Dover-Sherborn Regional School Committee Meeting Agenda June 7, :30 PM Dover Sherborn Regional Middle School Library

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1 Dover-Sherborn Regional School Committee Meeting Agenda June 7, :30 PM Dover Sherborn Regional Middle School Library 1. Call to Order 2. Reorganization Mr. McAlduff (approximately 7:30 pm) Subcommittee Assignments 3. Community Comments 4. Staff and Student Reports: HS and MS Student Reports Emily Caffrey, DSMS; Dana Rice, DSHS DSMS Headmaster s Report Mr. Kellett DSHS Headmaster s Report Mr. Smith Assistant Superintendent s Report- Dr. LeDuc Interim Superintendent s Report Mr. McAlduff 5. Financial Reports Monthly Financial Report FY16 Operating Budget Report on Anticipated FY16 Year End Close Status A.R. Request To Fund Additional Student Parking A.R. FY17 State Revenue Update Discussion: OPEB Study Committee 6. Conditional Approval of Student and Athletic Handbooks A.R. 7. Review Draft School Year Goals 8. Review of Draft School Improvement Plans DSHS DSMS 9. Review Proposed Five Year Technology Plan 10. Consent Agenda A.R. Appointment of DS Regional Treasurer Approval of Minutes- February 24 th and May 3, 2016 Athletic Department Spring Coaching Donations Obsolescence Declaration- Science Textbooks 11. Communications DSEF Grants Class of 2016 Matriculation Report Enrollment Report Dover School Committee Minutes NONE Sherborn School Committee March 8, Adjournment Note: The listings of matters are those reasonably anticipated by the Chair, which may be discussed at the meeting. Not all items listed may, in fact, be discussed and other items not listed may also be raised for discussion to the extent permitted by law. The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

2 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item # 2 Reorganization- Subcommittee assignments The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

3 SCHOOL COMMITTEE ASSIGNMENTS Region Chairperson Vice Chairperson Secretary Finance Warrants Michael Lee Dana White Clare Graham D. White C. Graham L. Krusell Region Assignments Payroll D. White C. Graham L. Krusell Budget Committees Superintendent s Evaluation Dover-Sherborn Union #50 Superintendency Personnel Policy All members D. White M. Lee D. White (nonvoting member) M. Lee (non-voting member) C. Graham (nonvoting member) R. Robinson C. Graham

4 Technology M. Lee C Graham (Substitute) L. Krusell Richard Robinson Buildings & Facilities Educator Evaluation Subcommittee Wellness Liaisions Pine Hill CSA, Dover/Chickering PTO, HS PTO, MS POSITIVE School Council T.E.C. Representative Boosters (Region only) Challenge Success Athletic Advisory (Region only) Perf. Arts/Music (Region only) SPAN (Region only) SEPAC R. Robinson L. Krusell C. Ringel (POSITIVE) D. White (HS PTO) C. Graham (HS PTO) R. Robinson (HS), D. White(Substitute) L. Krusell (MS) C. Ringel D. White C. Graham L. Krusell D. White L. Krusell D. White M. Lee (Substitute) C. Graham

5 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item # 4 In the attached document you will find reports from the: HS and MS Student Reports Emily Caffrey, DSMS; Dana Rice, DSHS DSMS Headmaster s Report Mr. Kellett DSHS Headmaster s Report Mr. Smith Assistant Superintendent Report Dr. LeDuc Interim Superintendent s Report Mr. McAlduff Mr. Smith, Mr. Kellett and Dr. LeDuc will give a brief presentation and will be available if there are any questions. Mr. McAlduff will speak to his report. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

6 The Public Schools of Dover and Sherborn 157 Farm Street Dover, MA Phone: Fax: URL: Mr. William McAulduff, Superintendent Dr. Karen L. LeDuc, Assistant Superintendent Ms. Therese Green, Director of Special Education Ms. Hans Baumhauer, Business Manager Dover- Sherborn Middle School 155 Farm Street Dover, MA Phone: Fax: Mr. Scott Kellett Headmaster Mr. Brian Meringer Assistant Headmaster Ms. Jill Arkin Special Education Team Chair TO: Mr. William McAulduff, Superintendent FROM: Mr. Scott Kellett, Headmaster, DSMS RE: Headmaster s Monthly Report DATE: June 3, 2016 Headmaster s Reflections The middle school administration and staff are excited for the many fantastic events that come with the culmination of the school year. Early in the morning of June 8 th the DSMS contingent of 180 will be off to DC with a second group heading to Boston for the start of three day trips. Ms. Sobin and I are excited to host the Class of 2023 for a visit to the middle school while we are away. Ms. Ellen Chagnon Guidance Director Mr. Jeff Parcells Athletic Director MS Happenings: Monday, June 6 th : Tuesday, June 7 th : June 8 th -10 th : Wednesday, June 8 th : Thursday, June 9 th : Friday, June 10 th : Monday, June 20 th : Tuesday, June 21 th : Wednesday, June 22 nd : MS Arts Festival 3:00 PM 7 th Grade Team Lightning YMCA Field Trip 8 th Grade DC Trip/Boston Trip 6 th Grade Field Day/Chickering 5 th Grade Visit 7 th Grade Field Day/Pine Hill 5 th Grade Visit 7 th Grade Team Thunder YMCA Field Trip POSITIVE 8 th Grade Lunch 11:45 AM 8 th Grade Recognition/Dance 6:00 PM 8 th Grade Assembly Last Day of School (10:50 AM Dismissal) Student Recognition On Tuesday, May 17 th Bella Tate and Sam Litle were recognized by NELMS as Dover- Sherborn Middle School s Scholar Leaders for this year. Bella and Sam were joined by their parents, a teacher of their choice (Bella- Angelo Macchiano and Sam Leonie Glen), along with myself at an awards dinner in Marlborough, MA. Congratulations to the Tate and Litle families for this well deserved honor. Congratulations to Angelina Zhang in helping the Massachusetts MathCounts Team place fifth at the National Competition on May 5th in Washington DC.

7 Curriculum & Learning English: Sixth graders are working on their Interview Project as a way to enhance their understanding of theme in Roll of Thunder, Hear My Cry. Seventh graders are writing multiple-paragraph essays about the Holocaust and the literature they read. Students will begin working on their Readers' Convention projects soon in order to host sixth graders at this annual event which will be held on June 17th. Eighth graders read A Raisin in the Sun and wrote their own one-act plays. In addition, they are studying memoirs and even writing some poetry inspired by memoirs. All grades are eagerly awaiting the arrival of author Kate Messner on June 14th. Messner will visit DSMS to discuss her latest novel, The Seventh Wish, and teach students about the writing and publishing process. We are very excited to host this award-winning author one week after her latest novel is released. Summer reading letters are available at our summer reading website: World Language: Spanish 8 Right now we're learning the imperfect tense in 8th grade and having a lot of fun describing our childhoods! Coming up we'll be doing a show and tell of our favorite childhood thing(vacation, pet, food-not to eat-, piece of clothing, sport,etc). Students will bring in something to represent their thing (or the thing itself) and they've written mini blurbs to describe it in the imperfect. Lastly, each student will do a Q&A in Spanish. They love bringing in things from their chilhood to talk about :) Grade 6 Spanish Cultural presentation Sra Babson's grade 6 Spanish students will become Salvador Dali for the day, sporting large (pipecleaner) mustaches as they study Surrealism. Grade 8 French Working with their French penpal correspondants, the eighth grade French students are learning about recycling in the DSMS building. they are videoing interviews of teachers, peers, administrators (IT; Athletic director), custodial staff, and cafeteria workers about the "save the environment" actions we have in place. The students are conducting the interviews in English, and then immediately translating them into French so that the French students will hear and see all that we do in both languages. They are integrating their technology skills as they edit the video and make movies that can be shared on Mme Egan's Google account with the English teacher in France. Grade 6 Latin The sixth grade Latin students are wrapping up their mythology projects -- it is a RAFT project (Role, Audience, Format, Topic). Students write fourteen first person pieces, one for each god, each to a different audience for a different reason. They then need to select a work of art from the renaissance to illustrate. The students apply a lot of humor and creativity to these projects, and by the end, they are familiar with the principal myths of each of these gods, their attributes (so they can recognize them in literature and works of art), and both the Greek and Roman names. The eighth graders have finished their Catullus Projects, and are moving into Vergil. They will be

8 reading/translating a passage from Book 2 of the Aeneid, analyzing its characteristics as both speech and poetry, thereby seeing the connection between the two. They will also have to recite a 17 line passage from memory in Latin, in meter. Social Studies: Sixth grade students will end the year by studying the rise and fall of the ancient Roman empire. At the start of the unit, students will learn about the development of early Rome and its geography. Topics will also include the government of the Roman Republic and its impact on the government of the United States. A reenactment of the death of Julius Caesar will be conducted. Students will explore the people and events leading up to the establishment of the Roman Empire and eventually it s fall. At the end of the unit, students will learn about Roman achievements and their legacies in the world today. In our last regional unit of the year, 7th grade students are exploring Europe and the former Soviet Union through a combination of class activities and an independent self-study packet that includes maps, readings, and other assessments. We are discussing the formation and purpose of the European Union and looking at various issues facing Europe and northern Eurasia today. Eighth grade students are completing their Civil War Research Papers this week. Students have been learning about the research process while pulling together all of the research, organization, writing and editing skills they have learned this year. After the DC and Boston trips next week, we will be ending our study of the Civil War, examining various plans for Reconstruction and taking an end-of-year Citizenship Test based on the US Citizenship Test. Science: Grade Six: Students are working in small cooperative groups to design their own experiments following the steps to the scientific method. Students are preparing to test doggie diapers, baby diapers and paper towels for absorbency, basketballs and tennis balls for bounce height, and deodorants, glues and nail polish for drying time to name a few. Currently, students are writing hypotheses, procedures and materials to display at their experiment stations. Once the data is collected, students will analyze it and communicate their results to the class. In addition, sixth graders are learning about weathering, erosion and deposition and its effects on planet Earth. They are also using ipads for webquests and to classify minerals. This month in seventh grade science students will be studying the human body. They will be participating in multiple hands on activities that will help them tie their knowledge of the human body to exciting experiences including several dissections and squeezing oatmeal through nylons to simulate peristalsis. For a culminating activity, students will be dissecting frogs! Eighth graders are going to the state science fair this weekend. We are well represented by our regional science fair leaders. In class we'll be starting our solar oven projects. Wellness Department: Physical Education : All students are completing the Fitnessgram health assessment. Individual reports will be sent home with students soon. Sixth grade students are working on their rollerblading skills. Students are suited up in a helmet, elbow and knee pads, and wrist guards. Most students are new to this activity and find that within a couple of weeks they have improved a lot with their skills; and are able to move forward, backwards and brake. Students who are already proficient at these skills become assistant coaches to those that are new to this activity.

9 Students in seventh grade have attempted many events during our track and field unit inclusive of the high jump, long jump, triple jump, javelin and shot put. Students will choose one event and compete in our Third Annual Track and Field meet where Team Thunder and Team Lightening meet up to see which team will carry home the trophy. The track meet will take place on June 9 th. Our eighth grade students will finish the year completing a course titled: Analyzing Physical Activity. Students will pick activities they would like to play and analyze. They will wear heart monitors to guide them in developing their cardiovascular fitness. Health Education: Grade 7 Health - The students recently finished our mental health unit with opportunities to practice meditation as a form of stress management. Positive mental health included understanding the three basic emotional needs of having and expressing Affection, feeling Acceptance, and recognizing Achievement in some area of our life. Students will complete the school year with our puberty unit. Physical, emotional and social changes associated with adolescence will be addressed. Grade 8 Health - The students recently investigated their own birth stories while learning about "Life's Greatest Miracle" in the classroom. Topics related to HIV and STD prevention will be covered. Healthy relationships will be explored through an activity called "Plenty of Fish In the Sea". Students will be advocating for abstinence in a written assignment used to process the in-class activity. The final topic of the school year will be Refusal Skills. Students will practice using "I Messages" and effective communication skills to say no to unsafe, unhealthy behaviors. Technology Literacy/Engineering: Two of our newest IT Helpers. They are doing a great job! Grade 6 Technology Literacy class has completed their research project using spreadsheets, formulas and a variety of charts to collect, analyze and present data. Students continue exploring computer science understanding algorithms, programming languages and variables. 6th graders have started their collaborative/team research project, preparing notes, collecting credible resources and facts to present and share their final nutrition topic while using Google Classroom and Drive. Grade 7 Technology Literacy students have completed their unplugged STEAM Tower Challenge actiivity. Students worked together offline to understand and practice a challenge as team. The team challenge was to design together an 18" minimum tower made out of only newspaper and tape that could stand-alone and hold a baseball for a minimum of 5 seconds. STEAM Team Towers will be on display at the Arts Festival on Monday, June 6th. 7th Graders have also completed and shared their mini MIT Technology ilearn Tech research topics and are on display on the bulletin board in the first floor hallway. Some research topics students independently research were Drones, Driverless Transportation, A century of Technology, Where in USA are Driverless cars being used, 3d Printing-Past Present and Future and How Does Where We Live

10 Impact How We Use Technology. Stop by and see their final newsletters, maps, timelines and infographics. Currently students are researching and creating a brochure for our incoming 6th graders on the topic of Digital Citizenship, including Copyright and FairUse, cyberbullying awareness and prevention, social media reminders, helpful tips for parents and helpful tips for students. Grade 7 Engineering Students are in the midst of mass production/woodworking. Grade 6 Engineering Students in F block began with robotics and are now transitioning into tools/materials, and process/woodworking. D block started with woodworking and is now transitioning into robotics Grade 8 Engineering Quarter 4 students have completed their trebuchet understanding encryption as a form of using this machine to communicate a coded message. Students participated in DSMS 1st Annual Tabletop Trebuchet Testing event demonstrating to other students within the school how their design and final tests operated. Students were beyond excited to have the opportunity to share their collaborative project with other teachers and students within the school community. If you missed out on this, keep an eye for a video that shares some highlights from this event. Students have transitioned into their final Telecommunications Telegraph project. Understanding the parts and functions of the Key, Sounder, Electromagnet and Transmitter. Designing and building is currently in full swing as students anticipate their telegraph will soon be transmitting morse code. Trebuchets will be on display at the Arts Festival on Monday, June 6th. Fine & Performing Arts After another successful year, the Fine & Performing Arts Department is proud to be holding its annual summer arts festival. The event will take place in the Middle School lobby on Monday June 6th from 3pm to 5:30pm. This fantastic afternoon features amazing visual art displays, poetry readings, and performances from the DSMS Jazz Bands and several vocal groups. In addition, there will be several student-led fundraising initiatives including Empty Bowls (a pottery sale to benefit Project Bread) and "Be the Change" (a book sale to benefit the Oakland Superheros mural project). Light refreshments will be served. Admission is free! We hope to see you there! On Monday, June 6th, 8th Grade Music Classes will be performing their arrangements in the Choral Room during A and C Blocks. All are welcome to attend and hear mash-ups, re-lyrics and changes to the style of many favorite early rock, Beatles, Motown and Michael Jackson tunes! On Wednesday, June 15th during B and E Blocks, all 7th grade classes will be performing their original blues pieces. You will hear all the best blues voices, by all the best DSMS blues bands complete with masterful improvisations! Come on over to the Choral Room and check out what's happening with DSMS General Music Classes! Library: Taught research lessons to 8th graders for their Hero Or Villain (Civil War) papers Performed in the faculty band for the talent show. Wrapped up the afterschool Bootstrap Coding Club. Movie Book Club saw the movie The Martian and is currently reading Maze Runner.

