in Grades 7 to 12 who pay the early registration $275 bus fee are able to ride the bus. Cole and Vinal schools will start at the same time. Norwell Middle School and Norwell High School students will ride on separate buses and start at different times. This will alleviate traffic on Route 123 during busy morning hours.

$45,000 for Norwell High athletics to address the enrollment growth need and to reduce what has become an unsustainable Boosters Club contribution of $75,000 every year.

The requested School Committee budget will require the approval of an override. This process first begins with a vote at Town Meeting on May 7, 2012. If passed, the question will move to a ballot scheduled for May 19, 2012. The proposed budget is an operational budget and will allow us to continue to offer services for the success of Norwell’s students.

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TOWN MEETING INFORMATIONFY'13

REQUESTED SCHOOL COMMITTEE BUDGET

Educational Programs Administrative Support

Activities related to the Development, Activities which have as their Support, Supervision and Assessment purpose establishing the Generalof Instruction. Includes expenditures Direction, Policy and Budget offor: the entire School System.

Includes expenditures for: + Classroom Instruction + Textbooks + School Committee + Special Needs Instruction + Superintendent’s Office + SPED Tuitions + Administrative Services + Principal's Office + Library + Professional Development + Guidance & Psychological Facilities Support Services Operations & Maintenance, + Instructional Technology and Community Service + Social Health $ 1,863,067 (8.41%)

Includes expenditures for:Allied Educational Services

+ Custodial Services + Heat (Fuel Oil & Gas)

Non-Instructional and Co-Curricular + ElectricityActivities in support of the Students. + TelephoneIncludes expenditures for: + Summer Help

+ General Maintenance + Transportation-Regular & SPED + Building Maintenance + Health & Nursing + Grounds Maintenance + Student Activities + Replacement of Fixed Assets + Athletics + Equipment Maintenance &

Service + Town Election Support

The above chart depicts School Department Expendituresby Program. Our Primary Mission is the education ofstudents. Accordingly, almost 80% of our costs is appliedto direct student services. The remaining costs arerequired to provide allied educational services, facilitiesand administrative support services. All amounts are net of grants and fees.

+ Districtwide Information Mgt.

$17,733,503 (80.03%)

$1,791,929 (8.9%)

$769,250 (3.47%)TOTAL BUDGET $22,157,749

Facilities8.4%

Admin3.5%

Busing4.9%

Athletics, Co Curr

1.7%

Health1.5%

Regular Education

63%

Special Education

17%

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SECTION TWO: 2011-2012 ANNUAL SCHOOL REPORT

The importance of public education for our students and our country has never been greater. Today’s challenges are far different than those of even a generation ago, and today’s schools are using different approaches to meet these challenges. Jamie Vollmer, in his book Schools Cannot Do It Alone, discusses the ever increasing burden of America’s Public Schools. He writes: “America’s public schools can be traced back to the year 1640. The Massachusetts Puritans established schools to: 1) Teach basic reading, some writing and arithmetic skills, and 2) Cultivate values that serve a democratic society (some history and civics implied). The founders of these schools assumed that families and churches bore the major responsibility for raising a child. Gradually, science and geography were added, but the curriculum was limited and remained focused for 260 years. At the beginning of the twentieth century, however, politicians, academics, members of the clergy, and business leaders saw public schools as a logical site for the assimilation of immigrants and the social engineering of the citizens—and workers—of the

new industrial age. They began to expand the curriculum and assign additional duties. That trend has accelerated ever since” (for more information, as well as to view a comprehensive list of items added to public schools over the last 100 years, please visit www.jamievollmer.com). For many members of our community it has been ten, twenty, even forty plus years since our school days, yet some of those experiences are still strong memories. And, as is the case with memories, they are a thing of the past; yet schools are all about the future. In fact, our mission in public education is to educate students for their future and not our past. In many respects today’s schools are no different than those we attended as children. They are still organized by grades and, at the secondary level, by departments. The school year is still 180 days, and students still use textbooks and workbooks. And, of course, the classroom teacher is still the primary transmitter of instruction. However, similarities end there. Today’s students are expected to learn and master increasingly complex content and skills. They are required by state and federal mandate to demonstrate this knowledge through lengthy and challenging examinations. Conditioned by the technology all around them, students today need to utilize this technology in the classroom in order to fully grasp the material being presented. In addition, the expectation is that all students, regardless of disability, family circumstances, language or prior educational experience, achieve at high levels of competence. On the following pages you’ll read articles written by the Leadership Team of Norwell Public Schools. Each article is meant to inform and appraise the community of significant changes that have occurred relative to education policy in Massachusetts, our need to respond to these changes – while remaining responsive to the needs of our students, and some of the creative and cost effective ways we have responded to these changes. We hope that these articles, written about only a fraction of the initiatives the district is working on, illustrate for you the wonderful work being completed to continually improve the educational experiences of our students. The strength and vitality of our public schools enriches the lives of all residents and should be viewed with a sense of pride and accomplishment.

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Moving to the Common Core Standards By: James M. LaBillois, Executive Director for Instruction_______________________________________ The Commonwealth of Massachusetts became the 27th state to adopt the Common Core Standards in English language arts and mathematics in December 2010. Following several working drafts, the final Massachusetts Common Core Standards were released in March, 2011. For the 2012-2013 school year the Common Core Standards will continue to be assessed through the Massachusetts Comprehensive Assessment System (MCAS), ensuring that all Massachusetts students continue to achieve at the highest levels in the nation and preparing them to succeed in the global economy. Launched in June 2009, the Common Core State Standards Initiative was designed to develop and implement a single set of national standards in English/Language Arts (ELA) and mathematics to define what every student

should know and be able to do in order to be fully ready for post-secondary education or a successful career. Generally speaking, mathematics standards in Massachusetts have been significantly overhauled with a greater focus on algebraic thinking beginning in the early primary grades. The ELA standards have increased the focus on reading and writing across the curriculum, the attention to speaking, listening and vocabulary, and the consideration of emerging new literacies (such as digital and print sources) for research and communication. In addition, the ELA Common Core Standards include standards in reading and writing for social studies, science and technical subjects for all students in grades 6-12.

The Commonwealth of Massachusetts has mandated that all districts align their curricula to the new standards by the start of the 2012-2013 school year. In response to this directive, Norwell Public Schools launched two comprehensive working groups (one focusing on ELA and one focusing on math) to examine the new standards and establish “power standards” in each grade for both subjects. These “power standards” will serve as the basis for textbook adoptions and selection (to make sure we have the necessary materials needed to educate our students) and will ensure consistency and a communal focus in all grade levels.

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All professional development activities for the 2011-2012 school year have been dedicated to the integration and alignment of the Common Core Standards into Norwell Public Schools’ curriculum. Our school-based staff has been working in departments and grade-level teams to ensure we are fully prepared for the implementation of the new standards. As we work diligently to prepare to meet this challenge, we look forward to sharing with you more regarding our progress and plans as the year progresses.

