Montgomery Township School District Strategic Plan Progress Report 2018-2019 June 30, 2019
GOAL 1: STUDENT SUCCESS - Maximize the social-emotional and academic growth of every student.
Objective 1.1 Differentiate instructional strategies to support each student’s unique learning needs, interests, and aptitudes.
Identify differentiation strategies currently utilized by teachers K-12
Developed survey questions focused on current differentiation practices being implemented
Administered the survey and share survey data of most commonly used differentiation strategies currently being utilized with content area supervisors and special services supervisors
Collection of tools and Survey Data
Identify staff learning needs
Developed survey questions focused on enhancing current differentiation strategies
Administered the survey and shared survey data with content area supervisors and special services supervisors in order to guide their professional development planning
Provide a Professional Development model that will serve as a resource for differentiated instruction
Unpacked data from teacher survey as well as identified current tools available
Conducted district-wide walkthroughs
A defined professional development model of differentiation for elementary/middle/high school levels
Create strategy guide for use by teachers
Schedule implementation for Fall 2020
Objective 1.2 Enhance student services;
Branch out guidance into two sections: one for college experience and one for student success
Identify the greatest student needs at various transitions and enhance student supports.
Evaluated survey data - identified two transitions with highest concern: grade 8 to 9 and high school to college
Identification of greatest need and enhancement of supports for student transitions (see next action)
Creation of "transition" specific materials and revision of student services programming at major transitions between buildings.
Created context map of existing transition experiences in the district
Began 9th grade transition program for those identified as needing additional transition support
Initiated Montgomery 360 for HS students and developed monthly topics in addition to inclusion of lessons coordinated with health classes
Included addition of parent modules for Montgomery 360 for the 2018-2019 school year
Conducted 8th grade HS visit prior to course selection with addition of electives fair
Established Peer Helper program at UMS
Revised Freshmen Guidebook
Provided parents of 8th graders with worksheet for tracking high school courses
Established MHS alumni group on LinkedIn
Coordinated with Obj 1.3 and 2.1 in creating Portrait of a Graduate competencies at each grade level
Established coordination between UMS and MHS mentoring programs to provide continuum of support
Ensured MHS staff member met with students at UMS prior to end of the year and made connection with MHS Achieve program
Compilation of transition materials and implementation of new/revised programming
Incorporation of revisions to the transition program into counseling/guidance curriculum--revised summer of 2018
Develop system for tracking students accessing after-school help.
Investigated methods to track after-school help
Utilized Turnstile, once selected, to track extra help during Flex at UMS and beginning with 20 teachers at MHS
Selection of system--Turnstile at UMS during Flex and at MHS after school (piloted by 21 teachers at MHS)
Expand system to more teachers at MHS
Explore the options of separating college from school counseling.
Surveyed 18 public high schools
Surveyed college admissions reps who visited MHS (approx. 150)
Researched local private/parochial high schools and their school counseling structures
Recommended addition of this a school counselor.
Recommended additional actions to enhance student services.
Explored the feasibility of adding a middle school SAC
Researched and implemented risk assessment screening for all students in grades 7-12
Trained staff in recognizing signs of concern in students (“gatekeeper” training)
Examined feasibility of providing Youth Mental Health First Aid training for all staff over the next 3 years
Presentation of proposal for adding a middle school SAC for the 2019-20 school year
Recommendation of screening tool for risk assessment
“Gatekeeper” training at Nov. 7 PD day for all certificated staff--district-wide
Implementation of risk assessment screening for grades 7-12
Objective 1.3 Ensure students’ social-emotional needs are being addressed.
Align K-12 SEL programs and strategies to design a comprehensive, developmentally appropriate SEL K-12 framework.