11 Currently weeding the fiction section to make space for new titles. Sixth Grade: During the month of May, sixth grade teachers on both teams have continued to emphasize the importance of making use of each of the themes of effective effort that were introduced throughout the year. On Wednesday, June 8 th, all 6 th grade students will be participating in our 3 rd Annual Field Day and Barbecue. This day will include numerous outdoor events that will allow students to work together effectively as a team. We will also be showing a movie titled, Akeelah and the Bee, that reinforces the themes of effective effort. The rain date for this event will be Friday, June 10 th. We are looking forward to a great day! Seventh Grade: On Thursday, June 9th, Team Lightning and Team Thunder will be competing against each other in the 3rd annual Track and Field day. Students will go head to head in events to win points for their respective teams. There will also be an academic event that challenges students to flex their brain muscles based on the skills they learned in their academic classes this year. Additionally, on June 7 th and 10 th, Team Lightning and Team Thunder will be visiting the MetroWest YMCA. The purpose of this field trip is to encourage students to challenge themselves and to work as a group to encourage one another. By fostering cooperation among the members of a team, the hope is that students will build self-confidence and develop leadership skills through the heightened awareness of others needs for safety and support. Lastly, the team leaders, Karen Raymond and Veronica Moy, are working together on how to structure the BYOD program to bring it to the seventh grade next year. Letters will be forwarded to upcoming seventh grade parents to plan ahead for the school year before the close of the school year. Student Council: The Wild West Dance for 6th and 7th graders on May 6th was a huge success. Thanks to POSITIVE and all of the volunteers who helped make the event possible. It is now election season for student council. Candidates for positions at the high school will deliver speeches to the eighth grade on June 1st, and elections will take place for officers on June 3rd and representatives on June 7th. The election for a middle school student council president and vice president for next year will take place later in June. Professional Development: Laura Mullen received the Edwyna Wheadon Postgraduate Training Scholarship from NCTE. In addition, she appeared on a Chronicle clip talking about Dyslexia and reading as part of the MGH s Institute of Health Professions reading program that she is currently enrolled in. Ana Hurley was featured as the Teacher in the Spotlight for MITS (Museum Institute for Teaching Science) in the month of March. In addition, several groups have already asked her to speak at events next fall including MAST. Ana Hurley is happy to report that the Department of Elementary and Secondary Education has approved a grant to provide stipends for the excellent science curriculum work done by the Middle School Science Summit. We are proud of Ana Hurley's work as a leader in the state for Science, Engineering and Technology for curriculum development and collaboration. This summer Ana Hurley and Laura Mullen are hoping to lead a workshop for science department chairs from across the Commonwealth to help science educators infuse their curriculum with literacy tools and strategies. Ana Hurley may also lead an additional workshop

12 with Marianne Dunne, a Science Specialist from the DESE, regarding the infusion of the science practices into innovative lessons with regional science leaders. DS Professional Growth & Evaluation System Update: Mr. Meringer and I have completed our Summative Forms and meeting with all staff. School Council: 1. Welcome DSMS School Council Minutes 5/09/16 Present: Anita Sebastian, Kelsey Ferranti, Lori Krusell, Julie McKee, Wendy Lutz, Scott Kellett, Paul Venton, Leslie Schutte, Ellen Bendremer 2. Handbook Discussion: All student handbook changes have been made and approved 3. School Improvement Plan: Council reviewed draft and considered benchmarks - Academic Goal - A suggestion was made to add the word innovation Wellness Goal - A suggestion was made to add the word inclusive The MS and HS staff will attend a presentation on transgender issues at our next half day/pd day, May 20th Science/Technology/Engineering/Computer Science Goal - The science goal is complete Survey will include all staff members Karen Leduc will head up the report on survey Is there an interest in a safety goal? Do we need a better security system in place or is the current system working? Should staff and visitors wear badges? Should the doors be locked, have buzzers, have cameras, or have card swipes? Should monitors guard the doors? Biggest challenge - 5 separate buildings on our DSMS/DSHS open campus 4. Current MS Talking Points: Consistency in all of the schools - Should we be looking for consistency when teaching strategies to all of our students, especially for the language based learning disability (LBLD) population? Do we need to be consistent with strategies from elementary school to high school? Talked about grapic organizers - English Dept. is going to meet to discuss graphic organizers Talked about success of 1 binders at the middle school Talked about the use of two column notes Leadership and character building activities - Other schools make these a priority - should we do more? Talked about positive effects of the many 8th grade CAGS (Citizen Action Groups)

13 Talked about middle school E - patch distribution to deserving students and our motto: Excellence = respect, responsibility, and results Parent/Guardian Awareness - It was suggested that parents/guardians be made aware of all of the DSMS positive activities and accomplishments An example: the new Farm to Table effort that Janelle Madden has implemented in the cafeteria Possible section at the end of the weekly school news blast - I Bet You Didn t Know to report on positive school activities, etc. 5. Other business: Scott will make changes to SIP and send out to members SIP draft will go to school committee in June Edit SIP and finalize in September Scott will discuss safety goal with Dr. McAlduff This is the final council meeting of the year 6. Adjourn The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

14 Dover-Sherborn High School 9 Junction Street Dover, MA Phone: Fax: John Smith Headmaster Ann Dever-Keegan Assistant Headmaster Ellen Chagnon Director of Guidance Jeff Parcells Athletic Director TO: Mr. William McAlduff, Interim Superintendent FROM: John G. Smith, Headmaster, DSHS RE: Headmaster s Monthly Report DATE: June 7, 2016 Headmaster s Reflections On Thursday June 2nd, 174 seniors were presented their diplomas as graduates of Dover Sherborn High School. Andrew Mallet, the Senior Class President delivered the Welcome Address. This year we had four Declamation Finalists who were able to present their speeches at our Graduation Exercises. Amberly Lerner, Gus Laughlin, Mary Kate Charron and Callan Mirowitz each presented some wonderful parting words to our graduates, faculty and family. The Class of 2016 is a great group of young men and women who continue the tradition of DS graduates who are ready for the next stage of their lives. HS Events: Friday June 3- American Heart Association Heart Chase Event Thursday June 16- Tuesday June 21 Underclassmen Final Exams Student Recognition: John Olsen and Dionne Chen were both recognized at the Senior Awards Night with National Merit Scholarships. Stephen Cone and Mary Kate Charron were both presented with the Denise Lonergan Award at our Graduation Ceremony on Thursday June 2 nd. Curriculum and Learning- Social Studies Department During the school year, Ms. Melad s Facing History classes have had the opportunity to meet with a number of guest speakers who have addressed a variety of global human rights issues. Elizabeth Dopazo, a survivor of the Hitler Regime, spoke to students about her experiences during the war. Paul Brienes, a 1960 s Civil Rights Activist and Freedom Bus Rider, shared his experiences with Ms. Melad s Facing History classes as well. This past fall, Mr. Bourque s A.P. Government classes had the opportunity to meet with former D.S. graduate, Marilyn Mosby, who is the State s Attorney for Baltimore City, Maryland. Ms. Mosby s office is leading the prosecution team in the Freddie Gray case. In October, Mr. The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

15 Bourque took 15 seniors to participate in the Close- Up government studies program in Washington D.C. In early 2016, Mr. Kaplan accompanied 15 students to the Model U.N. Simulation held in Boston. Mr. Kaplan will be attending the A.P. U.S. History Reading Conference in Louisville this June. He will also be a presenter at the conference. Ms. Vizulis and Mr. O Hagan took 28 World History II students to participate in the Tufts Inquiry Program, which is a global-issues simulation held annually at Tufts University. This year s simulation topic was The Future of Europe. In connection with the sophomore summer reading book, Forgotten Fire, which is based on the Armenian Genocide, Mr. Hickey and Ms. Vizulis World History II classes visited the Armenian National Museum in Watertown and enjoyed a traditional Armenian lunch at Seta s Café in Belmont. Mr. Hickey held several History Night at the Movies for his World History II and U.S. History classes. Earlier this spring, Mr. Hickey took 45 U.S. History students to see a production of 1984 at the American Repertory Theater in Cambridge. Over April vacation, Mr. Hickey and Ms. Vizulis took 9 students on a fascinating historical and cultural trip to the island of Cuba. In June, Mr. Hickey s U.S. History classes will be taking a field trip to conduct historical research at the J.F.K. Library. Students receiving honors or awards included Chris Devine and Mark McVeigh who were chosen by their classmates to represent DSHS at the annual Student Government Day held at the State House in April. Andrew Mallett received the Daughters of the American Revolution Award for excellence in character, service, leadership and patriotism. Justin Sullivan won this year s annual Veteran s Day Essay Contest. Amy Zhang received a youth leadership award and will represent DSHS at the Hugh O Brian Sophomore Youth Leadership Conference in June. Guidance News Please see the attached matriculation report for the Class of Athletics- In addition Senior Mia van der Burgt was named the Division 4 State Champion in the triple jump track competition and Emme and Winabel McCabe participated in the MIAA Girls State Golf Championship. The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

16 This spring the follow teams made post season tournaments for Dover Sherborn High School Girls Lacrosse Girls Tennis Girls Track and Field Boys Lacrosse Boys Tennis Boys Track and Field. The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

17 The Public Schools of Dover and Sherborn 157 Farm Street Dover, MA Phone: Fax: Mr. William H. McAlduff, Jr., Interim Superintendent Dr. Karen L. LeDuc, Assistant Superintendent Ms. Therese Green, Director of Special Education To: William McAlduff, Jr. From: Karen LeDuc Re: School Committee report Date: June 2, 2016 Update on K-12 Fine Arts Department Chair and 6-12 Technology/Engineering Department Chair This year, DS started something new. We created a new K-12 Department Chair for Arts and appointed Ms. Janice Barry to the role and we reconfigured Technology/Engineering to include grades 6-12, appointing Mr. Nick Grout. Over the past year, these individuals have accomplished many things, but one of the most important aspects of these roles is the lens of a system of schools focused on these content areas. Nick has worked with the technology/engineering/computer science educators to create two new high school computer science classes, has aligned technology/engineering content for our grades six through twelve offerings, conducted professional development for educators on curriculum writing, and been collaborated with building administration in the supervision and evaluation of the technology/engineering staff. Janice has worked to solidify the music curriculum, K-12, moved to align offerings in art and music to assure students have access to high quality experiences, conducted professional development for the staff, attended state-wide conferences, coordinated and attended building and district-based music and art concerts and shows, interfaced with the Friends of the Performing Arts (FOPA), and been an advocate for the arts staff. Next year, Janice will assume supervision and evaluation of arts staff with the building administration. Each of these individuals has accomplished too much to document here. The value of their role to assure high quality teaching and learning in these content areas is of note. Wellness Implementation Guidelines With the School Committee vote of the Wellness Policy, the Wellness Implementation Guidelines Sub-committee brings forth the attached Wellness Implementation Guidelines. Developed by a cohort of wellness educators and DS parents, inclusive of Food Service Director Ms. Janelle Madden, Dover School Committee member Ms. Lauren Doherty, Parent

18 representatives Ms. Donna Moore and Ms. Jen Lawrence, DS Region Wellness Department Chair Ms. Dara Johnson, Region Health Educator Ms. Andrea Merritt, Nurse Leader Ms. Jill Fedor, community representative Ms. Mimi Krier, and myself, these guidelines offer a comprehensive look at the areas of Physical Activity and Health, Nutrition, Health Services, and Social and Emotional Health. This document will be posted to the DS website under Curriculum, Wellness Thank you to this Sub-committee for this work. Qualified Peer Observers As the first year of QPOs paired with educators winds down, much has been accomplished. The QPOs and educators worked on a variety of topics, from assessments to curriculum to classroom structure, many finding that the opportunity to collaborate with a peer as the most beneficial aspect of the time. A survey of current educators who were paired with a QPO was conducted, and over eighty-five percent of the respondents felt that meeting with their assigned QPO was beneficial. Themes from the open response question on the benefits of the QPO relationship included a time for collegial conversations, shared work on specified goals, time to discuss teaching. Samples noted below: The QPO relationship sets up a system to foster a learning community. It felt like a safe place to have honest discussions about teaching. Allowed for a real dialogue and collaboration and an opportunity to learn and to observe an experienced educator in the classroom and out. Comments about what might be improved included reference to not enough time to meet, difficulty scheduling meeting times, deciding on a goal that both could engage both educators, more meetings (we piloted a half year model this year and many felt that they could have used more time.) Sample responses included: It would be nice to work during the school day but I am not sure if that is a viable option It was tricky finding a mutual time [to meet] It will be nice when there are more QPOs so that the half year option of 4 meetings isn t really the only option. I would love to have worked with my QPO for the entire year, but because she had so many other people to work with we had to do the half year options..

