Strategy for Success Strategic Plan | 2021-2024
CONTENTS
Introduction | 5 Entry Process | 6
Christopher S. Campbell, Ed.D. Superintendent of Schools
Stacey A. Rogers, Ed.D.
Assistant Superintendent Administration and Instruction Erik W. Cioffi Assistant Superintendent Human Resources
Brad Brothers
School Business Administrator
Administrative Offices 11 Lincoln Street Plymouth, MA 02360 Telephone: (508) 830-4300 Fax: (508) 746-1873 www.plymouth.k12.ma.us
INTRODUCTION
Plymouth Public Schools
Demographic Information | 9 Choosing Relevant Data to Analyze | 10 Key Finding and Supporting Data | 12
Strategic Planning Process | 24 Committee Acknowledgement | 25
NEXT STEPS
Planning for Success Process | 26
THE DISTRICT PLAN
Strategic Objectives | 23
Mission, Vision & Core Values | 30 Strategic Objectives & Initiatives | 32 Conclusion & Work Ahead | 40 District Leadership Team | 43
This photo was taken prior to COVID-19.
Introduction
DR. CHRISTOPHER CAMPBELL, SUPERINTENDENT OF SCHOOLS
On September 26, 2020, I formally shared my entry plan with the Plymouth School Committee. Having spent the previous twelve years as Assistant Superintendent, collaborating with all thirteen schools, I had strong contextual knowledge of the Plymouth Public Schools prior to assuming the role of Superintendent. Nonetheless, it seemed both prudent and necessary to fully engage in an entry plan. The purpose of the entry plan was to structure and define my efforts to become better-acquainted with the most central elements of the Plymouth Public Schools - most notably all aspects of the student and family experience and community partnerships. The focus of my entry involved hitting the ground learning. My goals in undertaking this process were to learn more about the District and community, to gain a deeper understanding of the current conditions of the system and to identify areas for further study that will lead to the development of strategy for growth. It was my hope that this process would reflect my core values and beliefs about education:
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Students come first – our decisions and plans should always have the best interest of students in mind; we must find equitable solutions that provide the necessary resources and supports to ensure each student thrives.
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Relationships are paramount – relationships are one of the most important aspects of leadership and are essential for supporting student success. Public schools are charged with the development of the whole person; it is equally important for our District to develop the character of our students and teach children the importance of respect, honesty, perseverance, diversity, and inclusivity. Collaboration and collective responsibility are critical – we are all here to serve students. Families are the first and most influential teachers of their children. Respecting and welcoming all families into the school community supports the academic achievement of all students.
ENTRY PROCESS This entry plan focused on Plymouth Public Schools’ culture and climate, strengths, challenges, and areas of opportunity and improvement. This process included a comprehensive review of the District; learning from many perspectives and stakeholders. Specifically, as part of this process, I worked closely with our administrative leadership team to analyze academic achievement data and perception data. The analysis of the data supported the development of an overarching strategy for District improvement focused on teaching and learning. Between the months of August 2020 and April 2021, I conducted approximately 80 meetings with a diverse group of stakeholders ranging from educators in the Plymouth Public Schools, parents, students, elected officials, to representatives from local community agencies. The vast majority of these meetings happened one-on-one or in small groups, while some occurred in a forum. I took notes during interviews and many of the meetings and later examined this data to identify emergent themes. The entry phases and activities were meaningfully reinforced by a parallel, longrange strategic planning initiative that was initiated but never completed prior to the pandemic. Timing was favorable for this approach as the previous strategic plan expired in 2020. This approach provided depth and stronger understanding as I moved between the two processes. All public school districts in the Commonwealth of Massachusetts are required to have an annual improvement plan. The most thoughtful and research-supported method involves developing a multi-year plan in partnership with a diverse group of stakeholders. Holding interviews and meetings as part of the entry process while also engaging the strategic planning initiative provided deeply reliable findings. As we proceeded with activities designed to identify strengths and challenges via data analysis and targeted experiential feedback through the strategic planning activities, I used this opportunity to compare the substance of those outcomes to the emergent themes from entry interviews and meetings.
Strategic Plan 2021-2024
In total, the parallel approach allowed me to test conclusions I was drawing from interviews and entry-related processes against the outcomes from the strategic planning work. Typically, an entry plan is designed to inform district planning or goal setting for the ensuing year(s). In my view, the fact that the strategic plan needed to happen alongside my entry plan was fortuitous. The result is a completed entry plan with findings and a three-year strategic framework, the substance of which is validated by the other. With the first school year as superintendent nearly complete and both my entry plan and a substantive framework for the strategic plan also complete, I offer this report of findings.
LEADERSHIP TEAM – INSTRUCTIONAL LEADERSHIP The District leadership team comprises our smaller Central Administration Team and the larger District Leadership Team. The Central Administration Team meetings include the Superintendent, Assistant Superintendent for Administration and Instruction, Assistant Superintendent for Human Resources, School Business Administrator, Director of Special Education and Director of Facilities. The larger District Leadership team includes the central administration team as well as District curriculum coordinators, department directors, principals, and assistant principals. We have undergone great change among our leadership team this year. For the 2020-2021 school year, there will be several new school administrators. We have a new Assistant Principal at Plymouth Community Intermediate School. Plymouth North High School welcomed a new Director of Athletics. In addition, we have hired a new Director of Alternative Programming for Harbor Academy, our alternative high school program. At the District level, there have been even more considerable changes, with two Assistant Superintendents, a Director of Facilities, an Assistant Facilities Director and School Business Administrator all new to their positions. Lastly, as we begin the start of the 2021-22 school year, we will be hiring a new district Coordinator of Instructional Technology as well as a new Director of Special Education, a position that has remained under the direction of the new Assistant Superintendent for Administration and Instruction for the entire school year. A critical part of my role is to lead through others. The composition of our leadership team is critically important to the District’s overall success. I have worked extensively to appoint the best leader for the aforementioned positions. Administrator meetings have been collaborative, focusing on teaching and learning, supporting our team, and the mission of the District.