Elementary Math Textbook Adoption: The Rationale By: Trisha Nugent, William G. Vinal Elementary School Principal In July of 2010, Massachusetts was the 27th state out of 46 states to adopt the national Common Core Standards for both Mathematics and English Language Arts. Prior to this adoption, Massachusetts had been actively using our own State Standards for these two curriculum areas. Given this recent adoption Norwell Public Schools, like many other districts around the country, have realized the need to examine these new Standards and assess how best to implement them in our classrooms. During the summer of 2011, a task force of teachers (grades PK-12) gathered for several days to begin the deconstruction of these documents. Both the English Language Arts working group and the Mathematics working group examined the underlying essential concepts and skills that our students must now master in order to be college and career ready when they leave Norwell Public Schools. In general, the Common Core Standards represent a philosophical shift from the Massachusetts State Frameworks which relied heavily on spiraled content in a vast number of concepts with little depth. The new standards focuses on content mastery at the end

of each grade level - fewer concepts with more depth. As the summer work came to a close, it became increasingly obvious that the current elementary math texts and resources did not align with the Common Core Standards in Mathematics. Our current math texts and resources did not expect mastery, they included topics that were no longer part of the new math standards and, more importantly, were missing major units of study. While districts could create supplemental materials to make up for the missed units of study, the result over time would lead to large inconsistencies and gaps in learning for our students. The only responsible action would be to look for new math texts and resources that did address the Common Core Standards in Mathematics in a way that promoted

mastery and built in the depth of concepts that students needed. An elementary textbook adoption committee was organized and tasked with the careful examination of several different math curriculums. They carefully examined each program for correlation of concepts and skills to the Common Core Standards, how the program determined and maintained mastery of skills, and how technology was integrated within the program. After presentations by each of the companies and after much discussion, it was determined that Pearson's Envision Math Program was best suited for the students in Norwell Public Schools. Highlights of the Envision Math program included the direct correlation to the Common Core Standards in Mathematics, built-in assessment of mastery, digital resources which teachers could incorporate in their SMARTBoard lessons, pre-made center materials ready for student reinforcement, differentiated student homework, an online component for student reference at home, and iPad apps available to reinforce and enrich student learning.

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Massachusetts' adoption of the Common Core Standards in English Language Arts and Mathematics elevates teaching and learning to a national level. Our ability to be forward thinking, thoughtful and deliberate with curriculum purchases, and provide the best suited resources for our students positions them for success at even higher levels. We must, however, be mindful that change has a domino effect, and that if we try to use old resources to teach new thinking, we are not only doing our schools a disservice but the students who rely on the schools to prepare them for future college and career work.

Solar Project Ribbon Cutting Ceremony By: Janice Mazzola, Norwell Middle School Assistant Principal On Wednesday, January 11, 2012 Norwell Middle School hosted a ribbon-cutting ceremony to commemorate the completion of the NMS Solar PV Project. The unique partnership, a collaboration between Norwell Public Schools, Broadway Renewable Strategies, and the Massachusetts Department of Energy Resources, is an outstanding example of a successful Massachusetts renewable energy project that will provide economic, environmental and educational benefits to the town and state. The entire school community gathered in the gym. Assistant Principal Janice Mazzola opened the ceremony with comments about the value the project has added to the school environment. Mark Sylvia, Commissioner of the MA Department of Energy, followed with remarks about the environmental benefits of the project. State Representative Rhonda Nyman praised Norwell for its commitment to energy efficiency, and Pat O’Connor from Senator Hedlund’s office presented Norwell Middle School with a citation recognizing the significance of the project. Representatives from Broadway and the Cadmus Group also spoke and answered the students’ questions about the project. Students asked very thoughtful questions: “How much money will this save the town?” “How big is each solar panel?” “When will the town see a return on its investment?” “How much money could you save if you added solar panels to your own home?” Broadway Renewable Strategies was selected to design and install the solar panel system at Norwell Middle School.

The size of the system is 53.76 kW, producing approximately 64,000 kWh/year. The project is expected to provide significant annual electricity cost savings to Norwell Middle School. Further, students will get hands-on learning, monitoring the output of the solar panels, and the community of Norwell will be significantly “greener”.

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This project has brought much more than energy efficiency and conservation to the Norwell school community; it has brought new knowledge and opportunities to our students. Throughout the day, a monitor outside the Norwell Middle School community room displays a

variety of information: It tells how a solar power system works and identifies the current position of the sun, moon and other objects in the sky - information that is needed to predict power output. It shows how much power is currently being generated by the system and what that power can do - run 350 laptops for a year, 25 microwaves for a day. It also gives the current weather forecast and the latest current events headlines from the solar energy industry. And everyday, middle school students walk by that monitor gaining tidbits of knowledge as they pass from class to class or head into lunch. Additionally, as a part of the program, Broadway Renewable Strategies donated $5,000 worth of environmental science curriculum materials that will be used in science classrooms. Norwell Public Schools’ science teachers have ordered books, kits and activities that will allow our students to explore concepts related to energy usage and efficiency more in depth. The hope is that this project will inspire some of our students to study the field of environmental science and, ultimately, make a positive contribution to our world.

Norwell High School Students Explore Science Careers through Biotechnology Program By: William Fish, Norwell High School Principal________ As we strive toward achieving our systemic goal of providing students with a comprehensive science program that incorporates science, technology, engineering, and mathematics (STEM), Norwell High School students have benefited from relationships that have been developed and fostered with organizations in the science education community - these connections have afforded students unique educational opportunities through experiential learning and exposure to current practices in STEM fields. Norwell High School is one of only a few area high schools that provide students with the opportunity to study biotechnology. NHS’s biotechnology course is designed to familiarize students with this quickly expanding scientific field of study - the primary goal of the course is for students to “do” science. Students learn and perform standard lab operating procedures (SLOP) that are necessary in an academic or corporate laboratory setting. Students examine and practice lab processes such as gel electrophoresis, recombinant DNA, and protein assays - each of these procedures mimics the work of scientists in a professional biotech lab. In addition to “doing” biotechnology, students are required to think about the implications of biotechnological advances for a global society, as they may someday find themselves writing, or even legislating, on behalf of the industry. This year, the successes of NHS’s Biotechnology program were recognized by the Massachusetts Biotechnology Education Foundation (MassBioEd) when students were invited to the “Biotech Futures” event at Bridgewater State University. At this career exploration experience, students were able to explore a premier higher education institution and learn more about the range of jobs available in one of Massachusetts’ most dynamic career clusters: biotechnology. In a statement to the students who were selected to participate in the event at BSU, MassBioEd said, “You and your schools have been selected to be part of today’s program

because of your involvement in the BioTeach program. You all have proven yourselves to be committed to scientific learning and excellence. We are proud of your accomplishments and hope that today provides you with new insights and new ways to imagine your future working, learning, teaching, and growing in science and biotechnology.” By preserving current programming and seeking opportunities to strengthen and expand instruction around STEM concepts - like biotechnology - we can continue our work

toward attaining our Strategic Plan goals as they relate to STEM initiatives. Moreover, by continuing to expose students to real-world and rich curricula and programming, we can inspire students’ interest and enthusiasm for learning and support their success in the 21st century.