19 DOVER, SHERBORN AND DOVER-SHERBORN REGIONAL SCHOOLS WELLNESS IMPLEMENTATION GUIDELINES APRIL 2016 The Dover, Sherborn, and Dover-Sherborn Regional Schools are committed to providing a school environment that enhances the learning and development of lifelong wellness practices. It is, therefore, the school s goal to promote the physical, emotional, and social wellness of students and staff through coordinated Wellness Implementation Guidelines. This includes providing a healthy environment, counseling and guidance services, school nursing services, nutritious school meals and other activities that promote and assess sound nutrition and healthy eating behaviors, K-12 wellness curricula programming, and other opportunities for physical activity. It is the intent of these guidelines to foster independence in students by addressing and supporting school nutrition, health, social and emotional wellness and physical fitness. OVERSIGHT The Schools promote physical, social, and emotional health and wellness for students and staff by following current federal, state, and local statutes and regulations governing wellness. The Schools Wellness Committee (comprised of faculty, staff, community members, school administration, and members of the school committees) provides oversight of the policy and regulations, and is the means for assessing and promoting a healthy environment for the Schools. The Administration is responsible for the implementation of the standards for wellness, nutrition, and physical fitness. The Physical Education and Wellness Departments, along with guidance counselors and school nurses, provide the foundation for ensuring that all students have access to instruction in physical education and wellness. The Schools require students to be enrolled in physical and health education providing students with information about life-long wellness including physical activities and nutrition awareness. Wellness Implementation Guidelines, April

20 PHYSICAL ACTIVITY AND HEALTH Students from Dover and Sherborn are provided a variety of learning experiences in which they acquire the knowledge, skills, and motivations to live a healthy and productive lifestyle and to encourage lifelong physical activity. The Dover-Sherborn Schools work in collaboration with families and students to ensure that all students participate in physical activities in support of national recommendations. Physical Education K-12 The goals of the physical education K-12 program are to develop a positive self-concept, have fun, release tension, increase creativity in movement and thought, learn fundamental skills, patterns strategies and tactics, develop the cardiovascular system, increase muscular strength and endurance and flexibility, and learn appropriate social behaviors. The curriculum, taught by certified physical education educators, is sequential and consistent with the MA Frameworks and National Standards of Health and Physical Education. Dover Sherborn s comprehensive physical education program, as outlined by Massachusetts General Law Chapter 71, Section 3, states: Physical education shall be taught as a required subject in all grades for all students in the public schools for the purpose of promoting the physical well-being of such students. Instruction in physical education may include calisthenics, gymnastics and military drill; but no pupil shall be required to take part in any military exercise if his parent or guardian is of any religious denomination conscientiously opposed to bearing arms, or is himself so opposed, and the school committee is so notified in writing; and no pupil shall be required to take part in physical education exercises if a licensed physician certifies in writing that in his opinion such physical education exercises would be injurious to the pupil. The Centers for Disease Control and Prevention and SHAPE America (Society of Health and Physical Educators) recommends at least 150 minutes per week of school-based P.E. for elementary students and 225 minutes per week for middle and high school students. SHAPE America (Society of Health and Physical Educators) publishes standards that define what a physically literate student should know and be able to do: demonstrates competency in a variety of motor skills and movement patterns applies knowledge of concepts, principles, strategies and tactics related to movement and performance demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness exhibits responsible personal and social behavior that respects self and others recognizes the value of activity for health, enjoyment, challenge and self-expression and social interaction. Wellness Implementation Guidelines, April

21 The CDC (Center for Disease Control and Prevention) Joint Committee on Health Education Standards defines health literacy as the capacity of individuals to obtain, interpret, and understand basic health information and services, and their competence to use such information and services in ways that enhance health. The goals of the health education K-12 program are to provide opportunities in health class for students to become more health literate so that students: can think things through and make healthy choices in solving their own problems are responsible and make choices that benefit themselves and others are in charge of their own learning can use communication skills in clear and respectful ways Comprehensive health education teaches students fundamental health concepts and skills that foster healthy habits and behaviors for the individual and others through sequential and coordinated teaching of health education, physical education, and family and consumer sciences education at each grade level, prekindergarten through grade 12. (Massachusetts Department of Elementary and Secondary Education Physical Education frameworks, 1999) The comprehensive health education program at Dover Sherborn Middle School and Dover Sherborn High School promotes and supports health-enhancing behaviors for students. The following standards and performance indicators are written expectations for what our students should know and be able to do. The grades 6-12 health literate student: comprehends concepts related to health promotion and disease prevention to enhance health analyzes the influence of family, peers, culture, media technology, and other factors on health behaviors demonstrates the ability to access valid information, products, and services to enhance health demonstrates the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks demonstrates the ability to use decision making skills and goal-settings skills to enhance health demonstrates the ability to practice health-enhancing behaviors and avoid or reduce health risks demonstrates the ability to advocate for personal, family, and community health. Wellness Implementation Guidelines, April

22 K-12 Physical and Health Activities Student involvement in other activities involving physical activity, (e.g. interscholastic or intramural sports, outside of school activities) will not be substituted for meeting the physical education requirements or health education requirements. Chickering Elementary students in kindergarten receive physical education once per week for a total of 40 minutes. Students in grades 1-2 receive physical education twice per week for a total of 80 minutes. Students in grades 3, 4, and 5 have physical education 1.5 times over two weeks (alternating on one week with technology) for an average of 60 minutes per week (80 minutes one week and 40 minutes the other). Recess is provided in grades 1-5 once per day for 20 minutes, and in kindergarten it is twice per day for a total of 40 minutes. A module on Health, Wellness and Puberty is offered to all grade 5 students in eight forty-minute sessions. Our D.A.R.E. officer teaches 1-2 lessons per grade, K-4 and 2-4 lessons in grade 5. Pine Hill Elementary students in kindergarten to grade 5 receive physical education once per week for a total of 40 minutes. Grades 1 and 2 students receive a 40 minute health class/week for half the year. Grade 3 students receive a 40 minute health class/week for one third of the year and grade 4 students meet for a 40 minute health class every other week; grade 5 physical education participates in one puberty class. Recess is provided once per day for 25 minutes (grades K-5). Drug Abuse Resistance Education (D.A.R.E) is offered to all grade 5 students in eight forty minute sessions. Dover-Sherborn Middle School students in grades 6, 7, and 8 complete 3 years of physical education. Classes meet for 150 minutes for every 7 day rotation. Students in grades 7 and 8 complete a semester each of health education, where classes meet for 150 minutes for a seven day rotation. D.A.R.E. is offered to grade 7 students. Dover-Sherborn High School freshmen complete one semester of physical education and one semester of health. These classes meet for 285 minutes every eight day rotation. Sophomores, Juniors and Seniors must complete five semesters of either a physical or health education elective. These classes meet for 180 minutes per eight day rotation. There is a twelve minute break each day for all students. Wellness Implementation Guidelines, April

23 NUTRITION Nutrition education is incorporated into the students school day experience through a variety of educational opportunities in the classroom and other school-based activities, as well as within the school community. It is the goal of Dover Sherborn Public Schools to increase opportunities for nutrition education. Goals for Dover Sherborn Public Schools The goal of the Dover-Sherborn Public Schools is to ensure that food and beverages offered to students serve to enhance their learning, contribute to their healthy growth and development, and cultivate life-long healthy eating behaviors. The Massachusetts regulations (as aligned to the U.S.D.A.) shall apply to competitive foods and beverages sold or provided on school grounds until 30 minutes after the school day ends. The standards apply to the following venues: 1. A la carte lines in school cafeterias 2. School stores 3. School snack bars 4. Vending machines 5. Any other location on school property All competitive foods and beverages sold outside of the reimbursable school meal programs during the times set forth above will serve to enhance a student s school lunch with the focus on healthier choices. These foods and beverages should be considered for their nutritional value including fiber-rich, nutrient-dense ingredients and be minimally processed whenever possible. A choice of at least two fruits and/or non-fried vegetables will be available where foods are sold. Such items include, but are not limited to, fresh fruits and vegetables, cooked, dried, or canned fruits, and cooked, dried, or canned vegetables. In the Dover Sherborn Public Schools, affiliated organizations are encouraged to follow these standards when foods/beverages are offered during the times set forth above. They are encouraged to also follow these standards when offering foods/beverages outside of the school day. In addition, any other after-school events held on school grounds are encouraged to follow these standards. All foods and beverages sold in vending machines must comply with the minimum standards and will remain accessible at all times and not turned off. See the applicable Massachusetts regulations below for the standards. Dover Sherborn School Food & Nutrition Programs have been involved with the Massachusetts Farm to School Project since Our goal is to increase the use of fresh, local foods, and to use farms that are as local as possible in these efforts. The programs also participate in the Harvest of the Month campaign which goes beyond local produce and promotes a different Massachusetts-grown, raised or manufactured product each month. Wellness Implementation Guidelines, April

24 The Dover Sherborn Schools Food & Nutrition Programs continues to expand scratch cooking recipes used for school menus each year. This process is ongoing and involves taste testing by staff and students, both formally and informally during the school year. Dover Sherborn Schools Food & Nutrition Programs provide all employees with professional development opportunities throughout the year. Training offered covers Safe Food Handling Practices, Food Allergy & Intolerance training along with Medical Emergency training and Program Compliance training. Culinary Skills training and Recipe Testing opportunities are a large part of employee training. These skills are needed to continue moving forward with the Farm to School Project and to enhance and grow our scratch cooking efforts. Food free parties and celebrations in the classroom are encouraged. Suggestions for alternative party and celebration ideas are available from building principals and the school nurses. Where food is served for parties or celebrations in the classroom, extreme caution should be used, particularly with tree nuts and peanut items. Foods containing tree nuts and peanuts will be used with extreme caution and will be available with ingredient labels that allow for reasonable review of content risk. Wellness Implementation Guidelines, April

25 Massachusetts School Nutrition Regulations for Competitive Foods and Beverages Beverages Juice 100% fruit or vegetable juice; no sugar added, and may or may not be diluted with water or carbonated water. Juice portion limit: 8 oz Milk & Milk Substitutes Milk and Milk substitutes must be 1% or fat free Flavored milk & flavored substitutes must be fat free and contain no more than 22 g sugar per 8 oz 8 oz Portion limit Water Contains no added sugar, sweeteners or artificial sweeteners, but may contain natural flavorings and/or carbonation. Food Calories No more than 350 calories for entrée items (including accompaniments) or 200 calories for side or snack dish items (including accompaniments). Fat, Saturated Fat & Trans Fat No more than 35% of total calories from fat* No more than 10% of total calories from saturated fat* All foods to be trans-fat free; zero grams of trans fat per portion as packaged (less than 0.5 g per portion) *Exceptions: 1 oz nuts, seeds, nut/seed butters or reduced-fat cheese, or part-skim mozzarella, or products that consist of only dry fruit with nuts and/or seeds with no added nutritive sweeteners or fat. Schools may provide or sell seafood with no added fat. No other combination products are exempt from the fat standards. Sodium No more than 200 mg sodium per item; except a la carte entrees, entrees shall not contain more than 480 mg sodium per item. Grains All bread and other grain-based products must be whole grain (i.e., 50% or more of whole grains by weight or have whole grains listed as the first ingredient) Sugar No more than 35% of weight from total sugars* *Exception: 100% fruit/vegetables w/no added sweeteners except for fruits packed in 100% fruit juice; products consisting of only dry fruit with nuts and/or seeds with no added nutritive sweeteners or fat; dried or dried dehydrated fruits/vegetables with no added nutritive sweeteners, and dried fruits with nutritive sweeteners that are required for processing and/or palatability purposes, i.e., cranberries, tart cherries, and blueberries Food & Beverages Competitive food items must meet all competitive food nutrient standards The first ingredient of non-grain foods must contain one of the major food groups: fruits, vegetables, dairy or protein foods (meat, beans, seafood, eggs, nuts, seeds, etc.) Combination foods must contain ¼ cup of fruit and/or vegetable No food/beverage shall contain artificial sweeteners No food/beverage shall contain more than trace amounts of caffeine Wellness Implementation Guidelines, April

26 Guidelines for Food and Beverages Sold for School Lunch Programs: Meals served through the National School Lunch Programs will: Be appealing and attractive to children. Be served in a clean and pleasant setting. Meet minimum nutrition requirements established by local, state, and federal statutes and regulations and will achieve the highest possible standards that are attainable within fiscal and physical plant restraints. Be wholesome and minimally processed, providing students and families with the best possible food options available. Engage students and parents in taste-tests of new food and beverage items and conduct surveys to identify new, healthful and appealing food choices. This information will be utilized in selecting and highlighting foods to be sold through the school meal program. Share information about the nutritional and ingredient content of meals via books in each kitchen and links on the website. Provide students with a minimum of 20 minutes for lunch. When students have adequate time for lunch, studies show they consume significantly more nutrients and plate waste decreases. Be presented in an environment where parent volunteers, students, teachers, and custodial staff work together to recycle and reduce food waste. Implementation Principals are responsible for overseeing and implementing the Wellness Policy and its Implementation Guidelines. The principals will work with the Wellness Committee regarding school-based implementation of the Wellness Policy and Implementation Guidelines, and will take necessary steps to ensure standards set forth in those documents are being met. The Wellness Policy and Implementation Guidelines will be made available to all Dover Sherborn Public Schools staff and parents/guardians. The Wellness Committee will function as defined by the Wellness Policy. Wellness Implementation Guidelines, April

27 National School Lunch Program Meal Pattern - January 2012 Food Group Requirements K-12 Fruit and Vegetables ¾ - 1 cup of vegetables plus ½ - 1 cup of fruit per day Note: Students are allowed to select ½ cup fruit or vegetables under OVS Vegetables Meat/Meat Alternative (M/MA) Grains Whole Grains Milk Weekly requirement for: dark green red/orange bean/peas (legumes) Starchy Other (as defined in 2010 Dietary Guidelines) Daily minimum and weekly ranges: Grades K-5: 1 oz. eq. min. daily (8-10 oz. weekly) Grades 6-8: 1 oz. eq. min. daily (9-10 oz. weekly) Grades 9-12: 2 oz. eq. min. daily (10-12 oz. weekly) Daily minimum and weekly ranges: Grades K-5: 1 oz. eq. min. daily (8-10 oz. weekly) Grades 6-8: 1 oz. eq. min. daily (9-10 oz. weekly) Grades 9-12:2 oz. eq. min. daily (10-12 oz. weekly) At least half of the grains must be whole Grain-rich beginning July 1, Beginning July 1, 2014, all grains must be whole grain rich. 1 cup Must be fat-free (unflavored/flavored) or 1% low fat (unflavored) Wellness Implementation Guidelines, April

28 National School Lunch Nutrient Standards, continued January 2012 Sodium Reduce, no set targets Calories (min. only) Traditional Menu Planning Lunch: 633 (grades K-3) 785 (grades 4-12) 825 (optional grades 7-12) Breakfast: 554 (grades K-12) Enhanced Menu Planning Lunch: 664 (grades K-6) 825 (grades 7-12) 633 (optional grades K-3) Breakfast: 554 (grades K-12) 774 (optional grades 7-12) SY SY Final SY 2022 Lunch Lunch Lunch 1230mg (K-5) 935mg (K-5) 640mg (K-5) 1360mg (6-8) 1035mg (6-8) 710mg (6-8) 1420mg (9-12) 1080mg (9-12) 740mg (9-12) Breakfast Breakfast Breakfast 540mg (K-5) 485mg (K-5) 430mg (K-5) 600mg (6-8) 535mg (6-8) 470mg (6-8) 640mg (9-12) 570mg (9-12) 500mg (9-12) Calorie Ranges (min. & max.) Only food-based menu planning allowed Lunch: (grades K-5) (grades 6-8) (grades 9-12) Breakfast: (grades K-5) (grades 6-8) (grades 9-12) Nutrient Based Menu Planning Lunch: 664 (grades K-6) 825 (grades 7-12) 633 (optional grades K-3) Breakfast: 554 (grades K-12) 618 (optional grades 7-12) Saturated Fat % of total calories Trans Fat: no limit Saturated Fat 10% of total calories New specification: zero grams per serving (nutrition label) Wellness Implementation Guidelines, April

29 HEALTH SERVICES The school health program functions in collaboration with faculty, staff, school administration, external health care providers and parents/guardians to promote the health and well-being of all students. The goal of the School Health Program is to complement and support the school s academic mission while promoting and improving student s health. To achieve this goal, school nurses promote the safety of students and staff, intervene during actual or potential health concerns, ensure that students are properly immunized, provide state-mandated screenings, administer medications, and care for students with special health care needs. Implementation All students have access to nursing health services. Requirements for physical exams and immunization are enforced as mandated by the Department of Public Health. Annual health screenings are conducted according to the Department of Public Health guidelines. Student health concern information relevant to the student s participation in school is collected and parent permission is obtained in order to share this information with appropriate faculty and staff. All school nurses are prepared to respond to any type of emergency as outlined in the district s emergency response plan. The medical director is available for consultation with school nurses and administration when necessary. Wellness Implementation Guidelines, April