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SOURCES OF DATA As part of my entry process, I used four types of sources in order to gather information about our district: 1. Meeting with Stakeholders: I had the pleasure of meeting and interviewing a variety of stakeholders from across the district and town over the past nine months, both formally and informally. These encounters with students, staff, parents, school/town leaders, and other community stakeholders allowed me to listen, observe, learn, be present and ask questions. 2. Observations of Schools and Classrooms: The core of the work of schools is in the interactions between educators, their students, and the curriculum. As part of my entry work, I made a point to be a regular presence in our schools, observing teaching and learning, identifying the areas of strength and opportunities for growth in our schools and classrooms. I scheduled monthly visits with each school principal. During these visits, we observed classroom instruction and building operations together. Focusing on what principals are most proud of, what they are working hard on, and what their biggest challenges are were all a part of these school visits. Further, these visits provided opportunities to look at teaching and learning as it relates to our District and school goals. 3. Review of Key Documents and Data: I reviewed a variety of sources in order to gather information about the Plymouth Public Schools: School Improvement Plans District Strategic Plan (2020 Plan) School and District Report Cards (DESE) School Discipline Reports (DESE) District/School MCAS, AP and SAT Analysis New England Association of Schools and Colleges (NEASC) Reports Special Education Program Evaluations Coordinated Program Review (DESE) Superintendent Search Survey Results and Report Collective Bargaining Agreements Budget Documents (FY21) – School and Town Capital Improvement Projects and Facilities Data Grants Policy Manual Administrator Job Descriptions 4. Short survey opportunities: In order to capture important insights about the state of the District and the issues that most require attention, surveys were sent to various stakeholders throughout the school community.
Strategic Plan 2021-2024
DEMOGRAPHIC INFORMATION The district has 13 principals and 1 director leading 13 schools. The early childhood center is in a middle school and the high schools have a vocational program. In the 2020–2021 school year, 7,085 students were enrolled in the district’s 13 schools (Oct 1 enrollment):
Table 1: Plymouth Public Schools Schools, Grades Served, and Enrollment*, 2016-2020 School Name
Grades Served
2017 Enrollment
2018 Enrollment
2019 Enrollment
2020 Enrollment
2021 Enrollment
Plymouth Early Childhood Center
Pre-K
116
140
155
189
142
South Elementary
K-4
549
653
632
624
609
Federal Furnace
K-5
412
389
362
359
350
Cold Spring
K-5
248
255
221
209
189
Hedge
K-5
210
154
181
174
184
Indian Brook
K-5
566
567
569
549
539
Manomet
K-5
304
287
266
274
252
Nathaniel Morton
K-5
591
547
557
571
493
West
K-5
389
394
352
348
318
Plymouth Community Intermediate
6-8
997
1,020
1,054
1,037
1,010
Plymouth South Middle
6-8
837
724
704
699
665
Plymouth South High
9-12
1,026
1,095
1,074
1,048
1,066
Plymouth North High
9-12
1,307
1,281
1,267
1,252
1,268
Totals
Pre-K-12
7,552
7,503
7,394
7,333
7,085
*Plymouth Harbor Academy students are included in their High School of origin.
Between 2017 and 2021, overall student enrollment decreased by 6.2 percent. Enrollment figures by race/ethnicity and high needs populations (i.e., students with disabilities, students from economically disadvantaged families, and English language learners (ELLs) and former ELLs) as compared with the state can be found on the District Profile Page.
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CHOOSING RELEVANT DATA TO ANALYZE The use of data is essential in improvement planning. It helps us focus our work and provides evidence to support the continuation of practices that are working and identify areas that are not yet demonstrating success. The purposeful use of data can help a team: Craft questions about accountability, equity, and continuous improvement Coordinate the collection, analysis, and dissemination of data displays that are necessary to address these essential questions Build action plans Monitor progress of improvement initiatives Below are the data categories that were analyzed: Student achievement data. Examples of achievement data include annual statewide accountability assessments, commercially produced tests (including interim assessments, benchmark assessments), school discipline reports, and school attendance data Demographic data on students and faculty. Information related to changes in student population and students’ language needs, teacher turnover rates for the school and by grade, and other demographic and contextual information Data on school and district processes. Information related to district and school support structures, such as how teachers are supported in using data or reflecting upon instructional practices, or how supplemental services and interventions are appropriated across the District and schools. Qualitative data. Examples include interviews, focus groups with stakeholders, and observations of schools and classrooms.
DATA ANALYSIS This report offers both qualitative and quantitative data. It includes relevant information that could be “counted, seen, or heard.” These findings are organized by the themes and patterns that emerged. The first step was to collect and review a wide variety of data through data analysis, observations, and interviews. Patterns and trends were identified which helped to reveal initial findings that captured significant issues of interest for the district.
Strategic Plan 2021-2024
Throughout my entry process and the district’s strategic planning process, the district collected data from the aforementioned sources, seeking clarity on key questions, and I probed deeper seeking clarity on key questions: 1. What are the strengths of our school system and our community? 2. What are the biggest challenges that we currently face? 3. As we think about our schools in the next 3-5 years, what should our goals be for the future? 4. What must we protect or sustain in our system? 5. What are our biggest opportunities for growth? 6. What are the opportunity and achievement gaps that we need to address?
LISTENING TO STAKEHOLDERS Interviews, focus groups, and forums were used to listen to stakeholders, validate data analysis, and seek clarity. To develop a plan that truly reflects the priorities of the community, multiple stakeholder groups need to have input. Meeting with stakeholders as part of the strategic planning process also provided “voice” to the district plan. Throughout the school year, I had the opportunity to meet with school councils from across the district. These intimate forums (while most were conducted virtually) allowed me to gauge the perspective of parents, grandparents, community members, and educators from across the district. The establishment of the Diversity Committee (which met monthly since October) also provided tremendous feedback and perspective from a broad and diverse cross section of our school community (teachers, administrators, parents, and students).