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Reading…Is it a Lost Art? No! By: Andrea Keating, Norwell High School Assistant Principal_ At Norwell High School reading is taking center stage. Let us begin with a brief history. The Massachusetts Curriculum Framework for English Language Arts and Literacy merges the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical subjects. What does this mean? According to the Massachusetts Department of Elementary and Secondary Education, “Just as students must learn to read, write, speak, listen and use language effectively in a variety of content areas, so too must the standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” Jennifer Pratt, Library/Technology and Media Specialist at Norwell High School is taking the initiative to include more NON-FICTION works to the collection. The emphasis is to Read for Information, to prepare the next generation to practice reading educational texts and be successful in this age of technology while meeting the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical subjects. Fantastic Non Fiction

Reading is alive and well with fantastic NON FICTION. Some of the favorite titles enjoyed by students are: Kidder, Tracy. Mountains Beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World – A portrait of infectious disease expert Dr. Paul Farmer follows the efforts of this unconventional Harvard genius to understand the world’s great health, economic, and social problems and to bring healing to humankind. Zuckoff, Mitchell. Lost In Shangri-la: A True Story of Survival,

Adventure, and the Most Incredible Rescue Mission of World War II Preston, Richard. The Hot Zone: a Terrifying True Story Aronson, Marc. Trapped: How the World Rescued 33 Miners from 2,000 Feet Below the Chilean Desert Many teachers leave school daily with new NON FICTION titles in hand. After review, many titles will be adopted into the curriculum to support the Common Core Literacy. Please refer to the booklists section of the library website which has three separate NON FICTION lists.

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Looking Forward…Visit our Library Webpage

Jennifer Pratt and Norwell Middle School Librarian, Emily Tersoff, are putting forth to the English Department suggestions of NON FICTION. The English Department is adopting new NON FICTION texts in response to the new curriculum requirements and the libraries are supporting all the departments with a special emphasis on developing and expanding the NON FICTION offerings. Our libraries support all the content areas with highly regarded, high interest, current NON FICTION books which support classroom projects and outside reading requirements. Jennifer Pratt and Emily Tersoff are offering after school professional development in the area of research skills for all staff members. Visit our library webpage www.norwellschools.org. There you will find the library

catalogue, bibliography help, book club news, booklists, databases, digital toolbox, eBook libraries and homework help. What is digital toolbox? Take a look inside. If you enjoy technology, you will find an eclectic list of free downloadable tools that encourage and support students as active and independent researchers. In addition, writing and research help is on the “Link to Our Students’ Future Successes”. This library webpage supports what the Massachusetts Department of Elementary and Secondary Education states is an essential skill for graduates. “Writing is a key, means asserting and defending claims, showing what (you) know about a subject and conveying what you have experienced, imagined, thought and felt.” The libraries at Norwell Middle School and Norwell High School under the supervision of Emily Tersoff and Jennifer Pratt are providing resources to help students become career and college ready. Visit our libraries at www.norwellschools.org.

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Collaborative Effort to Improve Math Interventions By: Erin McCarthy, Elementary Assistant Principal: Special Education_______ Norwell Public Schools has collaborated with Hanover Public Schools to acquire a grant to support students from each district. The goal of the grant was to expand the repertoire of instructional strategies for all teachers of mathematics in both school systems. Furthermore, developing a collaborative effort between the districts for professional Development activities offered to all staff will foster the sharing of best practices amongst colleagues. At the end of the 2011-2012 school year, a representative group of teachers will meet to review the efficacy of the program implementation and create a road map to enhance program development in the future. The grant funds will be used to purchase resource materials such as

the Hands-On Equations Program and the Symphony Math Program. Hands-On Equations is a supplementary program that can be used with any math curriculum. It uses the visual and kinesthetic approach developed to provide students with an algebraic foundation for success with algebra. The program also provides students with a unique five-step procedure enabling them to concretize and solve word problems. Hands-On Equations provides both a foundation for the Common Core State Standards. The Symphony Math Program is a web-enabled program with a visual and highly intuitive interface,

Symphony Math helps students understand at a conceptual level. Students move at their own speed and learn how math works, never overwhelmed by numbers. Both school districts will launch Symphony Mathematics, an online intervention program, as a support and resource for the Response to Intervention model in the 4-6 grade span. This joint effort has allowed both districts to seek and combine resources to develop a program that will increase the teachers' repertoire of instructional strategies for upper elementary and middle school students in the area of mathematics, as well as cultivate and develop a way for sharing of information a instructional strategies and best practices among the school districts.

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Students Using Portable Technology to Support Their Learning By: Derek Sulc, Norwell Middle School Principal & Nino D’Errico, Director of Technology Tablets and Smartphones and laptops…oh my! The idea of students using portable technology in the classroom may seem like living in the Wonderful Land of Oz, but in Norwell Middle School, it is becoming a reality. With students bringing their own portable technology to school, the classroom environment and the way students learn are changing in a positive way. The use of portable technology in the school was made possible with two changes. The first change was that the middle school had technology installed to make the building a wireless environment. The portable devices can now easily access the internet and online resources such as their Google accounts that were only available through desktop computers last year. The second change was an update to the school’s electronic device procedure that now allows students to bring and use their own portable technology in the classroom with

the teacher’s permission. Rather than forbidding technology that can be a useful tool to support a student’s learning, teachers and students are embracing the 21st century’s technology and learning how to responsibly use them. With portable devices in the classroom, conversations between teachers and students about appropriate uses of technology and education about the technological tools become more relevant and meaningful.

Students are embracing the change to improve the way that they learn. By bringing their iPod Touch, iPad, or Smartphone to class, they have greater access to more resources. Students use their devices to access the online version of their textbook rather than being weighed down by multiple books. They also access the internet to look up information that is being discussed in class or to begin research without having to leave class to go to the computer lab. Many students use their devices as an organizational support by keeping their daily agenda of homework and assignments on their device. Some students even complete their assignments on their device and show their teacher their completed work digitally rather than handing in a piece of

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paper. One student commented that being able to use her device in school “makes organization easier and I am not using as much paper.” Additionally, the devices have applications which support student learning. One such app is a notecard app that allows the student to create and manage digital notecards from which to study. The student does not have to worry about messy handwriting or losing a whole bunch of notecards because the digital notecards are neat and organized, include more information and pictures, and stored on one device. As one student explained, “Having my iPad is beneficial because it is so lightweight and so convenient to have everything in one place.” Teachers are incorporating students’ use of portable technology into their classroom practices, routines, and instruction in order to support student learning. Teachers allow and encourage students to use their devices to take notes and use as an agenda. During discussions, teachers ask students to look up information on their devices in order to contribute new information or answer questions that are pertinent to the topic. As one teacher said, “Students can connect to the information immediately, thereby increasing engagement. The moment is not lost.” Since many students

have their devices in class, teachers are able to provide a greater quantity and more variety of visual materials to students by directing them to specific websites and applications. For example, during a geology lesson, a science teacher directed students to access video and pictures of the Grand Canyon. In a history class, a teacher asked students to view famous pieces of art from the Renaissance by accessing an application that contained collections of art. With students using their portable devices, the teacher can act as a guide to information as students independently navigate the resources and manage their own learning. As we move forward as an educational community, we need to consider appropriate ways to utilize portable technology to support student learning. Whether we continue to allow students to use their own devices or we find a way to provide devices to all students to make the educational opportunities equitable, portable technology is

an important tool for students in the 21st century. 22

Social Health Gets A Makeover By: Suzan Theodorou, Administrator of Special Education ________________________________

This year, the Norwell Public Schools were delighted to introduce THE GREAT BODY SHOP to our students. THE GREAT BODY SHOP is a comprehensive health, substance abuse and violence prevention program for students from preschool to middle school. The program is based on family, school and community developmental issues, and provides multiple opportunities for learners to grow and develop as they use their inquisitive minds and active bodies to explore the world around them.