Gathered current MTSD SEL Programming K-12
Conducted research on best practices through visits to schools with strong Character Education programs (Schools of Character)
Aligned NJ State Social, Emotional Learning (SEL) Competencies with Portrait of a Graduate
Developed Learning Progression for SEL/POG Competencies
Initiated drafting of MTSD SEL Framework
Reviewed established SEL Frameworks (i.e. CASEL, Illinois State Boe)
Applied for School of Character accreditation / Mock Audit (UMS)
Completed POG/SEL Curriculum Mapping (UMS)
Developed POG/Climate survey grades 3-12
MTSD K-12 SEL Program Inventory
MTSD POG/SEL Competencies document including definitions and learning progressions
Receipt of two promising practice awards from Character.org
Attend identified professional workshops SEL training. (CASEL Webinar Series, state character education conference in March at Rider) 2019-20
Examine current SEL Practices and Programs for proper alignment
Create programs and strategies to develop SEL competencies where needed Spring 2020
Write MTSD SEL Framework Spring 2020
Apply for UMS School of Character and pursue district of character status Fall 2019
POG/SEL Curriculum Mapping by Spring 2020
GOAL 1: STUDENT SUCCESS - Maximize the social-emotional and academic growth of every student.
Objective 1.4 Provide relevant, targeted professional development for all staff.
Develop comprehensive management tool for tracking district professional development and alignment to district goals by staff member
Conducted an audit of professional development topics covered since 2012
Piloted additional features of the district’s current tool for in-house (GoSignMeUp) professional development
Developed a protocol for utilizing the district registration software for both district Professional Development days and Flex Professional Development opportunities by Fall 2018
A searchable database of historic professional development will be created
Usage reports and staff evaluations
Launch searchable database for Professional Development by September 2019
Create guidelines for supervisor-led Professional Development by September 2019
Develop innovative ways to deliver professional development.
Adapted Flex Professional Development to better meet individual staff goals
Collaborated with MTEA on updating flex pd procedures and calibrate Flex Professional Development options
Identified outside experts to facilitate district-wide Professional Development
Optimized supervisor-led sessions
Increased opportunities during all district Professional Development days for staff input
Increased staff choice selection on Professional Development Days
Calibrated professional development best practices across departments and grade levels
Staff Professional Development Day agenda review
Professional Development Evaluation Data
Annual Employee Feedback Surveys
Building Staff Development Agendas
Apply tech turnkey model to teacher turnkey trainers and create guidelines/training procedures for teacher turnkey trainer program by Spring 2020
Explore the possibility of expanding summer Professional Development to neighboring districts in order to increase shared ideas, collaboration, and diverse viewpoints by Summer 2020
Objective 1.5 Ensure special education services provide a continuum of supports and interventions that meet each learner's needs.
Evaluate program placement options across the district, identify potential gaps in programming, and develop a plan to remediate where needed
Initiated an analysis of program placement options for current students with disabilities PreK - Grade 12
Developed a survey to obtain special education staff input regarding program placement options
Utilized the student placement report to identify potential programming needs
Administered survey to special education teachers, related services providers and child study team members
Analyzed results to identify potential programming needs
Student Placement Report
Evaluate current resources and supports available for students with disabilities across the district, and identify potential needs for improvement
Initiated an analysis of the resources and supports provided in each instructional setting across building levels
Developed a survey to obtain special education staff and parent input regarding the availability of resources and supports to address the needs of the students with disabilities
Special Education Resources Report
Staff and Parent Survey
Analyze data obtained through report and survey to identify potential programming needs
Administer Parent Survey
Administer follow up staff survey to access indicators of demographics of needs
Objective 1.6 Address areas for improvement in English Language Learners (ELLs) program.
Facilitate training and provide resources for staff and administrators in appropriate instruction and cultural competency related to ELLs and multilingual learners
Provided Professional Development on English Language Learners (ELL) and Disabilities to counseling, academic support and CST staff
Completed Sheltered Instruction Observation Protocol (SIOP) training of 71 district teachers - cohorts 1 & 2
Provided small-group Professional Development to teachers at UMS/LMS
Collected survey and anecdotal data to improve future SIOP training and collaborated with SIOP presenters to improve and tailor Professional Development for MTSD based on survey and anecdotal feedback
Facilitated cultural and language awareness mini-lessons for SIOP participants
Trained 28 staff members/cohort 3 in SIOP strategies and encouraged teachers to reference resources i.e. ELL profile, Mainstream teacher resource folder, Professional Development book, etc.