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KEY FINDINGS AND SUPPORTING DATA OVERVIEW I believe caring, passionate and skilled people are the heart of any successful school system. In the Plymouth Public Schools, we have wonderful students and a strong, dedicated staff. Our many successes would not be possible without ongoing support from our entire community. Throughout my first nine months as Superintendent, through all of the tremendous stress and uncertainty associated with the pandemic, I have witnessed amazing, talented and dedicated instructional leaders, engaged and challenged students, and a very supportive community. I have listened and learned from our families, business community, and staff to ascertain their views on the District. We have much to be proud of in the Plymouth Public Schools. Now is a great time to revisit our mission and consider how we will best meet our goals for advancing the academic agenda for student achievement, advancement, and youth development. Every organization has areas that can be improved upon and our district is no exception. This document is an overview of the needs of the Plymouth Public Schools. What follows is a high-level summary of findings of the emergent themes from entry activities. To be clear, a theme reflects feedback or responses shared with a high degree of frequency. This is by no means an exhaustive list of strengths and challenges. Further, it is not intended to marginalize other areas of strength or matters of concern. Instead, it is exhibition of the strengths and challenges around which there is strong commonality. Below are the key findings that emerged as a result of this comprehensive process.
LEADERSHIP AND GOVERNANCE Strengths The district has key leadership personnel and collaborative district practices in place to ensure commitment and fidelity to the implementation of the district’s improvement initiatives. The School Committee promotes a sense of collaboration and support in the school district and with the Town, which encourages all stakeholders to work together to support the goals of the district and the well-being of students and their families. District and school leaders collaborate to achieve district and school goals. The district has established partnerships with social service agencies to foster the well-being of students and families.
Strategic Plan 2021-2024
The schools enjoy a strong, collaborative relationship with the Select Board, Advisory and Finance Committee, Capital Outlay Committee, and Town Manager’s office. The Town continues to support the district’s budget and Capital Improvement Plans. During my conversations, there was a collective agreement about the importance of collaboration and communication in order to maintain a high performing school district. The School Committee and the Leadership Team work collaboratively to make decisions that are in the best interests of students. Additionally, a strong relationship exists between the School Committee, Administrative Leadership, the Plymouth Teachers Association (EAPC), and Collective Bargaining Relief Association (COBRA). Frequent communication allows for conflict resolution in a productive, proactive, and respectful manner. The collaborative culture of all bargaining units supports the mission of the district. Overall, survey results suggested that stakeholders feel Plymouth schools have a clear vision and goals and that action is being taken to continuously improve schools. Families commented that personnel are accessible and responsive and that information about important school meetings, news, and events is communicated effectively. Families also felt that they knew whom to contact at their child's school if they had a question or concern. Staff commented that the District demonstrates a strong relationship with town leaders and is transparent about matters through its communications and social media outreach.
Opportunities for Growth The district’s strategic plan (2020 Plan) does not consistently identify benchmarks, measurable evidence, and specific student performance goals based on student achievement data to indicate that priorities have been met. Additionally, 26% of families surveyed did not feel that they are invited to participate in decision-making at schools. Faculty and staff suggested that redistricting should be considered to see if the district might establish greater consistency of class-size across the district, particularly at the elementary level. A strong communication structure between the Central Administration team, departments, and school buildings will be essential to obtain the goals outlined in this document. Administrative survey results and meetings with leadership expressed the desire for more collaborative professional development among administrators/principals and central leadership team, with an emphasis on leadership goals, vision, clear communication, and decision-making. The annual schedule of meetings among principals, coordinators, directors and central administration should be reevaluated to maximize the administrative team’s collective goals.
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CURRICULUM, ASSESSMENT AND INSTRUCTION Strengths The district has developed a collaborative curriculum leadership model at the district and school levels that supports effective curricular practices, promoting alignment with the state curriculum frameworks as well as vertical and horizontal alignment of curriculum across the district. Teachers use a documented, districtwide curriculum, which is aligned with the Massachusetts curriculum frameworks and is consistently revised. Families expressed a great appreciation for the commitment and dedication of Plymouth’s teachers and support staff. The district has developed a comprehensive professional development program that supports teachers and paraprofessionals at all stages of their careers and is informed by district and school priorities, staff interests and needs, and student achievement data. The district has allocated human and financial resources to support programs. The district has trained teachers in various intervention strategies at the elementary level including Reading Recovery, Wilson Reading, Fountas and Pinnell Leveled Literacy Intervention program, and the Math Workshop model. At all levels (K-12) the focus in STE has been to build a stronger science student. Anchoring the work around the OpenSciEd curriculum at grades 6-8, the District has chosen to focus on key areas in student growth. These areas include but are not limited to science discourse and note booking. For staff, the corresponding professional development has been in the use of phenomena-based instruction for use in student sense-making. Science norms are based on respect, equity, commitment to community, and moving science thinking forward as that community.
Strategic Plan 2021-2024
The curriculum coordinators have placed emphasis on the training and integration of workshop model teaching that includes but is not limited to differentiation, small group instruction, student discourse, perseverance, and collaboration in their respective classes. Students are encouraged to show and explain their thinking, or restate a peer's thoughts in another way. Teachers also model and moderate these behaviors in class. At the high school, the “K block” is a 25-minute block when students can receive extra help or make up work. At all levels, teachers provide after-school support to students. Students are identified for interventions through the analysis of data and by child study teams. Team structure varies from level to level and from school to school, but all teams analyze data and determine appropriate interventions for students. A full-time attendance officer works closely with teachers and administrators and liaises with the courts and the Department of Children and Families (DCF). The district’s discipline philosophy is to keep students in school as much as possible to receive academic and social-emotional support. To this end, the district has developed in-school suspension programs. The district has been participating in a professional learning network called “Rethinking Discipline” facilitated by DESE. The district has made social-emotional support of its students a priority. The elementary schools have various social-emotional curriculum under the umbrella of Positive Behavioral Interventions and Supports (PBIS). The district has hired adjustment counselors and has made a commitment to hire a Social and Emotional Learning (SEL) coach to support the elementary schools. The district has partnerships with many community organizations, including the YMCA, Beth Israel Hospital, and South Bay Community Services, which provides counseling to students during the school day. The district has a comprehensive safety plan, which includes detailed protocols for various emergency scenarios. The district has four school resource officers and has a strong relationship with the Plymouth Police and Fire Departments as well and the Plymouth Office of Emergency Management. Overall, the survey results suggested that stakeholders feel Plymouth’s educational programs and K-12 curriculum supports student learning and development. Respondents indicated that technology is integrated effectively into the curriculum to support learning. Instructors demonstrate content knowledge in their subject areas and use various techniques and styles to challenge and motivate students. Both family survey results and stakeholder forums highlighted appreciation for the diversity of program opportunities for Plymouth students to grow and expand outside of the classroom. Several examples were cited, such as the Visual and Performing Arts and Vocational programs, as well as Plymouth’s global connections, which provide students many opportunities to engage in international travel.