Monthly thematic units of are developed from one grade level to the next according to State and national guidelines Topics addressed include injury prevention, personal safety, bullying, functions of the body, nutrition, community health and safety, character education, violence prevention, self-worth, growth and development, the cycle of family life, substance abuse prevention, HIV/AIDS and illness prevention, environmental health, consumer health, and physical fitness. Each grade level of the program from preschool through middle school is structured so that knowledge, values, life skills, and critical thinking skills are introduced through age-appropriate, familiar concepts. Weekly lessons, last from 10 to 15 minutes for preschool, 20 to 35 minutes at the elementary level, and 45 to 60 minutes at the middle school level. Lessons are taught by classroom teachers, guidance counselors and physical education teachers. At the middle school The Great Body Shop themes are also introduced in Family Consumer Science class. The Great Body Shop curriculum is built sequentially. Knowledge, universal values, life skills and critical thinking skills are introduced through concepts that are age appropriate and familiar. Positive health values and universal values such as trust, love, respect, honesty, perseverance, and the pursuit of excellence are encouraged. The curriculum encourages collaboration among students, parents, classroom teachers, specialists, health services, and counseling and guidance. For each unit the students receive a student pamphlet and parents receive a bulletin that outlines the topics being covered that particular month. These handouts match the lessons are easy to read and they give parents information about the lessons and activities so that they can have a conversation about the lesson at home. At the Elementary schools, teachers report the layout of the information for the children is catchy and interesting. The characters are interesting and the lessons are connected to every aspect of the curriculum content. The main points to teach are clear and easy for the children to delve into and discuss. Students like the repeating characters in the bulletins. They look for them and remember what

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they did in the past bulletins. The lessons are flexible, and there are a wide variety of lessons for follow-up. The best parts about the lessons are that they are multi-sensory. The handouts that match the lessons are easy to read, and they give parents enough information about the lesson/activity so that they can have a conversation about the lesson at home. In middle school, students continue to think deeper into the risk factors that compromise their health. They explore the issues that face them as they begin the middle school experience including a process of reflecting on who they are.

Students explore decisions and consequences, values, responsibilities, and relationships. They are also asked to practice consumer advocacy and acknowledge the role of community in promoting health and safety. Students are asked to apply knowledge each of these content areas to everyday situations. Additional units on child care, internet safety, and career awareness are also included in this curriculum. Working together as a team to reinforce the messages of THE GREAT BODY SHOP, this program will go a long way toward helping your child make the kind of decisions that will help keep him/her healthy, drug free, and ready to meet the challenges of the future.

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SmartMusic: Effective for Students and Teachers By: Warren G. MacCallum, Norwell High School Assistant Principal________________________

For decades schools have been trying to blend traditional classroom teaching strategies with modern technical systems. Some fields have proven more difficult than others to blend the two worlds but music instruction has recently jumped ahead of the rest in Norwell. During the 2011-12 school year, the Norwell Public Schools Music Program has piloted the use of SmartMusic, an interactive music practice software that gives students instant feedback on their practicing and allows teachers to assign exercises or passages of music and track student progress. Introduced to the music program by NMS music teacher Mary Jo Running, it is

designed to make music practice more fun and productive, and it is rapidly becoming a part of how the Norwell music faculty is helping students to become more technically proficient and expressive musicians. Students use SmartMusic by logging into the program and opening either teacher-designed passages/exercises or selecting their own exercises and passages from a library of over 50,000 solos, exercises, method books, band, orchestral and choral pieces. This flexibility allows teachers to guide and closely monitor student learning while giving students the freedom to further investigate repertoire and exercises that interest and challenge them. Students then play along with music displayed on the screen and/or a recorded musical accompaniment, while SmartMusic records what the student plays and gives real-time, on-screen feedback on what the student performed accurately and inaccurately. Students can isolate their part from the ensemble texture, slow down, speed up or loop passages to allow for closer technical work, and practice and record as many takes of a passage as they like, until they have mastered it. Students can click on any note for a display of what fingering or slide position to use to play the note properly. SmartMusic even has a built-in metronome and tuner. Students and teachers have been using SmartMusic at the elementary, middle and high school levels this year, and the flexibility of the program has made it useful at all levels. If a student can perform a teacher assignment accurately on the first try, they can submit that assignment and then move onto more challenging material. If a student needs more time, they can record as many takes as necessary, and they can listen to and receive feedback on every one. It supplements the one-on-one attention and group instruction that NPS music teachers provide for students by offering individualized, differentiated instruction and assessment during each student's practice sessions. SmartMusic has virtually allowed students to have direct instruction in the most concrete and understandable manner. Such instruction and immediate feedback would be impossible for a school to provide in any traditional setting. The world of school orchestra has been changed forever.

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NORWELL SP 15 STRATEGIC PLAN: Year Four Summary

What will the world be like when today’s students leave school? What do our schools need to do today to prepare students for that world? These two questions were the driving force behind Norwell Public Schools’ comprehensive strategic planning initiative originally called NORWELL 20/20. The major components of the NORWELL 20/20 Strategic Plan were developed by a twenty-five member Strategic Planning Team of teachers, parents, students, administrators, and community leaders. This Team developed the following Mission Statement which, along with the entire Strategic Plan, was initially adopted by the Norwell School Committee on June 9, 2008:

The mission of Norwell Public Schools, in partnership with the entire community, is to provide

excellence in education in a challenging and supportive environment resulting in well-rounded, self-reliant, responsible citizens who are prepared to engage in a global society.

During the 2008-09 school year, 20 Action Plans were implemented under the direction of Norwell Public

Schools’ Leadership Team. During the 2009-10 school year, another 26 Action Plans were pursued as part of Year 2 of Norwell Public Schools’ 2008-13 Strategic Plan. During the 2010-2011 School year, another 14 Action Plans were implemented. The 25 member Strategic Planning Team was then reconvened during 2009-10 to update and extend our Strategic Plan another two years. Renamed NORWELL SP 15 (for Strategic Plan through the year 2015), one core objective was modified and another added, existing action plans were updated, and new action plans were developed to reflect current and anticipated conditions. The updated strategic plan, NORWELL SP 15, was then adopted by the Norwell School Committee in June 2010. The five Core Objectives for the updated Strategic Plan are as follows:

Identify existing and potential school-community contact points (web, print, cable, social media, events, services, etc.) and, by 2012, increase their availability and/or accessibility to both the school and general community by 30% over 2009-10 levels.

By 2012, 100% of Norwell students will demonstrate the skills, knowledge and creativity required to be academically proficient.

By 2013, 100% of Norwell students will demonstrate an understanding of current ethical questions and the character traits needed to address them.

By 2013, there will be a 30% increase over the 2009 rate of graduating seniors academically prepared and interested in pursuing a post-secondary course of study or career in science and/or engineering.