Provided administrator training to follow-up and support use of SIOP instructional strategies in the classroom
Created and continue to build Mainstream teacher resource folder in shared Google drive
Provided SIOP strategies and activities Professional Development book for SIOP participants
Provided SIOP follow-up Professional Development for teachers e.g. explore summer book club; Support teachers in creating unit and lesson-specific scaffolds for linguistically diverse students; curricular exemplars
Trained additional cohorts in SIOP strategies and encouraged teachers to reference resources i.e. ELL profile, Mainstream teacher resource folder, Professional Development book, etc. (ongoing)
Inventory of resources for teachers
Agendas for multi Professional Development offerings related to teaching strategies for ELLs
Plan outline for teacher accountability of SIOP strategies implementation
Improve intervention protocols and instructional practices for ELLs, multilingual learners and related at-risk populations
Developed list of program needs based on state mandates and identified need and curtailed list to highest priority items
Designed and implemented ELA standards-aligned ELL= curriculum at MHS
Purchased text about Sp.Ed. & ELLs
Provided PD for WL and ESL teachers on teaching world languages to students with disabilities
Meeting notes and recording spreadsheet
BOE-approved curriculum on RubiconAtlas
Schedule focus on this action item for 2019 -2021
Enhance support services for ELLs, multilingual learners, related at-risk populations and their families
Developed list of program needs based on state mandates and district identified needs
Conducted four Parent Advisory meetings
Communicated Seal of Biliteracy procedure out to community
Developed, translated, and implemented ELL progress reports
Began collection and translation of district documentation
ELL Summit sponsored by NJPSA, attended by Objective team and ELL teachers
Translated OHES/VES Handbook and district report cards into several priority languages and posted on Genesis and district/school websites in Summer 2018
Piloted and determined best use of interpretation device at VES/MHS: iPad w Google translate
Explored late bus access (based on current budget, cost prohibitive)
Established assignments and responsibilities for:
Meeting notes and recording spreadsheet
Seal of Biliteracy article publicized & info on website and MHS Program of Studies
Two (2) ELL Parent Advisory Meeting articles publicized & info on website
Attendance / agendas
Objective 1.7 Evaluate the impact of programs and expenditures on student learning.
Evaluate budgeted program(s) that are aimed at positively impacting students academically.
Examined academic growth and proficiency for identified students in the Wilson program for three years and compared their performance to other students with similar histories, as well as to all other students
Developed objective team questions for certified Wilson Teachers’ focus groups and conducted focus groups with certified Wilson Teachers
Examined feedback from certified Wilson Teachers’ focus groups
Developed survey questions that were administered to Wilson students
Examined K-4 student reading performance to identify current achievement levels
Examined statewide assessment data for student performance grades 3-8
Examined transition of students from elementary to middle school through the lens of K-8 Language Arts
Examined the K-8 Language Arts Program
Identified specific area of focus within the K-8 Language Arts Program (Academic Support)
Identifying comparable school districts to determine Academic Support structures
Identified Academic Support current areas of success and potential areas for growth
Review Intervention Tracking Forms and linked these forms to Data Day spreadsheets to provide comprehensive information about individual students
Conducted professional development workshops for Academic Support teachers on the impact of brain-based research on interventions and distinguishing the difference between strategy-based interventions and accommodations
Provided professional development for classroom teachers on enhancing Tier 1 classroom-based strategies
Analysis of Wilson students’ performance through growth model utilizing multiple assessment scores to create a composite achievement score that represents past achievement and provides a baseline for projections to future performance, growth was then evaluated for each student
Review of cohort running record data from grades 1-4, for current 5th graders (18-19).
Review of PARCC reading and writing data.
Review of programs and structures at the elementary and middle school levels (academic support, general education, special education, etc.)
Professional meetings with comparable school districts
Teacher focus groups
Data Day spreadsheets
Fall 2018 Workshop
Spring 2019 Workshop
Create Academic Support Handbook
GOAL 2: SCHOOL AND WORK ENVIRONMENT - Ensure a learning environment that promotes excellence.
Objective 2.1 Increase teacher-parent communication about students’ educational progress.