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Opportunities for Growth Overall, in most observed classrooms (Comprehensive District review, DESE) teachers demonstrated knowledge of the subject matter and content. At the same time, there exists variation among levels in the use of clear learning objectives, of lessons reflecting high expectations aligned to learning objectives, and of instructional strategies well matched to the learning goals. District leaders stated that effective instruction should be differentiated. Although the district has provided professional development in differentiation, this instructional practice was not consistently observed districtwide (Comprehensive District review, DESE). Similarly, 27% of survey respondents felt that Plymouth’s educational programs did not meet the needs of all students. Interviews with administrators and teaching staff indicated that regular structured time for teachers to collaborate varies from grade to grade, from school to school, and from level to level. Families questioned if our students are meeting the bar of academic achievement, expressing a need to focus more on academic consistency and equity across all schools and levels. Families also expressed that the District should place an increased emphasis on foreign language instruction. Conversely, many staff survey respondents stressed the desire to focus on deeper learning in the classroom as opposed to placing a great emphasis on test scores and assessment. Social-emotional learning (SEL) and mental health supports were concerns expressed by staff and administration on many occasions. The need for a more standardized approach to SEL interventions was expressed often as well. Teachers expressed concerns that not all leaders prioritize SEL as much as others do.
Strategic Plan 2021-2024
Teachers and families also spoke to how Plymouth has become more diverse in recent years. Working on staff skills related to cultural proficiency and diversity awareness was a request commonly expressed. Educators and administration also stated that greater support for the English language learner population was needed. Although the district has endeavored to meet the requirements and support the full implementation of the State’s Educator Evaluation Framework, overall implementation practices and procedures vary in consistency and quality. In terms of our accountability measures, Plymouth is not meeting the gap narrowing targets for all students and high needs students across all schools. This is true when reviewing the MCAS Performance of all subgroups (see 2019 District Accountability Report and Table 2A-F in Supporting Data for Key Findings). In 2019, the district’s out-of-school suspension rates were higher than the 2019 state rates for all students, high needs students, and students with disabilities. In-school suspension rates were close to three times the 2019 state rate for all students, high needs students, students from economically disadvantaged families, English language learners, and students with disabilities. (see Table 3 in Supporting Data for Key Findings) Between 2016 and 2019, the district’s four-year cohort graduation rate increased by 3.8 percentage points, 6.1 for high needs students, 5.2 for low-income students, and 12.5 for students with disabilities. The district’s four-year cohort graduation rate declined by 9.9 percentage points for English Learners. The district did not reach the four-year cohort graduation target for all students, high needs, economically disadvantaged, nor students with disabilities. Note: English Learner population is too small to be included in accountability determinations. (See Table 4A in Supporting Data for Key Findings and 2019 District Accountability Report) In 2019, the district’s dropout rate for all students was below the 2019 state rate and was also below the state rate for high needs students, students from economically disadvantaged families, and English language learners, and was above the 2019 state rate for students with disabilities. (see Table 5 in Supporting Data for Key Findings) While Plymouth possesses a rich and comprehensive curriculum at all levels and across all disciplines, there is an inconsistency of instructional practice. In observed classrooms throughout the district, DESE found through its program review that the quality and rigor of instruction was inconsistent. At the elementary level, the team observed more consistent implementation of effective instructional practices. However, the team noted a wide variation in the degree to which student engagement and critical thinking were evident districtwide. While Plymouth has done a considerable amount of work to improve its practice related to tiered Intervention, it has not fully established a district-wide continuum of evidence-based practices, interventions, and supports that are culturally sustaining and universally designed.
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Lastly, while significant feedback and data was reviewed to identify pre-pandemic strengths and areas of opportunity, the magnitude of the changes brought on by the pandemic underscored several concerns. First, education is much more than an academic institution, one that supports the whole child and family in many ways. Throughout the pandemic, we have seen children and families struggling with basic needs, such as access to food and mental health support, lack of access to technology and other commitments, and demands on their time in terms of family situations and basic needs. All of this has been exacerbated with the pandemic. Concerns about learning loss and how that will vary across different income groups, communities, and neighborhoods has also been expressed by numerous stakeholders throughout this year. There are also concerns about trauma and the mental health strain of the pandemic. In addition, all of this has affected students’ well-being and academic performance. The inequities we have long seen have become a greater challenge this year and will undoubtedly require greater focus in the coming years.
FAMILY AND COMMUNITY ENGAGEMENT Strengths Family survey participants noted that, overall, the culture of Plymouth Public Schools supports student learning and development and the district and schools are welcoming to families of diverse cultures. Many families spoke positively about their experiences at Plymouth Public Schools. A strong sense of pride exists, as community members stated that the schools are a large part of the community. Many parents commented about the district’s positive outreach and that there are opportunities to become involved in their child’s schools through volunteer work and various school events. Parent Teacher Associations, Booster Clubs, and School Councils are strong advocates for district programs. Two years ago, an English Learner Parent Advisory Council was established to discuss educational opportunities for English Learners, network with other families, and build collaborative partnerships. The District is fortunate to have strong partnerships with various community organizations. In addition to parent groups, organizations such as the Center for Active Living, Healthy Plymouth, The Plymouth Youth Development Collaborative, Old Colony YMCA, Boys and Girls Club, Plymouth Chamber of Commerce, and Plymouth Police and Fire Departments support District initiatives. Four School Resource Officers provide support to all of the schools and collaboration exists with the police department in regards to youth engagement and school safety. Families also expressed appreciation for parent forums that are held to discuss important issues, although it was also expressed that attendance at such events is poor.
