Analyze student data and tailor supports accordingly: The district will support teachers in the analysis of Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS) data and other relevant data, the development of formative assessments, and the application of findings to instruction through specific WIDA training. Implement Sheltered English Instruction (SEI) strategies: The district will address ELLs’ needs by implementing SEI strategies effectively. The district will ensure that all core academic teachers and the administrators who supervise or evaluate them earn the SEI Endorsement and will provide pathways for non-core educators to complete professional development designed to help them meet the needs of ELLs. The district will ensure that its existing cadre of coaches receives appropriate training so they can support SEI, ESL, and general education teachers. Provide high-quality English as a Second Language (ESL) services: The district will ensure that ESL teachers are adequately prepared to deliver instruction aligned with WIDA Essential Actions in both English language development classes and during other time dedicated to English language development. Assess effectiveness of Metcalf’s dual-language program: The district will assess the effectiveness of the dual-language program at Metcalf to determine whether it is an exemplary model of dual-language education. During school year 2015–2016, the district will make a determination about the future parameters of the program. Investigate alternative ELL program options: Because of the high percentage of ELLs (28.5 percent) and students whose first language is not English (47.7 percent), the district will investigate alternative ELL program models that can build bilingualism and biliteracy for its students. The district will explore possible models in school year to determine which it may implement beginning in school year 2016–2017. Potential models may include a newcomers program, which would be designed to strengthen the foundational skills of students new to the country and to Holyoke; and a maintenance bilingual program, an additive educational model in which students would develop high levels of language proficiency and literacy in English and Spanish while developing their understanding of diverse cultures. This strategy is informed by Local Stakeholder Group recommendations VII (1, 2a, 2d, 3, 4) and VIII (1). Strategy D: Develop and implement comprehensive strategies to address the needs of students with disabilities throughout the district. Review the Special Education Program: The district will review its Special Education Program and services in their entirety and provide comprehensive recommendations to 2016
Appendix B: Measurable Annual Goals Area Specified by Chapter 69, Section 1K Measure SY Baseline SY Target SY Target SY Target Notes (3b) Graduation rates Four-year cohort graduation rate - High Needs students (Increase) 56 59 63 67 Four-year cohort graduation rate - Aggregate (Increase) 60 64 67 70 Five-year cohort graduation rate - High Needs students (Increase) 56 59 63 67 Five-Year cohort graduation rate - Aggregate (Increase) 58 62 65 69 (4) Student achievement on the Massachusetts Comprehensive Assessment System; (5) Progress in areas of academic underperformance; (6) Progress among subgroups of students, including students from low-income families as defined by Chapter 70, English language learners (ELLs) and students with disabilities; (7) Reduction of achievement gaps among different groups of students ELA CPI - Aggregate (Increase) *** 65 68 71 74 ELA CPI - High Needs students (Increase) 61 64 67 71 ELA CPI - English language learners (Increase) 51 55 59 63 ELA CPI - Students with disabilities (Increase) 48 52 56 61 Math CPI - Aggregate (Increase) 57 61 65 68 Math CPI - High Needs students (Increase) 54 57 61 65 Math CPI - English language learners (Increase) 45 49 54 59 Math CPI - Students with disabilities (Increase) 42 47 52 57 Science CPI - Aggregate (Increase) 58 61 65 68 Science CPI - High Needs students (Increase) 53 57 61 65
Position, per statute LSG members The superintendent, or a designee Paul Hyry-Dermith – Assistant Superintendent, Holyoke Public Schools School committee chair, or a designee Mayor Alex Morse – Chair, Holyoke Public Schools School Committee Local teachers’ union president, or a designee Gus Morales – President, Holyoke Teachers Association A selection of administrators from the district, chosen by the Commissioner from among volunteers from the district Jacqueline Glasheen – Principal; Kelly Full Service Community School Vionette Escudero – Associate Principal; Dean Technical High School A selection of teachers from the district, chosen by the local teacher’s union Shelley Whelihan – Lt. Elmer J. McMahon Elementary School Brigetann Reilly – Dean Technical High School A selection of parents from the district chosen by the local parent organization Jennifer Keitt – Maurice A. Donahue Elementary School Marie Auguste – Morgan Full Service Community School Vilma Soto – Peck-Lawrence Full Service Community School Edgardo Camacho – E.N. White School Representatives of applicable state and local social service, health, and child welfare agencies chosen by the Commissioner Debra Sicilia – Director of Areas for Holyoke and Greenfield, Department of Children and Families Yasmin Otero – Regional Director; Department of Transitional Assistance Representatives of applicable state and local workforce development agencies chosen by the Commissioner, as applicable David Cruise – President and CEO; Regional Employment Board of Hampden County, Inc. Bill Ennen – Project Director, Regional Programs; Innovation Institute at MassTech Collaborative A representative of an early education and care provider chosen by the Commissioner of the Department of Early Education and Care, or for middle or high schools, a representative of the higher education community selected by the Secretary of Education Stephen C. Huntley - Executive Director; Valley Opportunity Council Jeffrey Hayden – Vice President of Community Relations; Holyoke Community College A member of the community appointed by Erin Hebert, Holyoke High School class of 2014; Yale