Implement the Revised K-4 Standards-Based Report Card and Parent-Teacher Conference Form
Completed and implemented Report Card/Conference Form
Delivered Professional Development to teaching staff
Collected feedback from teachers on report card and conference form
Revised report card and conference form based on teacher feedback after 2 implementation cycles
New conference forms delivered directly to parents during the 2017-18 school year
New report card delivered to parents through Genesis in February and June 2018
Teacher input forms and committee meetings provided feedback used towards revisions
Collect and analyze parent feedback on implementation and effectiveness of new K-4 Standards Based Report Card and Conference Form
Gathered feedback from stakeholders
Facilitated parent focus groups to gather feedback on report card and conference forms
Revisions to report card and conference forms reflective of focus group and teacher feedback
Parent input and feedback captured in document and shared with team leaders
Facilitate additional focus group to gather input and feedback from a larger parent group prior to the end of 2019 school year
Communicate established grade 5-12 grading timeline expectations to students and parent
Communicated expectations to staff, students, and parents through department websites
Added grading timeline expectations for Grades 5-8 to Student Handbook for 2018-2019
Grading information on department websites
MHS Student Handbook revised to include grading information
Objective 2.2 Expand high school programs and pathways.
Research program and course offerings from a diverse sampling of high schools
Began evaluation of high school pathways
Utilized Hanover reports to guide our feasibility study
Reviewed additional information from Hanover upon receipt
Developed an alternative 9th grade science course for the 2018-2019 school year: Integrated Physical, Earth, and Life Science (IPELS)
Hanover research study
Conduct interviews across 15-20 high schools for benchmarking to inform decisions
Conduct a feasibility study of potential courses or pathways for MHS students
To begin in 2019
Conduct study following Hanover Research report for 2019-2020
Objective 2.3 Ensure the curriculum and assessment system across and grade and building levels support the Portrait of a Graduate
Define and create a progression of the sub competencies that comprise the Portrait of a Graduate
Defined each characteristic of the Portrait of a Graduate for every grade level, K-12
Grade level charts with clear definitions for each characteristic of the Portrait of a Graduate
Identify curricular strengths and weaknesses in representing the Portrait of a Graduate across grade levels
Completed curriculum inventory tool
Tool utilized to begin curricular inventory at UMS in January and February of 2019
Supervisors review curriculum for some student exemplars
Collect some student exemplars in the 2019-20 school year
Conduct a district curricular inventory during the 2019-20 school year
Expand teaching and learning strategies in the classroom that support the Portrait of a Graduate across grade levels
Scheduled for the 2020-21 school year
Classroom observations. Student and teacher feedback
Implement professional development on teaching strategies that support the Portrait of a Graduate (2020-21 school year)
Objective 2.4 Examine the science program.
Conduct interviews/focus groups of school community members to gather clarifications about the strategic survey data and collect ongoing feedback regarding the student experience in science
Conducted focus groups June 2017
Reported out public board meeting in August 2017
Conducted second round focus groups in spring 2018
Collected and shared data from focus groups
Conduct third round focus groups in winter 2018
Collect, analyze and report data to BOE
Communicate to students and parents how the new science standards are driving a shift within the learning experience in the classroom
Communicated new science standards, shift in the learning experience and grading expectations to all stakeholders
Modeled expectations for learning shift in student classrooms
Conducted four parent meetings at LMS informing parents of the new standards
Conducted Family STEM Night the in Fall of 2017 led by students and teachers to share new standards and practices
Presented K-4 curricular changes to the board on February 13, 2018
Provided and clarified all information regarding new standards
Annual presentation cycle in place
Utilize teacher learning teams to develop consistency in instructional practices, student assessments, homework, and communication of student learning experiences.
Developed plan with science staff to insure consistency of instructional practices, homework, and assessments among all classrooms through district database
Established articulation schedule between UMS & MHS departments to foster collaboration and professional development
Conducted two articulation meetings and two professional development days between MHS and UMS faculty
Conducted two professional development days with MHS science faculty working with UMS and LMS science teachers
Conducted three professional development days between OHES and VES science faculty
Conducted mid-year survey to ensure continued consistency
Implemented on-going plan to review and insure consistency in instructional practices, assessments, homework, and communication
Continue professional development
Examine the current recommendation process and markers for success, inclusive of math skills, to inform student placement in science.