Opportunities for Growth Both conversations with stakeholders as well as respondents to the Superintendent entry plan survey expressed the need to forge new partnerships in the community to address ongoing issues that affect diverse populations of students and families. Teachers, administrators and
Strategic Plan 2021-2024
families all spoke of the growing population of non-English speaking students and families. Supporting Data for Key Findings demonstrates that Plymouth’s English Language Learner population has increased by 255% between 2016 and 2020 while students continue to struggle to reach DESE accountability measures. The most impactful plans for student growth and engagement involve not only the learner but also their family. In fact, research points to parents and caretakers as invaluable stakeholders in students’ academic achievement. Unfortunately, parents who are new to the English language are often left out of family engagement at the school level to some degree. Plymouth Public Schools would benefit from intentionally appealing to and including the parents of English language learners, as well as other families, in a more strategic manner.
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INCLUSIVE PRACTICE Strengths The district has allocated personnel and programmatic resources to provide academic support for struggling students. The district has a dedicated position of Director of Student Support Services. The development of this position emphasizes the importance the district has placed on providing support to general education students. The district has programs in place to serve the needs of various groups of students. These include Title I, Wilson Reading, Reading Recovery, Services for English Language Learners, and the Freshman Academy. More than 250 paraprofessionals support teachers in the classroom. The paraprofessionals work in both special education and general education settings. The population of students who are learning English has increased over the last few years and has required the district to review ELL services and add resources. The district has designated three elementary schools, one middle school, and one high school as ELL schools. In recent years, the number of ESL (English as a second language) teachers has increased from the original three teachers to the current five teachers. The district has added a translator to the staff of the Hedge Elementary School, which has the largest number of English language learners enrolled. This person aids in the translation of documents and is available for parent meetings as well as taking part in community outreach. The district has in place programs and practices to support students’ social-emotional needs. Interviews and a document review indicated that the district has made social-emotional support the first goal in its strategic plan and has hired staff and introduced programs at all levels. Teachers have been trained in Positive Behavioral Interventions and Supports (PBIS) and each elementary school has adopted a social-emotional curriculum. Curricula vary from school to school. For example, Cold Spring Elementary is using Second Step and Steps to Respect; Hedge Elementary is using Responsive Classroom; and Indian Brook Elementary has a school wide social thinking program. The district has hired four board certified behavior analysts (BCBAs). These staff members assist teachers and administrators by conducting functional behavioral analyses, conferring with teachers and administrators, and meeting with students. These are districtwide positions. In line with its emphasis on keeping students in school as much as possible to receive academic and social-emotional support, the district has introduced in-school suspension at the high schools. In 2019, the District’s alternative high school program, Plymouth Harbor Academy, moved to 11 Lincoln Street and was expanded to a full day program. The purpose of this program is to engage a diverse group of young people in a modified and individualized academic program that will allow them to earn or “recover” credits and obtain their high school diploma.
Strategic Plan 2021-2024
Opportunities for Growth The district should develop a coordinated system of tiered instruction, and target the implementation of SEL. Efforts are inconsistent and vary from school to school and level to level. At the elementary level, tiered instruction varies from school to school. The team did not find evidence of tiered instruction at the middle schools (Comprehensive District review, DESE). At the high schools, students are enrolled in academic streams: college prep 1, college prep 2, honors, and advanced placement. Tier 2 instruction is delivered in some classrooms by a co-teacher who modifies content for both students with disabilities (Tier 3) and general education students (Tier 2) while the classroom teacher delivers Tier 1 instruction. Review team members observed some Tier 2 instruction being delivered during the 25-minute “K block”. The absence of an effective system of tiered instruction has hampered the ability of the district to effectively address students’ unique needs and to improve their achievement. The district should consider reallocating resources to develop an organized system of tiered support informed by student assessment results. While the school culture rating was high overall in the strategic plan survey, when asked if District/school personnel do whatever is necessary to help every student achieve their personal potential, 24.23% of respondents disagreed or strongly disagreed. The Plymouth Public Schools’ 2020 Plan outlines the district’s commitment to improving the academic achievement of all students at all levels, increasing family and community engagement, and enhancing student social and emotional growth, health and welfare. However, we recognize that not all student groups have experienced the same level of success in these areas to date. Based on a review of our district data, our students with disabilities, economically disadvantaged, and English Learner subgroups are not demonstrating the same levels of achievement as their peers. More specifically, there is a considerable gap in student MCAS proficiency, graduation and suspension rates, and advanced coursework completion. We are committed to intensive work to close achievement and opportunity gaps for these student subgroups. We recognize that this important work will include the efforts of district staff as well as our students, families, and community. Inasmuch as participants identified the diversity of the student body as a strength, it also emerged as a challenge. Participants cited the shift in student demographics over the past decade or more toward one reflecting larger numbers of students for whom English is not their first language. Of equal mention, was the increasing number of students who have experienced trauma in one or more facets of their life. Related to meeting the needs of a diverse student body, there was consistent mention of the lack of diversity among staff on all levels and in all positions in the district. Much of the feedback came in the form of anecdote or observation. This was supported by data from the Department of Elementary and Secondary Education showing that our staffing for the school year 2020-21 was nearly 97.5% white.
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NEXT STEPS The entry process reinforced the need for Plymouth Public Schools to focus its efforts on four priority areas.