By 2015, 100% of Norwell students in each grade will have specific opportunities to interact with and learn about people and cultures from throughout the world.

Taken together, the NORWELL SP 15 Strategic Plan represents a bold vision for NORWELL PUBLIC

SCHOOLS: 21st Century Schools for 21st Century Students. It is a vision developed by members of the Norwell community for the Norwell community. It is a vision to which all of us in Norwell Public Schools are firmly committed.

Copies of the entire NORWELL SP 15 Strategic Plan, dated July 2010, are available at each school

(principal’s office and school library), the Superintendent’s Office, and the Norwell Public Library. These documents may also be viewed and downloaded at:

http://www.norwellschools.org/strategic_plan

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

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NORWELL SP 15: YEAR FOUR ACTION PLAN SUMMARY (2011-2012)

During the 2011-12 school year, members of Norwell Public Schools’ Leadership Team (principals, assistant principals, central office directors, and superintendent) have responsibility for implementing seventeen of the remaining Action Plans as outlined below.

Strategy 1: Collaboration

Develop and implement a means to educate students, staff, and community regarding sustainability and conservation.

Develop and implement a district-wide media and public relations committee.

Strategy 3:

Curriculum

Continue expanding the district’s STEM Initiative (Science, Technology, Engineering, and Mathematics).

Examine current model of curriculum coordination and revise/reorganize as needed.

Develop and implement a formalized and multi-tiered

professional development program that remains responsive to changing mandates.

Continue incorporation of 21st century instructional

and assistive technology into the curriculum.

Expand secondary libraries to become centers for research and assist with the development of research skills.

Strategy 2: Community Relations

Establish and manage a Norwell High School Alumni Association.

Strategy 4:

Data

Expand existing technologies to include a digital database of student performance on standardized testing, benchmarking, and assessment results.

Strategy 6: Technology

Develop and implement a digital storehouse for curriculum units, lesson plans, and teaching strategies.

Develop and implement a digital portfolio system for use by students and staff.

Strategy 7: Organizational Practices

Expand visibility and use of online school facility scheduling by the community.

Increase use of web-based maintenance module by

other Town departments.

Strategy 8: Learning Opportunities

Establish a district-wide history fair.

Establish and oversee district-wide coffee houses to showcase the talents of our students.

Strategy 5: Educators and Leaders

Complete the review and expansion of the district’s induction program.

Complete the review and update of the district’s mentoring program

Increase use of web-based maintenance module by other Town departments.

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students 27

NORWELL SP 15: Year 3 Action Plan Status Report (2010-2011) June, 2011

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OPERATIONAL OBJECTIVE TARGET DATES

LEADERSHIP RESPONSIBILITY STATUS

1.4

South Shore Center for Oral Histories. Collaborate with the Norwell Historical Society and the Council on Aging to begin to develop a comprehensive catalog of oral histories of the residents of Norwell and surrounding communities.

2010-11 NMS Principal NHS A.P. (LH)

Completed. This is an ongoing project with interviews held in the fall and spring with members of the Norwell Council on Aging. Oral histories are available at the Norwell Library, the Council on Aging and the Norwell Historical Society.

1.5 Volunteer Opportunities. Expand collaboration between community-based groups in Norwell and Norwell Public Schools by developing a comprehensive volunteer program to promote knowledge, enrichment and understanding.

2010-11 NHS Principal Partially Completed. A schoolwires survey has been created for community and parents to enter specialist areas they would like to share in the schools. This includes contact information and the student ages they would most like to work with. A data base exists with the names and contact information for the local community groups and businesses from the Career Fairs. The survey has not been posted on-line and the data base has not been shared with the district faculty. These will both be launched at the beginning of the 2011-2012 school year.


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2.5

Volunteers in the Community. Develop a school-based resource of student volunteers that could provide service to community members when the need arises.

2010-11 NHS Principal NHS A.P. (LH)

Completed. The Norwell Volunteer Corp is fully functional. The organization is coordinated by a community member, their website is posted and inter-active on the high school Activities page, and many of their accomplishments were highlighted in this year’s annual report.

3.2R

STEM Initiative. Provide students with a comprehensive science program by incorporating into the current PreK-12 science curriculum elements of STEM and by developing and fostering community relationships to support these efforts. (Incorporates 3.2, 8.6, and 8.7).

2010-11

Dir. T. L. & T Vinal Principal NMS Principal NHS A.P. (LH)

Completed. Curriculum documents were reviewed and updated during professional development sessions, after school meetings, and department meetings. Our October PD menu included technology and math options for all levels. Observations of SMART Board lessons continued throughout the school year, with the Director of TLT sharing Notebook lessons with teachers pertaining to each topic observed. We will be sending a team to the MOS Summer Gateway Institute with reps from each building, and we have been in contact with our MOS rep (Linda Hutchison) regarding engineering resources for elementary schools and projects at the high school level. With NEF funding, digital microscopes, digital scales, iPads, and Building Math guides have been purchased so far, and the STEM course through Lesley University ran in the spring. A second proposal for NEF STEM II grant was submitted.


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3.5

Ethics. Develop a comprehensive approach to the integration of character and ethics education into the curriculum of the Norwell Public Schools

2010-11 NHS A.P. (L.H.)

NMS A.P. Elem. A.P./S Dir. St. Svs.

Partially Implemented. During the 2010-2011 school year we have worked on the development of an ethical problem solving rubric for piloting in the Social Studies Department at the High School level - with planned roll out to Middle and Elementary during the 2011-2012 school year. The scope and sequence is completed and departments have begun to incorporate ethics lessons into their curriculum documents. Professional development was offered for early release days; however due to other competing initiatives no one signed-up for the workshops. To be completed: Professional Development offerings.

3.8

Technology Integration. Continue to identify, develop, and provide opportunities for teachers to incorporate twenty-first century instructional and assistive technology as a tool for delivering curriculum.

2010-11 2011-12 2012-13

Vinal Principal Dir. T. L. & T

NMS A.P. NHS A.P. (UH)

Partially Completed. This was the school year of schoolwires and Google. During the summer, several administrators and central office staff received three days of training from schoolwires to build and migrate data to the new site. Staff were trained in the basics of setting up individual web pages, with optional trainings during early release PD. In January, the district also switched to using G-Mail, Google DOCs and Google Calendars. Training was first provided to the technology committee and then again to all staff, but is also an on-going endeavor so as to understand deeper the various layers of Google, including the platform for teacher collaboration. New to Norwell this year has been the integration of iPad and iTouch technology, as well as netbooks at all levels and full wireless access at the high school. SMARTBoard technology was integrated into the third grade at the elementary schools, as well as the remaining core content classrooms at the middle school and math, history, and foreign language classrooms at the high school. Multiple levels of SMARTBoard training sessions were available over the summer and during PD thanks to our Lead Tech Teachers and various administrators.


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4.4

Teacher Professional Development and Licensure. Create a database to track licensure dates and professional development activities for use and tracking by faculty and administration.

2010-11

Dir. T. L. & T. NHS A.P. (UH) NMS Principal

Completed. Basic objective completed in 2009-10; teacher training at building level this fall on recording their professional development activities in X2.