30 SOCIAL AND EMOTIONAL HEALTH School based guidance and counseling is available to all students in enrolled in Dover-Sherborn schools. Counselors work to make school counseling seamless for all Dover-Sherborn students as they progress through the grades. The skills students learn and develop in elementary school will help them to successfully navigate their middle and high school years. As students advance through the grades and are promoted to the Middle and High schools, counselors will continue to support them, helping students to successfully meet their academic, social and emotional needs, appropriate to their developmental level and the unique concerns they deal with as they grow and change. A Developmental Approach to School Counseling Dover and Sherborn Elementary Schools The elementary school student The elementary years are an exciting and stimulating time for children as they transition from home to school, discover the excitement of learning, develop social skills, build peer relationships and strive for independence. A positive elementary school experience sets the stage for the child s love of learning all through life and serves to build self-esteem. During these important years, children can be challenged by many factors that can compromise their academic, social and emotional wellbeing. The elementary school counselor, working in concert with parents and classroom teachers, has the opportunity to help students successfully navigate the issues and concerns which can present during these exciting and important years in the life of a child. Role of the School Counselor The primary role of the elementary school counselor is to assist students from kindergarten through fifth grade meet their academic, social and emotional needs, while working in direct partnership with parents and teachers to support students school success across all lines of academic, social and emotional development. The elementary school counselor serves as counselor for the children in the school community; providing services for children requiring prevention, on-going support, or crisis intervention within the educational setting while meeting with parents and teachers as needed to help address student concerns as collaboratively as possible. In addition to providing education and support to parents/guardians, elementary counselors conduct parent workshops, serve as a resource on parenting and child development, assist with referrals to community based programs, practitioners and agencies and apprise parents of community based programs which would be of interest to parents/guardians. Wellness Implementation Guidelines, April

31 Dover-Sherborn Middle School The middle school student Middle school students struggle between independence and security. Parents may feel that their middle school child is beginning to break away from them, but this is the time they need adult support the most. Emotions may become very fragile in middle school. One event such as the loss of a friendship or a low grade on a test can ruin a student s life for several days. This age group does not have the experience to put things into perspective. Self-concept is a continuous struggle. Stress level is high and self-esteem fragile because of real or imagined attitudes. Middle school students also develop a sense of fairness that manifests itself in excuses and indignation when they believe they have been treated unfairly. They don t always practice fairness themselves as evidenced by the slightly changed stories they take home to parents, but they are quick to point out deficiencies between what adults say and what they actually practice. Middle school is a time for students to take risks, meet new friends and experience new courses and activities. Students have more freedoms and learn to develop responsibility, resiliency and self-advocacy skills. As they mature, they become excited learners, earning more trust and freedom and look forward to the challenges that high school will bring. Role of the School Counselor The primary role of the middle school counselor is to be a student s advocate during the critical years of early adolescence when students are in the middle, caught between two worlds. The sixth grade is split between the counselors. At the seventh grade level, each counselor takes a full grade and follows the grade through the remainder of the middle school experience. In addition to the middle school counselors, the region employs an adjustment counselor/licensed social worker to provide additional support and advocacy to students who may benefit from more specialized services. In addition to working with students, counselors are part of a team including administrators, specialists, parents and teachers. This team is responsible for guiding a student s development through the middle school years. Students often seek a counselor s assistance for issues such as academics, work habits, and friendships. When seeking a conference with a counselor, students should give their name to the guidance secretary. They will be issued passes indicating the meeting time with their counselor. Parents are encouraged to call and make an appointment with the counselor whenever they have any questions or concerns about their children. Communication is particularly important whenever there is an illness, death, separation, divorce, stress, or other family crisis. Wellness Implementation Guidelines, April

32 Dover-Sherborn High School The high school student Students enter high school excited to learn and pursue classes in their interest areas. They begin to accept more responsibility for their education and behaviors as they learn to create balance between academics, extracurriculars and other life activities. Their time management and organizational skills improve and they continue to develop higher level and abstract thinking capabilities. As they engage in more differentiated learning, their study skills and communication skills become more advanced. They become more independent, utilize strategies and embrace their personal learning styles. High school is a time where independence grows and students are able to engage in rich and rewarding extra-curricular activities and explore postsecondary opportunities. Students value making positive contributions to the school and their community and choose to make healthy life decisions to positively impact their futures. Role of the School Counselor The primary role of the high school guidance counselor is to be a student s advocate, providing each student with the opportunity to acquire the academic, civic, and social skills essential to graduating from high school and becoming productive citizens who respect themselves and others. In addition to working with students, counselors are a part of the educational team including parents, teachers, administrators, and specialists. This team works in a partnership assisting students in meeting Dover-Sherborn s graduation requirements and in planning post-secondary options. Each student is assigned to a guidance counselor who will follow the student through his or her high school years, allowing an opportunity for the counselor and student to develop a working relationship. In addition to the guidance counselors, the region employs an adjustment counselor to provide additional support and advocacy to students who may benefit from more specialized services. Students may seek a counselor s assistance with any or all types of questions and concerns. Academics, work habits, study skills, college planning, post-secondary planning, and personal concerns are all common issues of high school students. When seeking a conference with a counselor, students and parents may directly contact their counselor through an message or make an appointment by speaking with an administrative assistant. Parents are encouraged to call the guidance office whenever they have questions or concerns about their child s well-being or welfare. Individual concerns about a specific course or class are best addressed directly with the subject teacher. Communication is particularly important whenever there is an illness, death, separation, divorce, stress, or other family crisis. Wellness Implementation Guidelines, April

33 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William McAlduff, Jr., Interim Superintendent Date: June 6, 2016 RE: Region Personnel Changes for ************************************************************************* Below you will find a list of personnel changes for the school year. Last Name First Name Position Replaced by Resignation/Retirements Weider Irene Retiring MS Science Teacher Heather Ernest Ferranti Kelsey Resigned (moving) Gordon Kim FTE change Resigned Osiecki Kristen MS Guidance Counselor.5 FTE Spec ED Mod/Severe Teacher to a 1.0 HS Art Teacher Tawny Desjardins Szjaner Patricia HS Biology Teacher Kenneth Macie The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness

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49 DSRS FY16 Yearend Purchases Text books: HS- Science Oceanography $8, HS- Science Human Biology 8, HS - World Language French 9, Total text books $27, Ropes Course $7, HS Furniture 4, MS Furniture 5, Total $43,584.00

50 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item # 6 In the attached document you will find the High School and Middle School Student and Athletic Handbook changes for your approval. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

51 Proposed changes to Middle School Student/Parent Handbook ITEM 1: Proposed (Page 17) Eliminate A+ from the grading scale ITEM 2: Old (Page 20) Pre-assigned Assessment Event Students can expect that advanced notice will be given for the date of a major test. Usually you can expect to have only one major test on any particular day as the teachers coordinate around test dates. Quizzes or short tests are at the discretion of the teacher. If you as a student are feeling overwhelmed about the number of assessments on a particular day please speak to your teacher directly before the day of the assessment to see if other arrangements can be made. As a middle school student you are encouraged to self advocate. BE PREPARED. STUDY REGULARLY. Proposed Tests & Quizzes Students can expect that advanced notice will be given for the date of a major test. Usually you can expect to have only one major test on any particular day as the teachers coordinate around test dates. Quizzes or short tests are at the discretion of the teacher. If you as a student are feeling overwhelmed about the number of assessments on a particular day, please speak to your teacher directly before the day of the assessment to see if other arrangements can be made. As a middle school student you are encouraged to self advocate. BE PREPARED. STUDY REGULARLY. SELF ADVOCATE ITEM 3: Old (page 30) Cafeteria The cafeteria is located between the Middle School and the High School. You can get there by going out the door opposite the front door, at the rear of the main lobby. In order for lunch to run smoothly, there are required procedures. Students are to: Move in an orderly fashion through the lunch lines Remain seated at your table while eating Clean the table top and floor around it Do not leave the cafeteria to return to the Middle School during lunch unless you have permission from an adult on duty At the end of lunch, wait for an adult to dismiss you table before leaving the cafeteria. Please DO NOT bring any food or drinks back to the Middle School.

52 Proposed Cafeteria / Food in Classrooms At lunch time, students must proceed directly to the cafeteria. In order for lunch to run smoothly, there are required procedures. Students are to: Move in an orderly fashion through the lunch lines Remain seated at your table while eating Clean the table top and floor around it Do not leave the cafeteria to return to the Middle School during lunch unless you have permission from an adult on duty At the end of lunch, wait for an adult to dismiss your table before leaving the cafeteria. Please DO NOT bring any food or drinks back to the Middle School. Students are not allowed to have food or beverages in the middle school with the possible exceptions. 1. Water in clear containers may be consumed at any time unless the student is in a no food or beverage area (library, gymnasium, and computer lab). 2. At the discretion of the classroom teacher, students may be allowed to consume their own food/beverages in the classroom. (There will be no sharing of food by students due to allergy concerns) 3. Teachers will be allowed to have food in their classrooms for educational purposes if approved by the Headmaster. 4. The Headmaster may allow students to have food/beverages on an individual basis. ITEM 4: Old (Page 35) Procedures for H Block All students will go to their H Block classes as per their schedule. Please report there before going to any other location. The H Block Help Session and Directed Research sessions are quiet, study centered times at DSMS. Students will work quietly and will bring sufficient material to stay focused and academically productive for 42 minutes. Students must have a pass that is signed by a teacher with a current time noted in order to be in the halls. The only exception should be bathroom, locker, water, office/nurse passes (available in all rooms). Any student desiring to see any teacher during H Block must procure a pass prior to H Block. In short, get a pass early in the day. The exceptions to this rule are the library and computer lab. H Block teachers can give passes to students for those two areas, but no more than three students may receive passes at one time. Any student found in the hallways without a pass will be spoken to or brought to the office. An administrator will be present in hallways during H Block. Repeat offenders may be subject to further consequences (detention, parent contact, loss of H Block pass privileges).

53 Proposed Procedures for H Block All students will go to their H Block classes as per their schedule. Please report there before going to any other location. The H Block Help Session and Directed Research sessions are quiet, study centered times at DSMS. Students will work quietly and will bring sufficient material to stay focused and academically productive for 42 minutes. Students must have a pass that is signed by a teacher with a current time noted in order to be in the halls. The only exception should be bathroom, locker, water, office/nurse passes (available in all rooms). Any student desiring to see any teacher during H Block must procure a pass prior to H Block. In short, get a pass early in the day. The exceptions to this rule are the library, art room, and computer lab. H Block teachers can give passes to students for those three areas, but no more than three students may receive passes at one time. All students need to return to their assigned H Block class by 2:05 PM. Any student found in the hallways without a pass will be spoken to or brought to the office. An administrator will be present in hallways during H Block. Repeat offenders may be subject to further consequences (detention, parent contact, loss of H Block pass privileges). ITEM 5: Proposed Insert this table on page 43 BEHAVIOR/ACTION Students may not sell items during school hours. (This shall include but not be limited to candy, food, jewelry, school supplies and clothing.) SCHOOL RESPONSE/CONSEQUENCE 1. All items will be confiscated and the appropriate detention or suspension will be determined. 2. Same as #1

54 Proposed DSHS Student Handbook Changes '16-'17 Community Service p. 22 Current verbiage: Community Service Dover-Sherborn High School is committed to the benefits of a Community Service Graduation Requirement. All students will be required to demonstrate proof of forty hours of Community Service to fulfill requirements for graduation. Verification of these hours will be kept in the students portfolios throughout their four years of high school. It is recommended that students complete ten hours of this requirement per year. Students MUST fulfill this obligation by the end of the first semester of senior year to be eligible for participation in Senior Project. Proposed: Community Service Dover-Sherborn High School is committed to the benefits of a Community Service Graduation Requirement. All students will be required to demonstrate proof of forty hours of Community Service to fulfill requirements for graduation. Verification of these hours will be kept in the students portfolios throughout their four years of high school. It is recommended that students complete ten hours of this requirement per year. Community Service forms must be turned in for verification within 1 calendar year of the date that service was completed. Students MUST fulfill this obligation by the end of the first semester of senior year to be eligible for participation in Senior Project as well as Senior Privilege. Students not using Senior Privilege will lose DR Library privilege until hours are complete. Students should refer to the Community Service information located on the High School web page for questions around what is allowed/not allowed for DSHS Community Service. Absences p. 46 Current verbiage: All absences are cumulative. Absences for the following reasons will be considered Excused Absences and will not be counted in determining the Maximum Number of Unexcused Absences: a. classes missed/absences due to illness or injury that are substantiated in writing, on letterhead that indicates the medical office or institution of affiliation, with a contact phone number provided by the student s treating physician; 1

55 b. classes missed by/absences of a student who is observing a religious holiday; c. classes missed/absences due to a court appearance (where the appearance is verified by a statement from the court) d. classes missed/absences due to a death in the immediate family e. up to 3 days missed per year (for juniors and seniors only) to visit colleges (Classes missed/absences to visit colleges will be considered excused absences only if the absence has been approved in advance by the High School Administration and the visit has been verified by a note from the college s Admissions Office.) f. classes missed/absences with the approval of the Headmaster, and g. documented, ongoing, chronic medical conditions*. Proposed: All absences are cumulative. Absences for the following reasons will be considered Excused Absences and will not be counted in determining the Maximum Number of Unexcused Absences: a. classes missed/absences due to illness or injury that are substantiated in writing, on letterhead that indicates the medical office or institution of affiliation, with a contact phone number provided by the student s treating physician; b. classes missed by/absences of a student who is observing a religious holiday; c. classes missed/absences due to a court appearance (where the appearance is verified by a statement from the court) d. classes missed/absences due to a death in the immediate family e. up to 3 days missed per year (for juniors and seniors only) to visit colleges (Classes missed/absences to visit colleges will be considered excused absences only if the absence has been approved in advance by the High School Administration and the visit has been verified by a note/documentation from the college s Admissions Office.) f. classes missed/absences with the approval of the Headmaster, and g. documented, ongoing, chronic medical conditions*. Directed Research/Open Campus Release Form P. 59 Current verbiage: Seniors in good standing are defined as those seniors who have submitted the official Parent/Guardian/Student Directed Research/Open Campus Release Forms to the main office with appropriate signatures affixed, having received no fourth quarter term grades (from the previous school year) below C, and having no outstanding incompletes. Students must remain in good standing to enjoy this privilege for the first and second semester. Seniors not eligible during a term can attain good academic standing by receiving no deficiency notices for the subsequent quarter. Third quarter interim reports will be evaluated and any student with a grade below a C will not be eligible for the remainder of that quarter. Students ineligible due to 2