Strategic Plan 2021-2024
DISTRICT IMPROVEMENT PLAN Strategic Objectives and Initiatives District Strategic Objectives 2021-2024 1) Academic Achievement Improve the outcomes of all learners through an inclusive and equitable education
2) Social Emotional Wellness Develop and Implement a network of social and emotional support for all learners
3) Family and Community Engagement Engage all stakeholders to support the success of all students
4) Equity, Diversity, Inclusion & Belonging Create and Support a Learning Community that recognizes and embraces diversity and talents of all people
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STRATEGIC PLANNING PROCESS The 2021–2024 Strategic Plan builds upon the successful 2015–2020 Strategic Plan and serves as a guideline in the development of policies, procedures, school improvement plans, and individual goals and objectives. As was stated previously, the fact that the strategic plan needed to be completed alongside my entry plan was opportune. The result is a completed entry plan with findings and a three-year strategic framework, the substance of which is validated by the other. This document was supported by countless hours of research and analysis by dozens of individuals drawn from the student population, parents, teaching and administrative staff, School Committee, and the public at large. The annual action plan that will be developed prior to the 2021-22 school year will establish in a clear and direct manner not only the District’s goals, but also the measurement criteria needed to assess how well we are doing in the pursuit of those goals. This empowers the District with the ability to identify and make course corrections in a timely and efficient manner when necessary.
Approach and Scope The process began with the establishment of a Strategic Planning Committee comprised of representatives from key stakeholder groups: administration, teachers, students, parents/guardians, and community members. Once the meetings were underway, data was collected from students, parents, teachers, business leaders, and the community through the use of a variety of surveys (with 6,837 collective responses) and focus groups. From this data, areas of opportunity were identified and best practices were researched to meet the needs of the school district. This plan document represents the culmination of the entire process. This document also builds upon the “2020 Plan” and represents the culmination of work over a 13-month time period by all stakeholder groups.
Strategic Plan 2021-2024
COMMITTEE ACKNOWLEDGEMENT The Plymouth Public Schools owe enormous gratitude to the members of our community who devoted their time, effort, and expertise as members of the strategic planning committee. Although the final product is organized differently, the work of these committed individuals was divided into three focus areas (1. Data Analysis; 2. Resources and Asset Mapping and 3. Identifying and Surveying Stakeholders).
Kevin Avitabile,
Sean Halpin,
Stacey Rogers,
Director of Alternative Programs
Director of Student Support Services
Kelly Bitinas,
Daniel Harold,
Assistant Superintendent, Administration & Instruction
K-12 Math Coordinator
Principal, Federal Furnace Elementary
Cynthia Silvia,
Adam Blaisdell,
Pamela Leary,
Principal, South Elementary School
Parent/Community Member
Director of College, Career and Technical Education
Michelle Bratti,
Lori Noble,
Director of Elder Affairs
Parent/Community Member
Christopher Campbell,
Gary Maestas,
Superintendent of Schools
Superintendent (retired)
Michael Caple,
Erica Manfredi,
Visual and Performing Arts Director
Principal, Indian Brook Elementary
Denise Tobin,
Jennifer Carpenter,
Alan McLane,
Parent/Community Member
Technology Systems Engineer
Principal, Plymouth Early Childhood Center
Julia Colby,
Arthur Montrond,
Patrick VanCott,
Coordinator of Education Technology
Facilities Director (retired)
Food Services Director
Gary Costin,
Christine Morgan,
Karen Venett,
Business Administrator (retired)
Principal, Cold Spring Elementary
Paul Demanche,
Joseph Murphy,
Director of Athletics (retired), PNHS
Principal, Plymouth South Middle School
Becky Durocher, Asst Director Special Education
Jennifer MacIver Edwards, Parent/Community Member
Pat Fraine, Principal, Manomet Elementary School
Patty Fry, Principal, Plymouth South High School
Scott Fry, Director of Athletics, PSHS
Amanda Gossman, Parent/Community Member
Brian Palladino,
Marilyn Slattery, Interim Principal, Plymouth South High School
Michael Spencer, Principal, Nathaniel Morton Elementary School
Director of Accountability and Measurement
Lisa White, K-12 English Language Arts and Library Media Coordinator
Principal, Plymouth Community Intermediate School
Scott Williams,
Pete Parcellin,
Kristin Wilson,
Principal, Plymouth North High School
Rob Powers, K-12 Social Studies Coordinator
Carilyn Rains, Director School Health Services
Principal, West Elementary School Principal, Hedge Elementary School
Margie Burgess, School Committee
Robert Morgan, School committee
Alison Riordan, K-12 Science, Technology/Engineering Coordinator
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PLANNING FOR SUCCESS PROCESS & PLYMOUTH PUBLIC SCHOOLS Our adoption of the Planning for Success process achieves three key PPS objectives: 1| Creating a District Improvement Plan Connects Plymouth’s current initiatives with initiatives identified as central to realizing our mission, vision, and core values. Improves two-way communication and transparency with staff, parents, the community, and town officials 2| Developing the capacity of the District Leadership Team Supports a culture of shared responsibility for student learning Increases and improves communication and collaboration amongst all levels and Central Office 3| Creating Coherence By linking the District Improvement Plan, School Improvement Plans, and the Educator Evaluation Plans. Through a system-wide focus on PPS goals
COHESION - LINKS BETWEEN PLANS
District Improvement Plan
School Improvement Plan
Teacher Educator Plan
Strategic Plan 2021-2024
4 Strategic Objectives/Goals Action Plans Superintendent's Educator Goals - Student Learning & Professional Practice
13 Schools Principal's/Director's Educator Goals - Student Learning & Professional Practice
Student Learning Goal Professional Practice Goal
THE DISTRICT PLANNING PROCESS: CREATE ALIGN IMPLEMENT Create—Align—Implement represent the three phases of Planning for Success, a planning process that is designed to strengthen coherence and support district and school success. This planning process centers on the creation of a multi-year District Plan that is grounded in analysis of a wide array of district data; sets specific, measurable outcomes and identifies the objectives and initiatives to accomplish them; and serves as the foundation and guide for all other district systems. This planning process also centers on the creation of an annual action plan that supports the success of the District Plan by identifying benchmarks districts can use to monitor progress and measure impact while implementation is underway. The activities and resulting plans for each phase are depicted in the graphic below.