4.5

Digital Curriculum. Develop a data bank of curriculum units, lessons plans, teaching strategies, areas of teacher expertise, and teaching tools (i.e. rubrics, graphic organizers) for use by district employees that complies with all applicable copyright law.

2010-11 2011-12 2012-13

Dir. T. L. & T. Cole Principal Elem. A.P./S

NHS A.P. (UH)

Partially Completed. Google has become one avenue for storing and sharing resources. Curriculum documents have been revised and shared via Google Docs. Some departments have begun to share lessons and links through both the curriculum documents and Google Docs. Elementary schools have shared multiple items including writing FCAs, rubrics, math trigger words and problem-solving strategies, vocabulary lists, writing prompts, etc. A software inventory was conducted to identify software usage and the district subscribed to Discovery Education for all buildings this year since the district plan is to move to web-based applications. The Cole School has written a grant from NEF for additional iPads. The middle school has written a grant for e-readers and book applications to be utilized next year. The acceptable use policy was revised and approved.


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6.1

Digital Classrooms. Create technology-rich digital classrooms where students will use appropriate and safe tools as well as resources to immerse and invest themselves in their learning environment. These tools and resources will be current, diverse, and facilitate differentiated instruction.

2010-11 NHS A.P. (UH)

Dir. T. L. & T. NMS Principal Cole Principal

Completed. The Technology Committee (lead tech teachers, at least one building administrator, and central office representation) has met several times this year. Topics have involved current issues, technology ticketing system, teacher training, and our switch to Google. Thirty-five additional SMART Boards were installed in June; nine training sessions were held over summer months; and training on websites, blogs, and Google took place during PD days throughout the year. The HS science department is conducting a Mimio pilot in place of SMART Boards due to space issues in their classrooms. Each building received a netbook cart to be used by special education and other classes as available. Plans for additional netbook carts are being developed. Wireless internet access was installed in NHS and quotes are being sought for the other three buildings. Aerohive access points are also available for netbook cart use at each building. A complete hardware inventory was completed over the summer, and information will be uploaded into Schoolwires for tracking. The decision to “Go Google” was made and implemented in January. The tech committee was trained via two online sessions and one on-site session. Google training was offered to staff on October 26 (PD menu), January 25 for central office staff, and January 26th for all remaining district staff. NMS and NHS staff received additional training on March 15 and elementary on May 11. Document sharing has begun, including the K-12 curriculum documents.

6.3

Network Infrastructure. Expand network capabilities to include wireless options, remote access, multiple portal levels of entry, and improved backbone for enhanced access to and control of internal and external network use while ensuring appropriate security and adequate support to sustain network

2010-11 2011-12

Dir. F & O

Partially Completed. Wireless has been installed in the High School. There are a few wireless access points in the other four buildings. We are finalizing the installation of the hard wired infrastructure at the High School (switches). The High School is being upgraded from a 10 Meg to a 100 Meg circuit this summer. Remote access is running parallel with our new Google Platform.


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6.5 Computerized Library Catalog. Update/expand computerized catalog and circulation systems for all library collections to enable access within the library and classrooms along with remote access.

2010-11

NMS Principal NHS A.P. (LH) Cole Principal Dir. T., L. & T.

Completed. Follett’s Destiny Library Manager was purchased for the district (with PTO support) and installed in each school’s library. The current library collections were migrated to this online computerized catalog. Administrators and appropriate staff were trained in the use of the computerized catalog. The system is being used in the libraries for daily operations. The catalog is accessible remotely. Due to the lack of professional librarians in the district, direct instruction to students, faculty, and parents has been limited.

6.6

Assessment Tools. Research emerging assessment tools / programs and begin to implement them at the classroom level.

2010-11 2011-12

NHS Principal Elem. A.P./S

NMS A.P.

Completed. Digital assessment tools are being used in all school buildings. Web-based curricula is available at the elementary level for Science, Reading and RTI assessments, the Middle School has access to online content in all areas with the exception of English. CP Math classes at the High School have a self paced online component. SMART boards and SMART response systems are available for all students in 3-12. Training has been provided by our Lead Tech Teachers. SMART response data can be collected in a number of ways and we are exploring how to integrate this feature to Google. Opportunities for additional tutorial support are available through teacher’s websites using School-Wires, Quiz Lab, Discovery Channel, Google forms and Quia. Using these website tools teachers are able to collect and view student viewing patterns and responses. Our X2 Parent Portal has been opened this school year so families can view student report cards and progress notes. Teachers have access to student MCAS data to inform instruction through the Data Warehouse.


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6.7

Online Community. Research current trends in web development and expand the Norwell Public Schools’ online community so that it becomes a content management and communication tool regularly used by students, parents, teachers, and community members.

2010-11 2011-12

Dir. St. Svs. Dir. T., L. & T.

Dir. F & O

Completed. Administrators and central office staff on the Technology Committee received three full days of schoolwires training last summer. Roles were assigned to individuals for teacher vs. administrative privileges. An overview of the website for central office staff was held prior to start of school, PD was provided for all staff at the beginning of the year, and demos and further training sessions were provided for staff during other PD times. Schools each communicate with parents and the community via the new website and many teachers utilize class websites. Online PD registration was successfully piloted for the January 26th menu. The “Assist” component of schoolwires is being considered for technology ticketing and inventory.

7.1

Facility Scheduling. Utilize the scheduling functionality of facilities management software to allow secure visibility to the community to view space availability as well as submit facility requests to be approved by authorized parties.

2011-12

Dir. F & O

NHS A.P. (UH)

Partially Completed. A form was developed for use in School-Wires to submit requests electronically. The form was reviewed by the Head of Custodians and the Norwell Recreation Department. Both groups need to be able to process insurance riders. School -Wires is unable to do this at this point. This area will need continued research in order to be effective.

7.3

School/Town Facilities Management. Expand the use of web-based facilities management software modules for maintenance and preventative maintenance to other town departments and perform a cost benefit analysis of combining school and town facilities management.

2010-11 2011-12

Dir. F & O

Not Completed. Not completed due to job transition.

http://www.google.com/url?q=http%3A%2F%2Fwires.to&sa=D&sntz=1&usg=AFQjCNFnldAG97EW13K-qedOT3zzl08fbQ




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7.5

Administrative Networks and Digital Forms: Expand the use of the administrative network by migrating to web based applications that enable employees to access administrative forms, personal calendars, and other applications online to ease usability, increase efficiency, improve productivity, improve tracking, and reduce paper usage.

2010-11 2011-12

Dir. F & O NMS A.P.

Dir. St. Svs.

Completed. All district personnel can now access the following administrative forms on the district webpage: Temporary Leave of Absence, Course Approval and Reimbursement, Trip Request, Reimbursement Request, Workshop/Conference Request and Reimbursement, Bullying/Cyberbullying Complaint, and CORI. All faculty and staff also have access to their own personal calendar online through Google. Calendars can be shared with colleagues, which make the scheduling of meetings much more efficient. Meeting and event invitations can also be sent online allowing the reduction of paper usage.

8.9

Learning Expectations/ Graduation Requirement. Create and implement a graduation requirement for seniors to demonstrate that they have fulfilled the high school learning expectations.