56 incompletes may become eligible when the incompletes are made up and reported to the administration by the teacher, provided that the grade(s) are C or better. Proposed: Seniors in good standing are defined as those seniors who have submitted the official Parent/Guardian/Student Directed Research/Open Campus Release Forms to the main office with appropriate signatures affixed, having received no fourth quarter term grades (from the previous school year) below C, and having no outstanding incompletes. Seniors must fulfill their Community Service obligation by the end of the first semester of senior year to be eligible. Students must remain in good academic standing to enjoy this privilege for the first and second semester. Seniors not eligible during a term can attain good academic standing by receiving no deficiency notices for the subsequent quarter. Third quarter interim reports will be evaluated and any student with a grade below a C will not be eligible for the remainder of that quarter. Students ineligible due to incompletes may become eligible when the incompletes are made up and reported to the administration by the teacher, provided that the grade(s) are C or better. Longboards/Skateboards and Scooters P. 61 Current verbiage: Longboards/Skateboards and Scooters Because of safety concerns, longboards/skateboards and scooters are not permitted on campus at any time. Failure to comply will result in disciplinary action. Proposed: Longboards/Skateboards, Scooters, Hoverboards and Motorized Scooters. Because of safety concerns, longboards/skateboards, scooters, hoverboards and motorized scooters are not permitted on campus at any time. Failure to comply will result in disciplinary action. 3

57 Town Meeting Ideas! DR 1. Students would like the ability to receive a pass from their DR teacher to visit another teacher. Students have found that the current system inhibits them from getting help from teachers. 2. Request for more textbooks available for use in the library, specifically more math, science, and history. Students ask that there should be 2-3 of each book. 3. Admin response- 1. The administration would like to continue the process of having students obtain a pass in advance in order to visit a teacher. If the DR teacher is willing to reach out to the requested teacher then that would be sufficient for approval 2. Administration has discussed this with the librarian as well as the department chairs. The librarian will do an inventory to see how many actual copies are available. For those classes that are short of textbooks, we will insure that additional copies are provided. Cafeteria 1. Many students have requested that the hot water dispenser be available for use during both lunches (not only during break). 2. Food Requests: noodle-cups for hot water, hot cocoa (potentially as a seasonal option), improved juice selection, more prepared salads. 3. Students have found that the lunch lines get very long and backed up, causing their consumption time to be shortened significantly. 4. A number of students requested that the décor/posters in the cafeteria be updated. 5. Admin Response- 1. Complete. The food service director now has the hot water dispenser out for break and both lunches. 2. The administration has discussed this with the Food Service Director. Additional salads will be provided as will hot cocoa during break. The noodle cups contain high levels sodium so the schools may not serve them. 3. The Food Service Director is aware of the back up and is working with the Director of Facilities to see what can be done. 4. The Food Service Director has been notified about the request to update the posters and décor in the café. Guidance/ Electives 1. Freshmen found that the guidance seminars overlapped with their Peer Helping sessions (which they found more beneficial). Although most students preferred to have a DR to get work done, they would enjoy the Freshmen guidance seminars if

58 they were more useful. Students proposed ideas such as binder cleanouts, question panels with senior students, and reviewing elective options during this designated time. 2. To improve privacy, students ask that the Guidance windows be covered whenever a student would like to privately speak with their counselor. 3. Both Stress Management and What s Next? as a Full Year or Semester electives, instead of during PE classes. 4. Current Events elective. Students (especially underclassmen) have requested being able to be informed on local, national, and international news, in either a journalistic or TV/Media style course. 5. Additional Science courses should fulfill an elective requirement. 6. Many students have found that they either signed-up for or were unexpectedly placed in an elective they did not enjoy. These students were not comfortable sharing their discontent in reflections or surveys. Many have proposed that there be a seminar, fair, or publication (more accessible/exciting than the Program of Studies) to better inform students of the electives options they would thrive in most. Admin Response- 1. The Guidance Director has been notified as to the guidance seminars and peer helping. She will discuss with her guidance department. 2. Guidance office windows should not be covered if there is only one adult with a child in the room. We do have a private guidance space that is away from main entrance so students and counselors can access if need be. 3. The Director of Wellness and Health has been made aware of this interest. For scheduling reasons, this is not possible at this time. 4. There is a plan in place to enhance our TV Media program to incorporate more news and current events. These broadcasts would be shown on our television monitors. 5. The Headmaster will bring this to the Academic Standards Committee for discussion. 6. Guidance and Administration have been made aware of this student concern. Student scheduling is complex thus priority is given to seniors first and so on for elective choices. Parking 1. Many students have proposed ideas to expand parking abilities on school grounds. Ideas include utilizing the back bus lot, and creating more spots (in the same way that 20+ were created last summer). 2. When the seniors leave/graduate, and all junior parking requests are fulfilled, could sophomores have the option to park on campus with a purchased pass? 3. Students who only have their Learner s Permit should not be allowed to submit a parking pass until they have their license. 4. Description of where the parking money is used around our school. Admin Response-

59 1. The Administration is currently working with the Director of Building and Grounds to research potentially adding new parking spots to the current student lot as well as examining new locations for student parking. 2. The Administration does in fact grant parking to sophomores only after seniors have graduated and all junior parking requests have been fulfilled. 3. Students who only have their learners permits will not be granted a parking spot. 4. All money collected for parking spots is submitted to the district business office. The money is then deposited into the general budget to be used to offset all general costs. Wi-Fi 1. So far, we have had great feedback about the HS_Student_BYOD2 network. It s extended coverage to the library and science wing have been extremely beneficial! Admin Response- 1. The Director of Technology and his staff have been very proactive in supporting student wi-fi. Miscellaneous 1. Unlock gym locker rooms during the school day and afterschool. 2. Master calendar for each grade (electronic or physical) that includes when all teachers have major assessments. 3. Cubbies in courtyard for athletics equipment. 4. Tables in courtyard for lunch and students would spend free time at school before games/practice. 5. World Culture Day 6. Enforce Red-Line weeks and No Homework Weekends/Vacations!! Admin Response- 1. For safety purposes and accountability for student s personal belonging s the gym locker rooms must be locked during the day. PE teachers as well as members of the athletic department may open the locker rooms for student athletes if they need to access their equipment or athletic clothing. 2. Administration has discussed this with the faculty. This will be examined in the fall. 3. All athletic equipment must be securely stored. Since the faculty and administration cannot monitor the courtyard consistently, there will be no cubbies installed in the courtyard. 4. The administration is taking this request under advisement. We may do this at certain times of the year to coincide with D-stress DS days.

60 5. The Administration will research ways to increase all of our students cultural awareness. A DSEF grant has been submitted for such activities. 6. The administration will continue to work with department chairs as well as the full faculty to ensure that all teachers abide by the expectations of red line week as we as no homework weekends.

61 Athletic Handbook (((( Draft 5/25/16 )))) Mr. Jeff M. Parcells, Athletic Director 1

62 Dover-Sherborn High School Athletic Handbook TABLE OF CONTENTS Non-Discrimination Clause. 3 Philosophy of the Dover-Sherborn Athletic Program. 3 Dover-Sherborn Athletic Offerings.. 5 Student-Athlete/Parent Annual Meeting and Meet the Coach Night Meetings.. 6 Tryouts and Cuts 6 Playing Time. 6 Team Captains (Roles and Duties) 7 Banquet Guidelines 8 Team Apparel.. 8 Captain s Practice. 9 Awards. 9 Guidelines for Parents/Guardians 10 Athletic User Fees and Refunds.. 10 The Coach 11 Student-Athlete Responsibilities 13 Bona-Fide Team Member Rule 14 Spectator Rules and Regulations 14 Resolution of Incomplete Grades. 15 Eligibility for Extra-Curricular Activities. 15 Chemical Health Policy.. 15 Bullying. 16 Hazing 18 Team Transportation.. 19 Security of Personal Belongings.. 20 Athletic Trainer and Training Room.. 20 Locker Room and School Facilities. 20 School Athletic Equipment and Uniforms. 20 Season Limits. 21 Varsity Games Missed During School Vacations.. 21 Out of Season Sports Participation 21 Physical Education Class 22 Concussion Management. 22 College and the Recruiting Process 24 Medical and Insurance Requirements 25 Athletic Advisory Committee 25 Dover-Sherborn Realities 26 Program Management

63 The information presented in this booklet has been compiled to better acquaint you with some of the policies, practices, and regulations that govern the athletic program at Dover Sherborn High School. Please keep this booklet handy and refer to it when questions and/or concerns arise about your son s and/or daughter s athletic experience. If you feel that your questions are not answered in this booklet, contact the Coach first. If your concern has not been adequately addressed, you should contact the Athletic Director. We look forward to your association with the athletic program at Dover-Sherborn High School and ask for your help and cooperation. Non-Discrimination Clause The Dover Sherborn Public Schools do not discriminate on the basis of age, race, color, sex, gender identity, religion, national origin, sexual orientation, disability, or homelessness. Philosophy of the Dover-Sherborn Athletic Program The Dover-Sherborn Regional Schools Administration and School Committee believe that the Massachusetts Interscholastic Athletic Association (MIAA) Statement of Philosophy is a clear articulation of the role and benefits to be derived from a high school interscholastic sports program; therefore, the Administration and School Committee have adopted the MIAA philosophy as their own. Our sports programs are to be guided by this philosophy. Program Philosophy and Benefits (from the MIAA Coaches Handbook) Within a high school sports program, young people learn the values associated with discipline, performing under stress, teamwork, sacrifice, commitment, effort, accountability, citizenship, sportsmanship, confidence, leadership and organizational skills, participating within rules, physical wellbeing and healthy lifestyles, striving towards excellence, and many other characteristics that come quickly to the mind of any educator. If interscholastic athletics are to be justified as school activities, then values such as these must be the priorities of every program. Ethics, playing within the spirit of the rules, and good sportsmanship (which is good citizenship) must be woven into the fabric of the high school athletic program. In the education of 65% of the young people attending MIAA member schools, athletic participation is a critical component. What should drive those responsible for student- athletes and their programs is the educational mission of school activities. For many students, the most stable environment in their lives is that provided by high school activity programs. Often the best opportunities for crisis intervention, drug prevention, "day care" programs, and the like are school activity programs. The cost is minimal, while the worth is maximal. While winning contests, rather than losing them, is a laudable goal, it should not supersede the primary priorities of high school sports programs. What should be the rationale behind high school activities is 3

64 preparing students to succeed rather than merely to win games. Win or lose, students should learn lessons of a lasting and positive nature. If the success of any high school athletic program is measured by an undefeated season, then 99% of the thousands of high school teams that participate annually in Massachusetts have failed. If a league championship is the measure of success, then 85% of our programs are failures. If success is measured merely by qualification for MIAA end-of-season tournaments, then 50% of our students are "losers." What should be encouraged is participation in varied activities under different teacher/coach role models. The percentage of student-athletes who complete their formal athletic experiences at the high school level is overwhelming (well in excess of 90%). Schools should focus their attention upon goals other than championships or the development of "blue chip" athletes. Young people need varied activities: time at the beach, time to study and, in fact, time just to be kids. Young people need to learn, to think, and simply to grow up. Schools should guide them, through athletics, to allow that to happen as comfortably as possibly. Benefits of an Interscholastic Athletic Program High school activity programs are an integral part of the total educational process. Successful interscholastic athletic programs teach young people values such as: Accepting success graciously Participating within rules Social skills Accountability Performing under pressure Striving towards excellence Citizenship and sportsmanship Persistence Taking instruction Confidence Physical well-being and chemical health Teamwork Handling disappointment Responsibility Value of competition Leadership skills Sacrificing for the common good Work ethic Organizational skills Self-discipline 4

65 Dover-Sherborn Athletic Offerings Fall Season Winter Season Spring Season Cross Country (Boys and Girls) Varsity Only Unlimited Roster Field Hockey JV and Varsity per level Golf (Coed) JV and Varsity per level Football Frosh, JV and Varsity Unlimited Roster Soccer (Boys and Girls) Frosh, JV and Varsity per level Basketball (Boys and Girls) Frosh, JV and Varsity per level Alpine Ski (Coed) Roster limit Nordic Ski (Boys and Girls) Unlimited Roster Ice Hockey (Boys and Girls) Varsity Only per team Swimming and Diving (Coed) Varsity Only Unlimited Roster Gymnastics (thru Medfield) Varsity Only Indoor Track (Boys and Girls) Unlimited Roster Baseball JV and Varsity per level Softball JV and Varsity per level Lacrosse (Boys and Girls) JV and Varsity per level Tennis (Boys and Girls) Varsity Only per team Track and Field (Boys and Girls) Varsity Only Unlimited up to 80 per gender Sailing (Coed) Roster limit *roster numbers are guidelines only and may be changed by the Athletic Director *freshmen teams are not always guaranteed 5

66 Student-Athlete/Parent Annual Athletic Meeting and Meet the Coach Nights Once per year, the Athletic Director will conduct a required Student-Athlete/Parent Annual Athletic Meeting. All students wishing to take part in sport during one or all of the seasons must attend this meeting; which will be held in June or August for the next school year. This one meeting is mandatory for all students and at least one parent/guardian wishing to try out for a team for the next school year. Meet the Coach Night Meetings will take place before each season. These meetings will be for parents and students who wish to try out for a specific team. They will meet with the individual coaching staff for that sport only and this meeting will last approximately 30 minutes. These meetings will take place one to two weeks prior to the season start date. Students are informed of Meet the Coach Night Meetings through postings and announcements at the high school and via social media. Releases, medical forms, and other paperwork will be distributed at the pre-season Meet the Coach Night meetings. During the spring there will a meeting for all 8th grade students to introduce them to the fall athletic programs and coaches. Each student should have the opportunity to meet a coach in the sport in which the student wishes to participate. Tryouts and Cuts Participation in athletics is a privilege. Students try out voluntarily and, for some of our teams, risk being cut. During the tryout period, the coach will provide an explanation of his/her expectations. It is the student s responsibility to demonstrate to the coach that he/she can meet the expectations. Cutting students from athletic teams is one of the most difficult tasks that a coach faces. However, at times, there are reasons why a student does not make a team. Some of the factors that a coach has to consider when determining his/her final roster are: skill level, safety (how many athletes can be safely supervised), playing time, attitude, positional needs of team and commitment. When cuts are necessary, the coach will communicate privately with the player, who will be informed of the reasons by the coach. Once tryouts begin for a particular team, an athlete may be allowed to leave that sport to try out for a different sport with the written consent of both coaches involved and the Athletic Director. Students cut from one team are encouraged to try out for another team if there is space on that team; otherwise, they may sign up for one of the unlimited roster sports. No changes or additions to team rosters can take place after the first athletic contest takes place during that season, regardless of what the first contest is. Playing Time Although there are many measures of success in the minds of each participant, perhaps the most emotional is playing time during contests. Coaches should privately inform each participant of his/her view of that participant s role, including starting, substituting, and playing time. If a student has 6