Create Plan
Align Systems
Implement
Analyze district performance, educator evaluation, and community feedback data for trends and patterns Envision the future Backward design the improvement strategy from desired student outcomes, researching effective practices
District Plan 3 Years
Connect Educator Evaluation goals and School Improvement Plans to the District Plan Leverage budget, grants, and resources in support of the District Plan Build community commitment to the District Plan
Create an annual action plan with progress and impact benchmarks Monitor and publicly report on progress Redesign the District Plan if necessary
District Action Plan 1 Year
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CONNECTING EXISTING DISTRICT SYSTEMS TO CREATE COHERENCE The graphic below depicts the data sources that inform District and School Improvement Plans; the contents of multi-year and annual action plans and the relationships between these plans; and the connections between these plans and district systems. District and School Improvement Plans are living documents that should guide district systems and respond to changes in the district context, including data about plan implementation and impact gathered through action plan monitoring.
District Performance Data
District Action Plan Implementation Benchmarks Resources
Educator Evaluation Data
District Plan Vision, Mission, Core Values Data Analysis Strategic Objectives Strategic Initiatives Professional Development Teacher Induction & Mentoring Outcomes (SMART Goals)
Budget Grants Technology Resource Allocation
School Improvement Plan
School Action Plan Implementation Benchmarks Resources
Vision, Mission, Core Values Data Analysis Strategic Objectives Strategic Initiatives Professional Development Teacher Induction & Mentoring Program Model: English Learners Outcomes (SMART Goals)
School Performance Data
Community Feedback
Educator Evaluation Data
Educator Evaluator System
Community Feedback
http://www.doe.mass.edu/research/success
Strategic Plan 2021-2024
PLYMOUTH PUBLIC SCHOOLS
DISTRICT PLAN Page 29
MISSION all
The Mission of the Plymouth Public Schools is to be a progressive school district where students receive a high-quality education in a supportive environment. Where students are inspired to become the leaders of tomorrow.
VISION
In partnership with our community, the Vision of the Plymouth Public Schools is to ensure that our students receive a well-rounded, high quality education, in a safe, accepting and inclusive environment. We are committed to empowering all students to become critical thinkers, problem solvers, creators and innovators who advocate for themselves, their community, our nation, and the world. Strategic Plan 2021-2024
CORE VALUES Student needs come first Students, staff, and families deserve a safe, supportive and healthy learning environment Schools are charged with the development of the whole person; it is equally important that our district develop the character of our students and teach them the importance of respect, responsibility, perseverance, citizenship, and inclusivity
All students should have equitable access to the supports, services, and materials necessary for learning
All members of the school community commit to upholding high standards and expectations for all students
Teamwork, collaboration, inclusivity, and equity should be a focus of our work as a district and in our instruction for students.
Families are the first and most influential teachers of their children. Respecting and welcoming all families into the school community supports the academic achievement of all students
The school community strives to create opportunities for all students to achieve success Relationships, belonging, and connectedness are critical for students to learn
It is our obligation to communicate clearly and provide transparency
THEORY OF ACTION If we... establish structures and systems of teamwork and collaboration by promoting inclusivity, equity and provision of adequate professional development, and build family and community partnerships that support student success
Then... each student will be provided a platform to pursue their interests and passions and will be prepared to face the opportunities of the future with the skills needed to become a responsible citizen in order to make authentic contributions to our local and global society.
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Strategic Objective 1
ACADEMIC ACHIEVEMENT Improve the outcomes of all learners through an inclusive and equitable education. Strategic Initiatives Develop and implement a plan to assess and remediate postpandemic academic gaps. Implement a consistent instructional model using the workshop model of instruction in all content-based instruction. Grade level and content based teams will consistently review student data using established protocols to identify student specific learning goals and align evidence based instructional practices to instruct students on meeting those goals. Ensure equitable technology access and adequate skills to utilize. Develop and maintain 2-way communication with families regarding district's academic initiatives. Identify teachers whose instructional practice could serve as an exemplar for other teachers for peer observation and other professional development offerings to teachers. Provide professional development in order to ensure that all educators have the skills and resources to meet the academic needs of all students.
Strategic Plan 2021-2024
Develop teachers’ capacity in use of culturally relevant and responsive teaching and curriculum, and provide tools and training for evaluation. Engage in calibration exercises through learning walks to increase consistency in instruction through the provision of feedback. Provide ongoing professional development in differentiated instruction and also provide ongoing professional development on classroom formative assessment practices, which are inextricably linked to effective differentiation. Research common planning time practices and schedules being used successfully in comparable districts to use as examples for establishing structured time for teachers to meet at all levels districtwide. Develop and implement comprehensive systems of instructional support in all learning environments. Assess and analyze student “early warning indicators” by key demographics (race, gender, disability status, etc.) in order to make informed decisions regarding students' academic progress.
Outcomes Academic achievement and growth, particularly among underperforming subgroups: MCAS (grades 3-8 literacy/math/science, high school) Academic achievement and growth, particularly among underperforming subgroups: PPS common assessments Increase the 4 year graduation among XXX by XX% Decrease the annual dropout rate among XXX by XX%
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Strategic Objective 2
SOCIAL EMOTIONAL WELLNESS Develop and implement a network of social and emotional support for all learners. Strategic Initiatives Develop and implement a plan to assess and remediate postpandemic academic gaps. Provide and engage staff in professional development around SEL strategies, behavioral supports and inclusive practice. Assess and analyze students’ social emotional well-being using an on-line measurement tool at least 2x per year in order to make informed decisions regarding students' social emotional well-being. Develop and maintain two-way communication with families regarding district initiatives to support social and emotional learning. Develop and maintain 2-way communication with families regarding districts academic initiatives. Ensure that all educators have the skills and resources to meet the social emotional needs of all students through ongoing professional development. Expand PK-12 social emotional curricula to include tiered levels of support to meet the social, emotional, and behavioral needs of students.