2010-11

NHS Principal NHS A.P. (UH)

Completed. The process for implementing a graduation requirement for students to fulfill the high school learning expectations has been approved by the faculty, School Council, and School Committee. The process has been outlined in the 2011-2012 High School Program of Studies and Student-Parent Handbooks.

NORWELL HIGH SCHOOL LEARNING EXPECTATIONS

ACADEMIC EXPECTATIONS Norwell High School has identified school-wide expectations for student learning. A rubric has also been developed for each academic learning expectation. Each department has a primary responsibility for one of the learning expectations. The Norwell High School learning expectations are designed to reinforce the skills students need to learn and demonstrate throughout their high school experience. While the learning expectation rubrics do not determine grades, we will be examining how well they correlate with scoring guides. Each department will use their rubric in conjunction with a student assignment during each semester. A copy of the student’s work and the rubric will be kept in portfolio folder located in the records’ room. Over time students will become more familiar with the academic learning expectations. Each year the assignments students are asked to complete will become more complex and require an increased depth of thinking and quality of presentation. Although the assignment and material will change, the rubrics will remain the same. As we work with the rubrics, we will look to improve upon them when necessary. As students work to meet the learning expectations, teachers and departments will also use the rubric results to evaluate curriculum/content and instruction. This process is designed to clarify academic expectations for students and to maintain a continual process of reflection and “decision-making related to [our] curriculum, instruction, assessment, policies, and procedures” (NEASC 5).

Creative Expressi

on

Music Performan

ce

Text Analysis

Laboratory Investigation

Effective Researcher

s

Effective Writers

Oral Presentation

Reflective Problem Solvers

Art P

English P

Math P

Music P

Science P Social Studies P

Tech Ed P World Languages

P

Latin

P

P = Primary Responsibility S = Secondary Responsibility

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NEASC, the New England Association of School and Colleges, asks schools to “communicate aggregate data on the school’s progress achieving all school-wide expectations to the school community…To report school-wide progress, schools may choose to present this information to the press, on the school’s web page, through regular news letters that go to the entire community and not just the parents, in the town or city’s annual report, and in many other ways” (NEASC). “Guide to Developing and Implementing the Mission.” New England Association of Schools and Colleges, Inc. (NEASC) August 2005 Norwell High School Learning Expectations Graduation Requirements: (This graduation requirement goes into effect for the class of 2013 with the exception of the social studies Learning Expectation. The graduation requirement will be in effect in all subjects for the class of 2014).

Students’ performance levels on the Norwell High School Learning Expectations are assessed each semester and reported on the semester report cards. In order to graduate students must receive a performance level of Meets Expectations in English, mathematics, social studies and science. Students can earn their graduation status by meeting expectations during one semester in their junior year in English, mathematics, social studies and science. Students can earn their graduation status in social studies in the second semester of their sophomore or junior year once their research projects/papers are complete. Students can receive recognition of commitment to fulfill the Norwell High School Learning Expectations in art, foreign language, music, applied technology, and or theater by meeting expectations during a semester after their fourth semester of study within a specific subject. Students may substitute one of the recognition subjects for one of the four year requirement courses only once. If they do so, they will not receive recognition in that subject. *Based upon their learning profile students may apply for a waiver to a graduation requirement and may be waived from that requirement with the principal’s approval. Students must apply for said waiver and must provide documentation to support their request.

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NORWELL HIGH SCHOOL LEARNING EXPECTATION RUBRICS

SEMESTER I – 2011 - 2012 OVERALL EVALUATION REPORT

Creative Effective Effective Laboratory Music Oral Reflective Text Expression Researchers Writers Investigation Performance Presentation Problem Analysis Solver

CLASS of 2015 Exceeds 26 55 34 0 0 6 18 36Meets 99 89 115 161 27 94 146 15Approaches 1 32 27 15 0 38 9 6Work not Submitted 3 1 1 2 0 0 4 1TOTALS 129 177 177 178 27 138 177 58



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Valedictorian:........................................ Corbin Foucart Salutatorian:.......................................... Nathan Kingston Gustaf and Ellen Anderson Scholarship: Alexa Daniels Black Rock Cares Scholarship: ............ Michael Locke John C. Bond Memorial Award:........... Michael Bevilacqua Kitt Miller Fred Boyce Scholarship: ....................... Sheamus O’Sullivan Chamber of Commerce Citizen Award:. Julia DiMartinis Matthew Kelley Chamber of Commerce Arthur Sewell Memorial: Nathan Kingston Church Hiller Scholarship Award:……Thomas Koch Comcast Foundation Scholarship:…….Bridget Lawson Jay Corcoran Memorial Scholarship:… Shane Carey Thomas Garvey Michaela Nichols Kaitlyn Petit

Leonard Cox Educational Foundation:. Lauren Connaughton Creative Writing Scholarship Award:….Laura Ferzoco Education Association of Norwell:........ Nicole Harper Joseph Mazzeo Evan Henry Memorial Scholarship:...... Samantha Casey Bridget Lawson Leslie Feingold Award: ......................... Zachary Cadman Lauren Connaughton First Parish Pre School Scholarship:.... Samantha Sprague Friends of Norwell VNA and Hospice:.. Kelly Hudgins Kevin Lawrence

Norwell Police Association Scholarship: Rachel Lynch

Dorothy S. Fogg Memorial Scholarship: . John Finnigan Kelsey Wheeler Elizabeth Gordon Scholarship:………...Kristine Gilberti

Reuben and Lizzie Grossman Award:..... Nicholas Daley Emma Ray Hub International Scholarship: .............. David Regan Insurance Agents of Norwell Scholarship: ....Liam Dennigan Ashley B. & Minnie Jones Scholarship Fund: Elizabeth Driscoll Hannah McKitrick Kalen Kelly Memorial Scholarship:……Molly Lodigiani Timothy Larkin Memorial Award:.......... Ailish Dennigan Douglas J. Mangone Memorial Scholarship: Joseph Richardson Myrtle McKay Scholarship:.................... Olivia Bourque Fr. Joe Naudziunas Scholarship: ........... Nicholas Daley Joseph Richardson North River Community Lions Club: ...... Alexandra Psota North River Gardeners Scholarship:...... Emma Ray Norwell Grange Scholarship:................. Rachel Lynch Norwell High School Boosters Scholarship: Laura Ferzoco Joseph Mazzeo Norwell Men’s Club Ken Dunn Memorial Scholarship: Rachel Lynch Norwell Middle School Scholarship:...... Mathew Kelley Joseph Mazzeo Norwell Perseverance Award:................ Michaela Bucca Robert Carey Emily Fitzgerald Kristina Gilberti