67 questions about his/her role, he/she is encouraged to discuss it with the coach directly. At Dover- Sherborn Regional High School, being a member of a team does not guarantee playing time. Guidelines for this important issue are listed here: Varsity Teams: The Varsity teams compete against opponents at the highest level of the division in which Dover-Sherborn is placed. In many instances, the major burden of the contest will be carried by the most competitive and the most skilled team members. Sub-Varsity Teams: At the Sub-Varsity level (Junior Varsity and Freshman), members of the coaching staff will make a strong effort to play all team members for as much time as is practical. Team Captains: Roles and Duties The number of team captains and how and when they will be selected is a coaching decision. Captains may be elected or appointed on a game-by-game basis. Team participants wishing to serve as a team captain will apply for the position directly to the coach toward the conclusion of the current season (to be captain for the next season). It is expected that a team captain be a leader of his/her team and should be ready to assume duties outlined by his/her coach. Captains are expected to be fully aware of team rules, and are expected to communicate with the coach and team members in the event of problems that affect the team. Captains may be asked to meet with the Athletic Director during the school year to discuss the program. Team captaincy may be removed during their tenure by the coach, athletic director, or headmaster. Any team captain who violates an MIAA rule will have their captaincy removed upon confirmation of rule violation. Sportsmanship Captains should set a good example of sportsmanship and demonstrate positive leadership at all times. During athletic contests that they participate in or attend, they should cheer in support of their school s team rather than against the opponent. Flyers and Handouts Posters and flyers should be affixed to bulletin boards only. They should never be attached to the glass walls near exit doors, or on doors throughout the school. These notices and posters should be removed after the event takes place. All posters and notices should contain appropriate language and graphics and be approved by the athletic director or headmaster. 7

68 Banquet Guidelines Sports Banquets are a very important and essential part of the athlete s experience. These occasions provide an opportunity to celebrate and recognize team members at the end of the season. The purpose of these guidelines is to assist all persons who are responsible for planning and executing sports banquets. Each high school sports program is encouraged to hold a sports banquet/end of season event. It is expected and encouraged that the members of each sport make the decision on when and how to officially celebrate the season. Each of the following should be taken into consideration: 1) Team gifts should be nominal in value. It is strongly recommended that each athlete be charged no more than $20 per sport for team gifts. It is hoped that there will be many Tri Valley League, Sectional and State Championships won by Dover-Sherborn teams. These accomplishments should be acknowledged and exceptions to the guideline may be warranted. Requests to exceed this guideline must be submitted for the Athletic Director s approval in advance of purchase. 2) The host should invite all Varsity team members, Junior Varsity team members, Freshman team members, team managers, parents, friends, and select guests of the team. 3) Appropriate locations should be within 15 miles of Dover-Sherborn High School. 4) The cost for the meeting hall, dinner, and decorations should not exceed $25.00 per attendee. 5) The High School Athletic Director must be advised of the proposed time and place of each event as soon as possible and before the event is officially booked to avoid conflict with other school and community activities. 6) There should be no alcohol service available for any person attending the event. 7) The event should start and end promptly. It is recommended expected that the entire banquet and program not exceed three hours and end before 9:00pm on school nights. Team Apparel Team apparel is important for school spirit and to recognize team members for their accomplishments and commitment to the school community. The Athletic Department feels these guidelines will help ease the frustration with team orders: 1) All team orders must be approved by the Athletic Director before orders are placed. 2) Team apparel is defined as those purchases not considered part of the equipment list needed to participate on a team. 8

69 3) Apparel orders should be available to all members of the team, but are not mandatory for participation. 4) Team orders should be placed before the first contest of the sport. 5) Each team is responsible for taking orders and collecting money before the orders are placed. 6) Apparel should be predominantly school colors, royal blue and white. In the case of an apparel item that is a basic color (gray sweatshirt), the printing should contain royal blue and white. Black is also allowed but with royal blue and white accents. 7) The DS logo is available in the athletic office. Teams may also use sport specific prints with stock formats. All other language and graphics must be appropriate and approved by the Athletic Director. 8) All apparel items costing over $25.00 must be available to be ordered in subsequent years for future team members. Ideally, these items should be available for the team for at least four years. As stated above, all team items/orders must be approved by the Athletic Director. 9) A list of local qualified vendors follows: Erica Reitmayer. (508) Tri-Valley Sports. 106C Main Street, Medway, MA (508) Statewide Sports Assts. 89D Hayden Rowe, Hopkinton, MA (508) Captain s Practice The term captain s practice means a conditioning practice organized and conducted without adult supervision, either during or out-of-season. The MIAA does not sanction, encourage, or condone captain(s) practices in any sport. Captain s practices are not permitted at Dover-Sherborn High School. Organizers of captain s practices will be subject to school discipline, including suspension from athletic participation. Awards To receive an athletic award a student must be a member in good standing of an athletic team at the close of the season. Being a member of a team does not guarantee an award. Awards must be earned via criteria set forth by the coach and/or athletic director. Role of the Athletic Director Measure, evaluate and report on programs Hire, guide, and evaluate coaches 9

70 Communicate philosophy and values of the program to participants, parents/guardians, coaches, and community Other duties as listed in the Athletic Director s job description Guidelines for Parents/Guardians When students become involved in the athletic program at Dover-Sherborn High School, they will experience some of the most rewarding moments of their lives. It is important to understand that there may also be times when things do not go the way you or your child wishes. At these times, a private discussion with the coach is encouraged. Appropriate concerns to discuss with the coach: Your child s treatment Your child s improvement Your child s behavior Any scheduling conflicts Issues not appropriate to discuss with the coach: Playing time Team strategy Play calling Other student-athletes Certain situations may require a conference between the coach and the parents/guardians. When these conferences are necessary, the following procedure should be followed to help promote a resolution of the issue or concern: Contact the coach first. If needed, then contact the Athletic Director. DO NOT CALL THE COACH AT HOME. A coach s time with family is severely limited during the season. The family s privacy should be respected. Please do not attempt to confront a coach before or after a contest. These can be emotional times for both the parents/guardians and coach. Meetings should be scheduled away from other students and the playing field. Athletic User Fees and Refunds 10

71 Once chosen as a member of a team, payment of an athletic user fee is required. However, payment of the fee does not guarantee playing time. Fees are to be paid in the Athletic Office before the start of the season. Checks should be made payable to: Dover-Sherborn High School, or receipt from online payments must be printed and submitted at the time of registration. For the school year, the fee is $ per student/per sport with a limit of $1, per family per year (equivalent to 5 sport teams). When, and if, fees are changed by the School Committee, parents and students will be notified. Refunds will be allowed under the following circumstances: A full refund will be given if a student is cut from a team. A pro-rated refund will be given if a student moves from the district during the season. A full refund will be given if a student is injured or ill, necessitating his/her removal from the team prior to the first game. Role of the Coach No refund will be given if a student quits a team or is removed for disciplinary or academic reasons after the first contest takes place. The Coach The motto of the Athletic Department is Scholarship Citizenship Sportsmanship and each coach is directed to work with these priorities in mind. The MIAA Coaches Handbook clearly articulates the role of coaches. The Administration and School Committee believe that it is important to share this information with the Dover-Sherborn community. Coaches Code of Ethics A high school coach often plays an influential and important role in the life of a student-athlete. The student athlete is participating within the school's activity program because that young person desires to do so. Consequently, such a student is often more attentive to a coach's lessons than to those offered by teachers in required courses. Coaches must constantly be aware of this opportunity and responsibility. The function of a coach is to properly educate students through participation in interscholastic competition. The interscholastic program is designed to enhance academic achievement and should never interfere with opportunities for academic success. The safety and well-being of each student-athlete must be the top priority for coaches at all times. In recognition of this, the following guidelines for coaches have been adopted: 1. The coach must be aware that he/she has a tremendous influence, either good or bad, in the education of the student athlete and, thus, shall never place the value of winning above the value of instilling the highest desirable ideals of character. 11

72 2. The coach must constantly uphold the honor and dignity of the profession. In all personal contact with student athletes, officials, athletic directors, school administrators, the MIAA, the media, and the public, the coach shall strive to set an example of the highest ethical and moral conduct. 3. The coach shall take an active role in the prevention of drug, alcohol, and tobacco abuse and under no circumstances should authorize their use. 4. The coach shall take an active role in the prevention of bullying, hazing, and social exclusion of/by student-athletes. 5. The coach shall promote the entire interscholastic program of the school and direct his or her program in harmony with the total school program. 6. The coach shall be thoroughly acquainted with the contest rules and is responsible for their interpretation to team members. The spirit and letter of the rules should be regarded as mutual agreements. The coach shall not try to seek advantage by circumvention of the spirit or letter of the rules. 7. Coaches shall actively use their influence to enhance sportsmanship by their spectators, working closely with cheerleaders, pep club sponsors, booster clubs, and administrators. 8. Contest officials shall have the respect and support of the coach. The coach shall not indulge in conduct that will incite players or spectators against the officials. Public criticism of officials or players is unethical. 9. Before and after contests, rival coaches should meet and exchange friendly greetings to set the correct tone for the event. 10. Coaches may privately collect grades in order to encourage the academic success of our student-athletes. Only coaches will collect grades. 11. A coach shall not exert pressure on faculty members to give student-athletes special consideration. 12. It is unethical for coaches to scout opponents by any means other than those adopted by the league and/or the MIAA. Program Expectations at Dover-Sherborn At Dover-Sherborn High School, each individual sport should be developed into a program. With direction from the Athletic Director, the Varsity Head Coach will provide consistent structure at all levels of the program. 12

73 Communication Before the start of the season and then during the season, as the situation may warrant, the Varsity Head Coach as Program Director, with approval of the Athletic Director, will communicate in writing to athletes and parents/guardians his/her approach to the following: expectations for the team and program as a whole team requirements such as pre-season conditioning, special equipment, practice times and locations, and special tournament expectations the tryout process: timing, selection criteria, and communication of decisions the procedure that athletes and parents/guardians should follow in case of injury during practice or competition. In addition, the Head Varsity Coach is expected to develop a consistent philosophy across all levels, so that players can move more easily between levels during the season. He/she should be familiar with athletes at all levels. The Head Varsity Coach is also responsible for forming links with town youth programs if they exist in his/her sport. After School Help: Student-Athlete Responsibilities Student-athletes are urged to use opportunity periods. In general, official practices will begin at 3:00. Attending extra help, detention, or other academic activities may take priority over attending practices or contests. Daily Team Attendance It is extremely important that a coach be notified if a student is not going to be present at a practice or game when the student is not absent from school. Our coaches expect their athletes to be present at all team-related activities and may suspend a team member from contests for unexcused absences. Students may be excused from athletic activities at the discretion of the coach. Students may be restricted from game participation because of missed practice or game time. In some cases, a studentathlete may be removed from a team due to attendance issues. Absences, Tardiness, and Dismissals When a student is absent due to injury or illness, he/she will not be allowed to practice or represent Dover-Sherborn in a school-sponsored sports event. To be considered present for participation purposes, a student must arrive by 11:00 am and remain for the rest of the day. At no time will an athlete be allowed to participate in school athletics if he/she is dismissed at any time during the school day because of illness. If a student has been absent on Friday due to illness, he/she cannot represent 13

74 Dover-Sherborn on Saturday or Sunday without the written permission of a doctor, the Headmaster, or the Assistant Headmaster. Loyalty to your High School Team Bona-Fide Team Member Rule A bona fide member of the school team is a student who is consistently present for, and actively participates in, all high school team sessions (e.g. practices, tryouts, competitions). Bona fide members of a school team are precluded from missing a high school practice or competition in order to participate in a non-school athletic activity/event in any sport recognized by the MIAA. Students cannot be given special treatment (late arrival, early dismissal, etc.) for non-school athletic programs. First Offense: Student-athlete is suspended for 25% of the season. Second Offense: Student-athlete is suspended for an additional 25% of the season, and is ineligible for tournament play immediately upon confirmation of the violation. See MIAA Rule 98 for additional tournament restriction and Rule 88 for waiver guidelines. Sportsmanship & Spectator Behavior Spectator Rules and Regulations Dover-Sherborn High School expects all parties at a contest to display the highest possible level of sportsmanship. Players, coaches, and spectators are to treat teammates, opponents, game officials, and visiting spectators with respect. Dover-Sherborn High School and the Tri-Valley League (TVL) are committed to the highest ideals of sportsmanship, as well as to establishing a healthy environment for competition. We will not tolerate negative statements or actions towards competitors, coaches, game officials, or fans in attendance at our events. This includes taunting, trash talking, baiting, berating players, coaches, or officials, or actions which ridicule or embarrass. The TVL has a ZERO TOLERANCE POLICY. Offenders will be ejected, and school disciplinary codes are also in effect. The Principals and Athletic Directors of the Tri-Valley League stand committed to hosting events which support the highest ideals of sportsmanship. The MIAA reserves the right to warn, censure, place on probation or suspend for up to one calendar year any player, team, coach, game or school official or school determined to be acting in a manner contrary to the standards of good sportsmanship. Dover-Sherborn High School also reserves the right to impose the same penalties on spectators displaying poor sportsmanship at any of our contests, home or away. 14

75 Resolution of Incomplete Grades All incompletes must be resolved by the student and the grade submitted by the teacher within one two weeks after issuance of grades at the end of the first three terms. A fourth term or final exam incomplete must be resolved within two weeks of the opening of the following school year. Any exceptions must be approved by the Headmaster. Eligibility for Extra-Curricular Activities To be academically eligible to participate in athletics, clubs, and drama/musical performances during the second, third, and fourth terms, a student cannot have failed more than one course and must have passed a minimum of 30 credits for the term immediately preceding. Academic eligibility for second, third, and fourth terms is determined at the end of first, second, and third quarters, respectively, when report cards are distributed. To be academically eligible to participate for the first term, a student is required to have passed 30 credits (the equivalent of five traditional yearlong courses) in the previous academic year, and to have not failed more than one course. Eligibility for the first quarter is determined by a student s final grades from the previous school year. Student-athletes may not participate in games or scrimmages until they have met these eligibility requirements and been granted clearance by the Athletic Director. A student entering Grade 9 from a middle or junior high school is eligible at the start of the ninth grade school year. Chemical Health Policy In addition to the enforcement of the school policy, the following MIAA penalties will be enforced by the Athletic Department. From the earliest fall practice date, to the conclusion of the academic year or final athletic event (whichever is latest), a student shall not, regardless of the quantity, use, consume, possess, buy/sell, or give away any beverage containing alcohol; any tobacco product(including e-cigarettes, VAP pens and all similar devices); marijuana (including synthetic); steroids; or any controlled substance. This policy includes products such as NA or near beer. It is not a violation for a student to be in possession of a legally defined drug specifically prescribed for the student s own use by his/her doctor. This MIAA statewide minimum standard is not intended to render guilt by association, e.g. many student-athletes might be present at a party where only a few violate this standard. This rule represents only a minimum standard upon which schools may develop more stringent requirements. 15