Outcomes District SEL student surveys
Strategic Plan 2021-2024
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Strategic Objective 3
FAMILY AND COMMUNITY ENGAGEMENT Engage all stakeholders to support the success of all students. Strategic Initiatives Create and maintain a family resource center. Develop Parent/Family Academies to build connections within traditionally marginalized groups. Build volunteerism initiative to engage stakeholders across intergenerational community groups and demographics. Develop an online registration process. Partner with families to engage other families in accessing services and supports related to child development, learning, health, and well-being. Effectively communicate school and community resources to all stakeholders. Create multiple channels of two-way communication for families and practitioners to share information, express concerns/ needs, and provide feedback.
Strategic Plan 2021-2024
Engage with families to develop culturally and linguistically inclusive marketing materials about community resources and services. Create opportunities and pathways for families, schools, and community organizations, including libraries, to collaborate with each other to identify, share, and access supports and resources related to child development, learning, health, and well-being. Design and implement opportunities to regularly listen to the voices of families (e.g., listening tours, coffee hours, and online social media) to engage families in proactive problem solving around community engagement.
Outcomes Stakeholder surveys (TBD) Community Forum Feedback
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Strategic Objective 4
EQUITY, DIVERSITY, INCLUSION & BELONGING Create and support a Learning Community that recognizes and embraces diversity and talents of all people. Strategic Initiatives Evaluate all policies and procedures for implicit bias and equity. Review all district curriculum materials for implicit bias. Develop a comprehensive recruitment plan with identified goals for underrepresented school and department staff that targets recruitment efforts at colleges, universities, and institutions that serve diverse populations as well as internship programs and regional networks. Maintain and support a Diversity Committee with community and district members to address issues/concerns/celebrations of diversity, equity, and inclusion across the district. Identify barriers for students and families in their ability to access equitable resources in order to eliminate the barriers that affect a student’s ability to access their education.
Strategic Plan 2021-2024
Establish district-wide expectations for culturally responsive teaching practices. Identify and provide inclusive text resources that value students’ backgrounds and experiences and foster awareness of cultural similarities and differences. Promote use of various forms of data for identification of underrepresented students in advanced programs and courses. Develop and retain culturally competent staff with a deeper understanding of diversity, equity, and inclusion.
Outcomes Student, family, and staff experience of inclusive culture: Survey (instrument TBD)
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CONCLUSION AND WORK AHEAD The goals of my entry plan, while not conducted exactly as originally planned, were certainly achieved. What is more, the fact that the outcomes of the entry plan affirm the direction of the strategic plan confirms the harmony among PPS stakeholders around where we are and where we need to go. The strategic plan has a solid framework. The next step involves developing action plans to address the initiatives related to each strategic objective. Our administrative team has spent considerable time becoming familiar with that process and we will engage in that work during the summer of 2021. The new, collaboratively developed vision atop the strategic plan reads:
In partnership with our community, the Vision of the Plymouth Public Schools is to ensure that our students receive a well-rounded, high quality education, in a safe, accepting and inclusive environment. We are committed to empowering all students to become critical thinkers, problem solvers, creators, and innovators who advocate for themselves, their community, our nation and the world. In so many ways, this vision reflects what the community believes is our strength and the path forward. I am eager to begin realizing this vision, with the community.
Strategic Plan 2021-2024
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Strategic Plan 2021-2024
DISTRICT LEADERSHIP TEAM 2021-2022 Central Office
Christopher Campbell, Ed.D. Stacey Rogers, Ed.D. Erik Cioffi Brad Brothers Edward Clarke
High Schools
Superintendent of Schools Assistant Superintendent, Administration & Instruction Assistant Superintendent, Human Resources School Business Administrator Director of Special Education
Patricia Fry Mark Fornaciari Carolan Whittle Jonathan Evans
Principal, Plymouth South High School Assistant Principal, Plymouth South High School Assistant Principal, Plymouth South High School Assistant Principal, Plymouth South High School
Peter Parcellin AJ Butters Shannon Turner Benjamin Janulewicz
Principal, Plymouth North High School Assistant Principal, Plymouth North High School Assistant Principal, Plymouth North High School Assistant Principal, Plymouth North High School
James Demers, Ed.D. Marc Loranger
Director, Plymouth Harbor Academy Director, College, Career, and Technical Education
Middle Schools Brian Palladino Erica Lewis Eric Foley Andrew Sorensen
Principal, Plymouth Community Intermediate School Assistant Principal, Plymouth Community Intermediate School Assistant Principal, Plymouth Community Intermediate School Assistant Principal, Plymouth Community Intermediate School
Joseph Murphy Hymeld Gaignard Sarah Grant, Ed.D.
Principal, Plymouth South Middle School Assistant Principal, Plymouth South Middle School Assistant Principal, Plymouth South Middle School
Elementary Schools Christine Morgan Daniel Harold Martha Deusser Kristin Wilson Erica Manfredi Courtney Triffletti Patrick Fraine, Ed.D. Michael Spencer Kristine Chase Stacey Perry Casey Racicot Scott Williams Lori Gover
Principal, Cold Spring Elementary School Principal, Federal Furnace Elementary School Assistant Principal, Federal Furnace Principal, Hedge Elementary School Principal, Indian Brook Elementary School Assistant Principal, Indian Brook Elementary School Principal, Manomet Elementary School Principal, Nathaniel Morton Elementary School Assistant Principal, Nathaniel Morton Elementary School Principal, South Elementary School Assistant Principal, South Elementary School Principal, West Elementary School Assistant Principal, West Elementary School
Early Childhood Center Denise Tobin
Director, Plymouth Early Childhood Center
District Curriculum Team Lisa White, Ph.D. Alison Riordan Michael Caple Kelly Bitinas Robert Powers
K-12 English Language Arts Coordinator K-12 Science and Technology/Engineering Coordinator K-12 Visual & Performing Arts Coordinator K-12 Mathematics Coordinator K-12 Social Studies Coordinator
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