Michaela Nichols Norwell Youth Football & Cheerleading Scholarship: Shane Carey

CLASS OF 2011 SCHOLARSHIPS AND AWARDS

Norwell Women’s Club Scholarship: ........Julia DiMartinis Catherine Erickson Alyssa Gunville Nathan Kingston Bridget Lawson Alfred Pizzotti Memorial /North River Theater: Richardson Smith Plymouth County Education Association:.Brooke Alman Marion E. Scheller Scholarship: ...............Rachel Lynch AliceRhinesmith Schlundt/AFS Memorial Scholarship: Molly Broderick Adrian Dawn Smith Scholarship:..............Caroline Barry South Shore Savings Bank Scholarship: ...Rachael Wolfson Nellie Sparrell Trust Fund Scholarship: ...Rachel Carrillo Shane Carey Samantha Casey Samantha Geary Grace Wallace Stetson Kindred Award: ............................Michael Day Suzanne S. Straley Memorial Scholarship:Julia Driscoll Sylvester Memorial Fund Scholarship: .....Amanda Marchetti Tri Town Rotary Scholarship:...................Kaitlyn Petit Allan Wheeler Memorial Scholarship/Scituate Federal: Matthew Kelley Jenni White Memorial Scholarship:..........Megan Cavano Jacquelyn Daniel Alexandra DeMarco Corbin Foucart Avedis Zildjian Music Scholarship: ..........Richardson Smith

NORWELL HIGH SCHOOL Class of 2011 College Acceptances

Barron’s Profile of American Colleges groups colleges into seven categories, with the first four categories being Most Competitive, Highly Competitive, Very Competitive and Competitive. Of the 148 students from the Class of 2011 going directly to college, 136 (92%) planned on attending colleges in the Competitive to Most Competitive categories, with 48 (32.4%) students planning to attend schools in the top two categories. The following is a listing of all the colleges that accepted graduates of the Class of 2012.

Albany College of Pharmacy Cornell University MA College of Pharmacy & Health Sciences

Saint Michael’s College University of Massachusetts, Dartmouth

Anna Maria College Curry College Manhattan College Salem State University University of MA, Lowell Arizona State Duke University Manhattanville University Salisbury University University of Miami Art Institute of Boston @ Lesley U Eckerd College Marist University Salve Regina University University of Mississippi Assumption College Elmhurst College Marywood University Santa Clara University University of New England Aubum University Elmira College Mass. Maritime Simmons College University of New Hampshire Babson College Elms College Merrimack College Southern New Hampshire Univ. University of New Haven

Bates College Elon University Miami University Springfield College University of North Carolina at Wilmington

Becker College Emmanuel College Middlebury College St. John’s University, Queens University of Notre Dame Belmont Abbey College Endicott College New England School of Art &

Design at Suffolk Stanford University University of Pennsylvania

Bentley University Fairfield University New York University Stonehill College University of Pittsburgh Binghamton University Fitchburg State College Newbury College Suffolk University University of Rhode Island Boston College Florida Southern College Nichols College SUNY New Paltz University of Richmond Boston University Florida State University North Carolina State SUNY Potsdam University of Rochester Bridgewater State College Fordham University Northeastern University Sweet Briar University of San Diego Brigham Young Univ. – Hawaii Framingham State College Northwood University Syracuse University University of Scranton Brown University Franklin Pierce University Norwich University The University of the Arts University of So. California

Bryant University George Mason University Oberlin College Towson State University University of Southern Maine California University George Washington Univ. Pace University Trinity College University of Tampa Campbell University Gettysburg College Penn State University Tufts University University of Texas at Austin Castleton College Grinnell College Pepperdine University Tusculum University University of Vermont Catholic University Hobart & William Smith Plymouth State Union College University of Virginia Champlain College Hofstra University Providence College University of Arizona Utica College

Clark University Iona College Purdue University University of California, Berkley

Clarkson University Ithaca College Quinnipiac University University of California, L..A. Villanova University Clemson University James Madison University Radford University University of Cincinnati Wake Forest University Coastal Carolina University Johnson & Wales University Regis College University of Colorado at Boulder Wentworth Inst. of Technology Colby College Keene State College Rensselaer Polytechnic Institute University of Connecticut West Virginia University Colby‐Sawyer College Lasell College Rhode Island College University of Delaware Western New England College Colgate University LeMoyne University Rhodes College University of Denver Westfield State College College of Charleston Lesley College Roanoke University University of Findlay Wheaton College College of the Holy Cross Lewis & Clark College Rochester Institute of Technology University of Georgia Worcester Polytechnic Institute College of William & Mary Loyola University, Maryland Roger Williams University University of Hartford Worcester State College Colorado State University Lynchburg College Rutgers Univ.– New Brunswick University of Maine Columbia University Lyndon State Sacred Heart University Univ. of Maryland, College Park Concordia University Lynn University Saint Anselm College University of MA, Amherst Connecticut College MA College of Art & Design Saint Leo University University of Massachusetts,

Boston

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SCHOOL COUNCILS

COLE SCHOOL

John Shea, Interim Principal Sarah Summers, Co-Chair Scott Achorn Dr. Anthony Bahros Susan Dempsey Susan Aprea Susan Barrett Kimberly Warner Patricia Lederer

VINAL SCHOOL

Trisha Nugent, Principal, Co-Chair Wendy Prentiss, Co-Chair Roe Blanchard Betsy Hilsinger Melissa Allen Lynsie Fitzgerald Jeanne Ivas Laurie Peckham Liz Tam

NORWELL MIDDLE SCHOOL Derek Sulc, Principal Roe Blanchard Rita Daddio Cynthia DeBenedictis Jennifer Fairfield Matthew Henderson Brenda Henriquez Lynn Laffan

NORWELL HIGH SCHOOL William Fish, Chair Kathleen Lynch, Co-Chair Christine Elio Brenda Henriquez MerryAnn Hilson Allison McGlinchey David Kitchen Kelsey Link Diane Provenzano Gwenn Higgins Patrick Barrett Benjamin Gordon

PARENT LEADERSHIP

COLE SCHOOL PTO Steering Committee Jennifer Weier, Chair Steve McVay, Treasurer Noel Ashekian Lauren Carnes Jess Chase Kristin Ford Janice McGovern Aleta Scully Allison Ryan

VINAL SCHOOL PTO Officers Sue Kirby, President Brenda Smith, Treasurer Jennifer Fiorella, VP, School Programs Sarah Jane Baker, VP, Community Programs Sally Schiller, VP, Communications Kim Guarachi, VP, Fundraising

NORWELL MIDDLE SCHOOL PTO Steering Committee Adrienne Vavpetic, Chair Allison McGlinchey, Communications Anna Brown, Events Cecila Downey, Secretary Jane Greene, Fundraising Jennifer Burke, School Community

Rosemary Sheppard, Treasurer

NORWELL HIGH SCHOOL PTO Officers

Linda Daley, President Lisa Gunville, Vice-President Linda Erickson, Secretary Karen Eaves, Treasurer

SPECIAL EDUCATION PARENT ADVISORY (SEPAC)

Kristen Pendergast, Co-Chairperson/Cole Christine Walker, Co-Chairperson/Vinal Wendy Bawabe, Co-Chairperson/Middle School Caroline Alward, Co-Chairperson/High School Janine Birmingham, Executive Advisor

HIGH SCHOOL BOOSTER CLUB

Jean Hoffman, President Dena Morgan, Vice President Kathy Weiler, Treasurer Cindy Barry, Secretary

Documents

TOWN MEETING INFORMATION GUIDE - Norwell High School · 2012-04-23 · TOWN MEETING INFORMATION GUIDE May 7, 2012 -AND- 2011 - 2012 ANNUAL SCHOOL REPORT The mission of Norwell Public