76 If a student in violation of this rule is unable to participate in interscholastic sports due to injury or academics, the penalty will not take effect until that student is able to participate again. The MINIMUM penalties are: First violation: When, and if, the Headmaster confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 25% of all interscholastic contests in that sport. For the student, these penalties will be determined by the season in which the violation occurs. No exception is permitted for a student who becomes a participant in a treatment program. It is recommended that the student be allowed to remain at practice for the purpose of rehabilitation. Decimals will be truncated, i.e., all fractional part of an event will be dropped when calculating the 25% of the season. Second and subsequent violations: When the Headmaster confirms, following an opportunity for the student to be heard, that a violation occurred, the student shall lose eligibility for the next consecutive interscholastic contests totaling 60% of all interscholastic contests in that sport. For the student, these penalties will be determined by the season in which the violation occurs. Decimals will be truncated, i.e., all fractional part of an event will be dropped when calculating the 60% of the season. If, after the second or subsequent violations, the student of his/her own volition becomes a participant in an approved chemical dependency program or treatment program, the student may be certified for reinstatement in MIAA activities after a minimum of 40% of events. The director or a counselor of a chemical dependency treatment center must issue such certification. Decimals will be truncated, i.e. all fractional part of an event will be dropped when calculating the 40% of the season. Penalties shall be cumulative each academic year. If the penalty period is not completed during the season of violation, the penalty shall carry over to the student s next season of actual participation, which may affect the eligibility status of the student during the next academic year. No student, who has a current suspension for violating the Chemical Health Policy, will be allowed to join a team after the first day of organized team activities. Any student who has incurred a Chemical Health Violation will be ineligible to become a captain for a period of 1 calendar year of the date of incident. Any student who is serving as a team captain and receives a Chemical Health Violation will have their captaincy removed. Bullying A Statement of Propose The Dover Sherborn Public Schools Bullying Prevention and Intervention Plan meets the requirements of M.G.L. c. 71, S370 and is modeled after the Massachusetts Department of 16

77 Elementary and Secondary Education s Model Plan for dealing with bullying behaviors in our schools. The Plan includes strategies for identifying, reporting, and responding to bullying behaviors. This Plan is a key part of our schools mission to inspire, challenge, and support all students as they discover and pursue their full potential and it complements our schools student wellness and discipline policies. Please note the use of the words target instead of victim and aggressor instead of perpetrator are used throughout this document to be consistent with language used by the Massachusetts Department of Elementary and Secondary Education. Definitions essential to the Dover Sherborn Bullying Prevention and Intervention Plan: Aggressor is a student who engages in bullying, cyber bullying, or retaliation. Bullying, as defined in M.G.L. c. 71, 37O, is the repeated use by one or more students of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a target that: causes physical or emotional harm to the target or damage to the target s property places the target in reasonable fear of harm to himself or herself or of damage to his or her property; creates a hostile environment at school for the target infringes on the rights of the target at school or materially and substantially disrupts the education process or the orderly operation of a school. Cyber bullying: is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, , instant messages, text messages, and Internet postings. See M.G.L. c. 71, 37O for the legal definition of cyber bullying. Hostile environment, as defined in M.G.L. c. 71, 37O, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student s education. Retaliation is any form of intimidation, reprisal, or harassment directed against a student who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying. Staff includes, but is not limited to, educators, administrators, counselors, school nurses, cafeteria workers, custodians, bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or paraprofessionals. Target is a student against whom bullying, cyber bullying, or retaliation has been perpetrated. 17

78 Hazing - Massachusetts State Law Whoever is a principle organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or both such fine and imprisonment. The term "hazing" as used in this section and in sections eighteen and nineteen, shall mean any conduct or method of initiation into any student organization whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation. Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action. Added by St. 1985, c.536; amended by St. 1987, c.665. CH. 269, S.18 Duty to Report Hazing Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars. Added by St. 1985, c.536; amended by St. 1987, c.665. CH. 269, S.19. Hazing Statutes to be Provided; Statement of Compliance and Discipline Policy Required Each institution of secondary education and each public and private institution of post secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided, however, that an institution's compliance with this section's requirements that an institution issues copies of this section and section seventeen and eighteen to unaffiliated student groups, teams or organizations shall not 22 constitute evidence of the institution's recognition or endorsement of said unaffiliated student groups, teams or organizations. Each such group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgement stating that such 18

79 group, team or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges, or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post secondary education shall, at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full time student in such institution a copy of this section and sections seventeen and eighteen. Each institution of secondary education and each public or private institution of post secondary education shall file, at least annually, a report with the board of higher education and in the case of secondary institutions, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams or organizations and to notify each full time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution s policies to its students. The board of higher education and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution which fails to make such report. Penalty: One to three days out-of school suspension; police notification. Team Transportation When school transportation is provided, all team members are expected to travel with their team. Exceptions to this policy must be requested in writing to the Athletic Director by a student s parent/guardian prior to the contest. At no time will a student athlete be given permission to drive any other person. A coach may allow students to ride home from a contest with their parent/guardian, provided personal contact at the game site is made between the parent/guardian and coach. When school transportation is provided, all team members are expected to travel with their team. There is value in teams traveling to and from contests with regard to camaraderie and overall team culture. A parent may transport their son/daughter home from an athletic event, provided they have turned in written notice to the coach, in person, stating they are taking their son/daughter from the contest. The contest must be completed in order to leave with a parent/guardian, as required under the MIAA Bona Fide Team Member rule. If a parent/guardian is to drive another child home, a note must be signed by that child s parent stating they have permission to do so. 19

80 Security of Personal Belongings All personal belongings should be locked in a locker or team room while the student-athlete is trying out, practicing, or playing. Each student should have a school-issued lock for his/her gym locker and should never leave the locker unlocked or open. If you can t lock it up, take it with you. Dover-Sherborn High School cannot be responsible for loss of personal belongings. Athletic Trainer and Training Room Dover-Sherborn High School has emergency personnel trained in sports-related injuries on school grounds to evaluate and treat high school athletic injuries as they may occur. Coverage is provided for athletic contests and practices. Coverage is not provided on non-school days, except as scheduled by the Athletic Director. In case of an injury, the athlete will be evaluated and recommendations for care will be provided to the parent/guardian. If a visit to the hospital or physician is necessary, a written medical note releasing the athlete to return to participation (either practice or contests) is mandatory. High school athletes may report to the training room any time after school for treatment or evaluation. Training room courtesy is expected of all athletes. The room is an emergency facility, and will be treated as such. Locker Rooms and School Facilities Student-athletes are expected to respect the locker facilities, showers, and general areas of the athletic/school facilities, both home and away. We expect the student-athletes to take pride in their facilities, and to leave them in good condition. No type of vandalism will be tolerated, and equipment, clothing, towels, and other items should not be left behind in the locker room after games or practices. In the spirit of the Dover-Sherborn High School Mission Statement, it is the student-athlete s responsibility to demonstrate respect for others and for the facility. School Athletic Equipment and Uniforms Students have an obligation and responsibility for the proper care and retention of all equipment issued to them from the date of issue to the date of return. Students failing to turn in all issued equipment and uniforms, or returning equipment damaged through misuse, are responsible to meet the current replacement cost for such equipment or uniforms. Payment is required at the time of the loss, or prior to either the next season of athletic involvement, or graduation, whichever comes first. In the event that the equipment or uniform is found and/or returned after payment, a refund will be made. School athletic equipment should only be worn for team activity, i.e., practice, games, spirit events. Athletes are required to supply and carry their own water bottles. The school will provide the water. 20

81 Season Limits Fall practice may begin for all teams as early as the second Thursday proceeding Labor Day. Football teams must precede their initial contact practice day with an additional three days of single non-contact sessions. These rules pertaining to football are currently changing and updates will be given. The winter season begins the Monday after Thanksgiving. This season usually affects the winter vacation break and could affect the February vacation if a team or individual qualifies for post-season tournament play. The spring season begins the third Monday in March. The April vacation may be affected if games are scheduled. Parents/guardians and players should check this issue with the individual coach. All seasons: fall, winter, spring must end with the completion of the regular varsity season or, for qualified varsity teams or individuals, upon completion of their participation in MIAA tournaments. Varsity Games Missed During School Vacations No student will be prohibited from trying out for a varsity sport because of family or community service commitments during scheduled school vacations. The Dover-Sherborn School Community is committed to providing students with a competitive athletic program, while encouraging an educational atmosphere that respects family commitments and community responsibilities. While it is not possible to avoid scheduling varsity games during school vacations, every effort will be made to schedule games to maximize the vacation time available for family and community service activities. Coaches should be notified as soon as possible if a student plans to miss games or practices over vacations. If a player misses a game that is scheduled during a school vacation, that player may be benched for up to one game for every game missed, not to exceed two games in total. No additional penalty will be imposed for missed practices under these circumstances. Forty hours of Service Learning is a requirement for graduation, and the spring vacation has customarily been utilized for experiences that fulfill this requirement. Therefore, no penalty for games or practices missed during spring break will be imposed on students who have engaged in a service-learning project, if verification is provided to the coach. Due to spring scheduling constraints, athletic contests most likely will be scheduled during the April vacation. Out-Of-Season Sports Participation Participation in out-of-season clinics, leagues, or other related sport activities is strictly up to the discretion of the student-athlete and his/her parents. While such participation may improve a student s knowledge and skill, it is the student s decision whether or not he/she wishes to become involved in such activities. Participation in such activities will have no bearing on a student-athlete s participation 21

82 on a Dover-Sherborn High School athletic team. The Athletic Department encourages all students to take full advantage of the activities offered and become involved in more than one sport. According to MIAA rules, Neither a coach nor any other representative of the school may require an athlete to participate in a sport or training program outside of the MIAA defined sport season. Voluntary conditioning seasons open equally to all students in the school, and which are entirely devoid of sports-specific activity, may be conducted between sessions, provided no candidate is either required to participate or penalized for not doing so. A candidate is defined as a varsity or sub-varsity athlete who participated in the high school program at some interscholastic level in part of the previous season. Physical Education Class All students are required to participate in their regularly scheduled Physical Education classes. Any student who is medically excused from Physical Education may not participate in his/her practice or game for that day. Concussion Management The Schools are committed to ensuring the health and safety of our student athletes. The Athletic Director of Dover Sherborn High School shall be the person responsible for compliance of these policies and protocols. Definition of a Concussion A concussion is a type of head injury that changes the way the brain normally works. Concussions are caused by either a direct blow to the head, neck or body or whiplash injury when the head is snapped back and then forward. Concussions involve a rapid onset of short-lived complex disturbance in brain function that resolves spontaneously and may result in long-term neuropathological impairment. Injury occurs when the brain slams into the skull and then bounces off the opposite side of the skull. The brain may also rotate inside the skull, causing further damage. A concussion usually does not show structural injury when the brain is imaged. It instead involves damage at the cellular level and causes change in both cellular chemicals and activity that lead to decreased cerebral blood flow. Signs and Symptoms of a Concussion in Sports Symptoms reported by student athlete: Headache or pressure in head, nausea, balance problems and dizziness, double vision, sensitivity to light, sensitivity to noise, feeling sluggish or slowed down, feeling foggy or groggy, does not feel right. Signs of deteriorating neurological function: A student athlete should be taken to the emergency room if any of the following signs/symptoms are present: Headache worsens, seizures, can t focus, looks very drowsy or can t be awakened, repeated vomiting, slurred speech, can t recognize people or places, increased confusion or irritability, weakness or numbness in arms or legs, neck pain, unusual behavior, significant irritability, any loss of consciousness greater than 30 seconds. 22

83 Protocol for Concussion Management Dover Sherborn Athletic Department requires annual training in the prevention and recognition of a sports-related head injury, including second impact syndrome, and keep documentation of said training on file for the following persons: Extracurricular Athletic Activities Supervisors Coaches Certified Athletic Trainers Volunteers School Physicians School Nurses Athletic Directors Parent(s)/guardian(s) of a student who participates in an extracurricular athletic activity by way of the parent(s)/guardian(s) signature on Permission and Consent Forms. Students who participate in an extracurricular athletic activity by way of the student s signature on Permission and Consent Forms. Pre-season baseline impact tests are scheduled for all student athletes on contact sports teams. Student athletes are tested in their freshmen and junior years. Dover Sherborn coaches, athletic trainers, and volunteers will be given instruction to teach form, techniques, and skills that minimize sports-related head injury. Documentation of a student s history of head injuries, including concussions, is collected with preseason participation forms and kept on file with the school nurse. Documentation of an annual physical examination of students participating in extracurricular athletic activities consistent with 105 CMR is kept in the student s health record, which is on file in the school nurse s office. Student athletes without preseason participation forms on files will not be able to participate. Evaluation Guidelines Any time a concussion is suspected during practice or game, the student-athlete will be removed from participation and will not be allowed to participate that same day. Parents/guardians will be notified of a head injury by the coach and/or athletic trainer so the parent/guardian may take the student to a medical provider for appropriate medical evaluation and treatment. All head injuries and suspected concussions will be reported to the school nurse, and the athletic trainer. Evaluation and clearance by the family s medical provider will be required. 23

84 The student-athlete will not return to play without the note from the medical provider and only after completion of the Return to Play Protocol followed by the Athletic Trainer. The school nurse and guidance counselors will notify academic teachers of the affected student-athlete and provide guidelines for concussion accommodation plans. Return to Play Protocol In order to safely return to sport participation, the following progression will be followed with the Athletic Trainer: 1) Student athletes show no signs of symptoms of a concussion for a minimum of 24 hours including normal eating habits, sleeping habits, school work productivity without pain relief medication. 2) Student athletes will be retested using the ImPACT software to assure normal neurological function. 3) After successful results at retest, student-athletes will be ImPACT tested after exertion tests. 4) After successful exertion ImPACT tests are complete, non-contact sport specific exertion ImPACT testing is performed. 5) Student athletes who have been cleared by a physician, and have successfully completed the ImPACT progression may return to full practice and game participation. 6) Student athlete s parent/guardian will be notified. College and Career Guidance College and the Recruiting Process One of the most important decisions facing high school students is what to do with their lives after high school. The members of the Dover-Sherborn Athletic Department athletic director and members of the coaching staff are willing and eager to assist all students with this extremely important decision. The Athletic Department may be able to answer questions, contact coaches or schools, send videotapes, if available, and write letters of recommendation. If a student s goal is to compete athletically at the collegiate level, it is very important to be aware of the ever-changing NCAA regulations. The Dover- Sherborn High School Guidance Department and the Athletic Director have information on and experience in dealing with NCAA regulations and the recruiting process. 24

85 Physicals & Release Forms Medical and Insurance Requirements All students who plan to participate in athletics must have written proof of a current physical exam signed by a physician. In order for the exam to be current, it must be dated within one calendar year of any athletic involvement. Physicals are good for 13 months and can run out during the season. It is strongly recommended that an annual exam be scheduled between June and August preceding each school year. Such an exam will cover a student for the entire school year. Parents/guardians permission forms, which contain important emergency and insurance information, must be completed and signed by the athlete and a parent/guardian. These forms are online at The information provided will be disseminated to authorized personnel and coaches, as part of our emergency protocol. Athletes will not be allowed to participate in practices or games in any season without having a current medical form, parental/guardian permission on file, and payment of the athletic fee for that season. Insurance Coverage The Dover-Sherborn School District provides insurance coverage only for those students participating in interscholastic athletic activities. This plan does not cover expenses that are covered through the student s parent s insurance company. However, expenses not covered by personal insurance may be covered by the district s insurance plan. When an injury occurs, an insurance form may be picked up in the Athletic Office. The school s insurance form must be submitted to the insurance company within thirty days. Athletic Advisory Committee Mission Statement: The Athletic Advisory Committee is an advisory group for the Athletic Director. Responsibilities include providing input on the following topics: Addition and deletion of teams Changes in athletic policies and procedures Athletic facility planning Guidance to School Committee on athletic matters Other pertinent athletic issues 25