Analyzed data at end of school year for physics students
Completed curriculum writing for IPELS course.
Established regular 8th to 9th grade science and math teacher articulation days for 18-19
Assessed first marking period grades for all physics students
Develop a transitional experience for freshmen to aid the transition into physics.
Utilized MHS Collaborative Learning Teams (CLTs) to develop and implement a new physics unit focussing on experimental design and mathematical foundations
Reviewed and revised Physics First introductory unit to increase student success
Refined transition unit for implementation in Fall 2018
Evaluated student survey to determine effectiveness of transitional Unit.
Objective 2.5 Develop strategies for ongoing staff involvement in the decision-making process, as well as with planning and implementation of new initiatives.
Utilize the District Leadership Team (DLT) designed to foster a collaborative learning environment, working together on district-wide problem solving while guiding the integration of school collaboration efforts with district initiatives.
1a. Identify and adapt a decision making framework.
1b. Create a rollout protocol to be used with new initiatives, inclusive of the full cycle of evaluation.
Utilized DLT structure, K-12, with focus on homework
Created protocol for Five Point Decision Making Framework
Continued meetings as a functioning body, with report out to SLTs
Presented and shared protocol and decision making framework to ALT and revised based on feedback
Presented and shared procedures and decision making framework to DLT and revised based on feedback
Positive teacher responses to district survey questions
Create School Leadership Teams (SLTs) through which teachers and administrators work together on school-level problem solving, plan and implement new initiatives, and guide the integration of school collaboration efforts with problem solving initiatives and district goals.
Instituted SLTs in every school, with a current focus on homework
Formed solutions committees on an as-needed basis, with the goal of joint decision making
Positive teacher responses to district survey questions
GOAL 3: COLLABORATION AND COMMUNICATION - Strengthens stakeholder relationships to support and enhance learning.
Objective 3.1 Recruit and retain high quality educators.
Refine hiring protocols and district recruitment practices.
Benchmarked 8-10 comparable districts’ recruitment and selection protocols
Synthesized interview data from comparable districts
Identified best practices from data to enhance MTSD hiring protocols
Completed outreach of comparable districts
Enhance onboarding protocols and support systems provided to pre-tenured staff.
Identified components for a Cohort program
Outlined and proposed a budget for a Cohort program
Secured budget through Title II funding for Cohort program
Outlined parameters and posted for Cohort program lead teachers
Selected and held initial training of MTSD New Staff Cohort leaders
Implemented MTSD New Staff Cohort Program January 2019
Establishment of a Cohort program for pre-tenured staff designed to build camaraderie and enhance supports provided through the current mentoring program through intra-and inter-building meetings
Examine and accommodate revised state requirements for student teachers.
Developed and administered a questionnaire for local universities regarding expectations for student teachers
Reviewed responses from universities and aligned with state requirements
Examined media release policy to accommodate video taping of student teachers and developed a form for district-wide use
A district-wide procedure for management of student teachers
Objective 3.2 Build partnerships between schools, families, and community to enhance student-learning opportunities.
Establish partnership with higher education
Documented district’s current partnerships with higher education
Focused on utilizing current meeting structures with local high schools to collaborate and share best practices related to higher education partnerships
Outline of local schools and best practices with higher education
Increase opportunities for community partnership for job shadowing with community professionals.
Designed website to host learning and partnering opportunities for students through community professional partnerships
Website activity and track partnerships and student participation
Develop marketing strategies to promote to greater number of students and community members involved
Structure approval process for volunteers
Develop protocol for student, parent, community participation. TBC Spring 2020
Objective 3.3 Improve communication with all stakeholders.
Determine the most utilized, effective, and preferred methods of communication i.e. E-Blast, Blackboard Connect, Twitter, Remind etc.
Attended all five School Leadership team meetings to analyze current methods of communication with parents, educators, students
Focused on reviewing District Website for ADA compliance
Tracked Websites of all schools over the last 4 years to determine a steady drop in community use
Enhanced schools’ use and availability of text messaging through Blackboard Connect to facilitate communication between schools and parents
Cross referenced (aggregate) current communication methods from each individual school and analyzed most effective methods in order to streamline district communication
Submitted proposal for tracking usage and efficiency
Strategic Planning Committee communication and discussions with School Leadership teams in each school
Notes, evidence, and documentation from these meetings have been conveyed and memorialized to objective teams
Website traffic/usage is trending down over the last 4 years
Blackboard connect usage data: Blackboard connect is underutilized by schools- this has greater potential - consistent use needs to be followed and measured over the coming school year - the ability to use text is now available for all school
Tracking schools’ websites usage shows that heavy usage is primarily parents and students using this as the portal to access Genesis
Monitor usage of communication tools.
18-19 vs 17-18, Spring 2019
Enhance communication for families’ transitions between grades and schools.
Attended all five School Leadership team meetings to analyze current methods of communication with parents, educators, students - pertaining to transitions
Annual parent and student survey developed by other Strategic Plan team 1.2
Measured by collection of data
Establish communication guidelines specific to individual schools for parents spring 2019
Form District transition team to establish uniform communication among school leadership teams and help parents with transition between schools.-winter 2018-2019
Awaiting results of District Survey in regards to community transition concerns before the District Transition team forms
GOAL 4: RESOURCES AND OPERATIONS - Optimize operational and financial resources to enhance student experience.
Objective 4.1 Provide a safe and healthy school environment.
Enhance Bus Safety and Security
Included new radio equipment in 2018-19 budget
Created new bus driver training manual
Enhanced training for K-1 students and parents
Provided buses at OHES new Kindergarten orientation 9/5
Included bus safety drills on board agenda
Enhanced review of safety requirements with drivers
Drafted a transportation handbook
Conducted meetings with stakeholders
Provided parents and 2019-2020 Kindergarten students, overview of bus procedures
Bus safety reports
Third party audit of school safety practices
Videos for staff, parents and students
Develop expanded plan to communicate with parents
Finalize transportation handbook
Installation of GPS system on all buses (May 29-31 2019)
Enhancement of Crisis Management Plan
Conducted meetings with district safety committee
Reviewed safety plan
Adopted Somerset County Protocol “I Love U Guys”
Conducted stakeholders meetings on district safety
Conducted tabletop exercise
Completed safety drill November 5, 2018
Crisis Management Plan
Regular scheduled drills including Fire and Police
Third party audit of school safety practices
Evaluation of external school safety practices
Received and reviewed proposals to audit school safety practices
Obtained Board approval for vendor to conduct audit
Third party audit of school safety practices
Objective 4.2 Maintain balanced and sustainable short and long-term budgets.
Seek new revenue sources
Conducted meetings with district sustainability team
Received NJ Smart Start Grant
Received Sustainable NJ Grant
Received Safety Grant
Contacted community businesses for revenue opportunities
Investigated grant writing opportunities with NJSBA
Revenue received from new sources
Evaluate Energy/Cost Savings through ESIP
Develop 5 year plans for major expense categories
Identified long range projects for each school
3-5 year financial plan
5 year capital plan
Document presented to board annually
Evaluate alternative energy sources
Consultant provided an energy audit for all five schools
Adopt or implement alternative energy if identified
Following receipt of audit, review audit and make decision on implementation
Retrofit all facilities with LED light fixtures to reduce energy costs
LED light fixtures installed in various parking lots
LED lights replaced in UMS media center
Included LED light fixtures in 2018-19 budget for MHS parking lot
Examined interior lighting to upgrade to LED
Report of completed retrofit light fixtures
Timelines identified for completion in each building
Objective 4.3 Ensure facilities are efficiently maintained and operated.
Provide training for custodial staff
Created training manuals
Trained staff on proper cleaning
Trained staff on proper use of the district’s chemical dilution system
Report from department that staff are trained
Inspections and observations
Implementation of a five year maintenance plan
Consulted with head custodians and building principals
Maintained staff records
Created 5-year maintenance plan
Five year plan updated annually
Include capital plan in annual budget
Included following projects in 2018-19 budget:
Door and hardware replacement
Included capital projects in 2019-20 budget
New Transportation Bldg. completed
Approved annual budget will include capital projects
Board approval of capital projects in 2019-20 final budget
Revised May 20, 2019