86 The Athletic Advisory Committee will be comprised of the following individuals: The Headmaster The Athletic Director A member of the Dover-Sherborn Regional School Committee (appointed annually by School Committee) Four Dover-Sherborn student-athletes, two male and two female (appointed for two years by Athletic Director) Two members of the coaching staff, representing male and female teams (reviewed annually by Athletic Director) Two parents/guardian, representing Dover and Sherborn (parents may submit a letter of interest to the Athletic Director, election process by PTO if necessary, appointment for two years) An officer from the Dover-Sherborn Boosters Club (appointed by Boosters) The Athletic Advisory Committee will meet three times a year (fall, winter, spring) or as requested by the Athletic Director. Dover-Sherborn Realities At Dover-Sherborn High School, we are guided by certain realities: the relatively small size of the school population, the facilities, the budget, availability of quality coaching, and tradition. These realities must be considered when deciding what programs to start, expand, or discontinue. Programs must be added and expanded cautiously: experience has taught us that it is easier to add a program than to eliminate one. The Dover-Sherborn Athletic Program strives to offer athletic and competitive opportunities to as many participants as possible. While we are not able to offer each student-athlete the program of his/her choice, we are committed to providing at least one sport per season that is open to all students who demonstrate their willingness to take the program seriously. To this end, we differentiate between Limited-Roster and Unlimited-Roster teams. Limited-Roster Athletic Teams (Cut Teams) Varsity teams compete against opponents at the highest possible level; the commitment is to field the best team. Coaches have the ability to use their judgment in picking the team. Junior Varsity & Freshmen teams are competitive programs designed to meet the developmental needs of participants. The purpose of these programs is to develop skills, sportsmanship, and behaviors necessary to compete at the varsity level. Depending on the number of student- 26

87 athletes who go out for one of these teams, cuts may be made based off of the needs of the coach. Unlimited-Roster Athletic Teams (Non-Cut Teams) The high school provides at least one no cut sport per season. These are interscholastic athletic teams, sometimes with varsity and junior varsity levels. Currently, football, cross country running, cross country skiing, and track and field are examples of unlimited-roster sports at Dover-Sherborn. Just because these teams are non-cut does not mean that they are any less thought of within our athletic program. At Dover-Sherborn High School, being a member of a team does not guarantee playing time. Season Review and Projection Program Management At the conclusion of each sports season (Fall, Winter, Spring), the Athletic Director (AD) and the Athletic Advisory Committee (AAC) will meet to review the season just completed. At the AAC Season Review, the AD will present a roster analysis by sport, which will include: 1. Historical data by sport 2. Current sport participation numbers 3. Projection participation number for next season. Projected participation numbers will represent the AD and Varsity Coaches best estimate at the time and will be based on the number of participants expected to return to the sport, less any expected attrition, plus any new participants expected to join. The AD will make reasonable efforts to obtain projection data through surveys, meetings, and/or discussions with the current coach, captains, and youth clubs/programs, where applicable. Changing the Status of a Program Discussion at the AAC Season Review may indicate the potential need to change the status of a current program from Cut to Non-Cut. The AD may bring a recommendation to this meeting or indicate the need to seek additional information prior to the next meeting. When ready, the AAC will vote by simple majority on this recommendation. There may be times in which changing the status from Non-Cut to Cut needs to be reviewed. The AD or the varsity coach may bring a recommendation to this meeting. At that time, the AD and AAC will review the merits of this recommendation. If additional information is needed, it should be made available for the next meeting. When ready, the AAC will vote by simple majority on this recommendation. 27

88 Expanding a Current Program The Athletic Director will report to the AAC on the potential for a team meeting the criteria for program expansion, for example, a Freshman Team. The information regarding a potential expansion of a program may be ascertained at the AAC season review or brought forward from the community. Community members interested in researching the potential for program expansion may contact the Varsity Coach and the AD to discuss the potential for program expansion. The Varsity Coach and the AD will explore the potential for a new level based on the following criteria: Additional data on student-athlete interest/ability Support of the Varsity coach for expanding the program Availability of competitive opponents through a comprehensive review of programs within the Tri Valley League and outside the league (if necessary) Availability of qualified coaches Appropriate facilities Cost and funding options Negative effects on other programs Estimated length of time the team might exist (sustainability) The AD will present the findings at an AAC meeting. At any point during this analysis, the AD and Headmaster, together, can decide to end the process. After sufficient discussion at its next meeting, the AAC will vote by simple majority to 1) recommend to the Regional School Committee the addition of the new team, 2) deny the new team, or 3) request additional information. After reviewing the overall athletic budget in conjunction with the Headmaster, the AD will determine what, if any, additional cost a participant on the expanded team will pay above and beyond the standard athletic fee. This will be included in the proposal forwarded to the school committee. Any additional funds beyond the athletic fee must be collected prior to the start of the team s season, or a promissory note provided by a club or organization. Unfunded teams are expected to pay the direct costs of the program in addition to participants paying the Athletic Fee. 28

89 Deleting a Current Team/Program Discussion at the AAC Season Review may indicate the potential need to delete a current team/program. Prior to the next AAC meeting, the AD will determine the following for the proposed team/program: Additional data on student-athlete interest/ability and program sustainability (next 2+ years) Program options (8th grade waivers, cooperative teams, etc.) Availability of competitive opponents through a comprehensive review of programs within the Tri-Valley League and outside the league (if necessary) Availability of qualified coaches Appropriate facilities Cost and funding options Negative effects on other programs Title IX and balance of programs Historical significance At any point during this analysis, the AD and Headmaster together can decide to end the process. After sufficient discussion at its next meeting, the AAC will vote by simple majority to 1) recommend to the Regional School Committee the deletion of the team/program or 2) request additional information. Adding a New Program All requests to establish a new sports program will be brought to the AD at least one year in advance of the proposed participation. The AD will work with the student groups to 1) help them gather information needed to determine if adding a new program is merited and 2) present these findings to the AAC. The information will include: Interest and availability of student athletes Availability of opponents Availability of qualified coaches Availability of appropriate facilities Cost and funding options Negative effects on other programs 29

90 Sustainability/future projections Title IX and balance of programs Varsity vs. Club status At any point during this analysis, the AD and Headmaster together can decide to end the process. The information above will be brought to the AAC for review. After sufficient discussion, the AAC will vote by simple majority to 1) recommend to the Regional School Committee the addition of the new program, 2) deny the new program, or 3) request additional information. 30

91 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item #7 In the attached document you will find a draft of the School Year Goals for your review. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

92 Focus Area: Wellness 1 The Public Schools of Dover and Sherborn District Goals Goal: Continue to explore and implement research-based strategies to develop student skills with regard to resiliency and stress reduction Rationale: As a school district, the social-emotional learning of students has been at the forefront of our discussions and the discussion of our statewide colleagues. The Massachusetts Association of School Committees (MASS) released a position paper, March 2016, that speaks directly to this topic. We need to strike a balance between the quest for high academic standards with the importance for maintaining a supportive and positive school culture. We have a duty to develop student who are socially competent and emotionally grounded. p.2 The 2015 research conducted by the MetroWest Health Adolescent Health Survey indicates that 37% of Dover-Sherborn High School students reported that their life was very stressful in the past 30 days, an increase from 31-32% in 2010 and 2012 respectively. In an effort to develop student skills in the areas of resiliency and stress reduction, we will focus on the following building-based efforts: Building-based goals Action steps Benchmarks Expected/Anticipated Outcome I.e. report out on survey data Best practices - continue, monitor Was it effective? How will we know? CH: Address student wellness by creating a Positive Behavioral Interventions and May 2016: Introduce PBIS to staff and start developing shared expectations for Administrators and staff will develop vehicles to communicate 1 DRAFT 1

93 Supports (PBIS) system, increasing positive social behaviors and developing shared expectations among students, staff, and the community. positive social behaviors. September and October 2016: Explicitly describe positive social behavioral expectations with students and parents. positive social behavioral expectations to students and parents. PH: To foster student wellness by working to cultivate a safe, inclusive, accessible, caring, and engaging learning environment 1) Continued implementation of the Challenge Success CARE tenants for the school year. Specifically, PBL and authentic assessment Provide teacher training in Resiliency: Ambassador Program DSEF Grant Notes: Alternative and Authentic Assessments Use multiple forms of assessments in each unit that are aligned with the learning goals Allow students to selfassess and engage in peer review and revision when possible. Revise late work and zero policies. Allow students to do test corrections to show they understand their mistakes. Modify the grading system, such as using narrative assessments. Refrain from grading the first assignment(s) each semester; write comments, mark incorrect answers and allow for revisions, so that students focus on the learning instead of the grade Revision and redemption Consider using studentlead conferences, portfolios, or exhibitions of mastery as summative assessments instead of tests. Notes: Project and Problem-Based Learning Diversify teaching strategies to include rigorous project/problembased learning as part of each unit. Modify curriculum and school assignments to make them more relevant to students lives. Provide opportunities for student voice and choice. Add a service-learning component to an existing unit to increase student engagement and understanding of the topic. MS: To address student wellness by working to cultivate a safe, inclusive, and nurturing Eliminate the A+ from our grade scale. Provide staff with By opening of school year eliminate the A+ from our grade scale. 2

94 environment training on food allergies and the possible social/ emotional impact they can have on children. Training will be provided at our initial faculty meeting. Investigate an alternative to eating in the cafeteria. Coordinate homework-free weekends/ vacations with the High School. By October, create an alternative to eating in the cafeteria. By opening of school two homework-free weekends will be scheduled. Schedule three Teacher/Parent Forums during the school year, topics to be determined. MS Administrator and a faculty member will attend Challenge Success training at Stanford University. MS Teacher representatives for CSP will coordinate fall, winter, and spring with their parent counterparts. By the first weekend in October they will have returned from the training. Extend DARE Program to include Introductory 6 th Grade Meeting. Our resource officer will meet with the 6th grade to introduce the program HS: The continued implementation of wellness initiatives that consider student learning and wellbeing. 1) Continued implementation of the Challenge Success program for the school year. We will send a 2nd cohort of DS educators, students, administrators,and parents to the Challenge Success benchmarks 1)September/ October ) Creation of a discussion based Teacher Advisory group to shared CS practices and ideas 2) Continued parent and student 3

95 Challenge Success conference at Stanford University to increase awareness and CS involvement K-12 2) School-based PD will be focused on exploring and coordinating assessment practices and project-based learning/assessment. 3) The creation of a HS master calendar of events to create general awareness for the HS community. Transition Program Research and develop a framework for a formal transition program that will assist students who are having social, emotional and/or physical issues that are preventing them from attending school and completing academic requirements. 2) September, June, ) August/Sept Transition Benchmarks: 1) By December, 2016 we will conduct site visits to successful transition programs in like high schools. 2)January-March, 2017: Develop our plan and a RFP for funding. advisory groups to facilitate CS programming 3) Student Survey in late May from Challenge Success to measure changes from 2014 CHallenge Success Student Survey 4) Creation of parent and faculty surveys for feedback on the Challenge Success initiative 5) At least three dedicated times for focused PD on assessment practices and sharing 6) Big event Master calendar available to faculty online TRANSITION: 1) Design a transition model that will fit the DS culture based on program visitations and BRYTE program guidance 2) Create a proposal with funding needs and sources including, grant writing and budget considerations 4

96 to launch a transition program in August

97 Focus Area: Academics Goal 2: Teaching and Learning Design, develop, and implement learning resources to create equitable and accessible learning experiences for all students Rationale: As students progress through our classrooms, they present different ways of learning. In response to this, our educators look to expand teaching resources and strategies to enhance curriculum, instruction and assessment. The district has used Understanding by Design to craft our units and now looks to researchbased instructional strategies, such as Universal Design for Learning (UDL)-the what, the why and the how of learning-, project-based learning, and varied ways of assessing learning to support student access to high-quality teaching and learning. Building-based goals Action steps Benchmarks Expected/Anticipated Outcome CH: Enhance curriculum through the work of Professional Learning Communities (PLCs). Teams/departments will select units or materials to revise, tied to Understanding by Design (UbD) and Professional Learning Community (PLC) practices. Staff will explore Project Based Learning (PBL) and be encouraged to develop units that incorporate PBL. Oct. 31, 2016: Teams/department s will select a curriculum area to examine and revise. November 31, 2016: Staff will be introduced to Project Based Learning. PH: Expand teaching resources and strategies to enhance curriculum and instruction in order to afford equitable and accessible learning experiences for all 1) Develop a collective understanding of Universal Design for Learning among PH educators. 2) Work with educators and PD Curriculum revision Tech Plan 6

98 students through professional development and coaching MS: Address the variety of academic needs our students face by working to create an environment that meets students at their individual levels and supports their personal growth and academic progression students to cultivate conversations that raise awareness and culturally responsive behaviors 3) Research and implement technologies for classroom use that foster critical thinking, complex problem solving, collaboration and multimedia communication 1. Research and implement technologies for classroom use that foster critical thinking, complex problem solving, collaboration and multimedia communication 2. Train staff on RtI Curriculum leaders will document appropriate research technologies that can be used within grade level and/or content areas Throughout the year, faculty meeting time will be used to train staff on the implementation of RTI practices to best help struggling students. Data will be kept on the number of students who are provided these interventions. In addition, faculty meeting time will also be used to share exemplars of collaboration between special education liaisons and general educators. We will also 7

99 highlight strategies to support highperforming students such as compacting the curriculum and offering differentiated assessments. 3. Assess student reading using the Fountas and Pinnell Benchmark Assessment System, with results used to inform instruction ELA teachers will use the Fountas & Pinnell Benchmark Assessment System to assess their own students based on results of their MCAS scores or SRI results. The results of the assessment will be used to inform instruction and possible intervention. Dianne Stuart, a Heinemann consultant for Fountas and Pinnell, will be contracted to train our ELA staff on The Continuum of Literacy Learning during our November full PD Day. 4. Continue to implement reading strategies to stretch comprehension in all content areas In addition to her work with our LBLD students, Ann Larsen will work with teachers to implement reading strategies to stretch reading comprehension with all students in 8

100 all content areas. HS As a school and by department review our current assessment practices, explore and ultimately implement varied means of assessment. Build off of Denise Pope s presentation in May, 2016 around Authentic Assessment. This will occur during dedicated PD days and faculty meetings focused on assessment practices and sharing. September, June, ) A pre and post (Fall/Spring) faculty survey around individual assessment practices will occur. 2) Review, explore and shared current practices in assessment. Through faculty meetings and PD time we will hold Assessment Symposiums for faculty departments to present current assessment practices. 9

101 Focus Area: Curriculum Goal 3: Curriculum Revision Cycle Conduct a formal curriculum review of K-12 Science, Technology, Engineering and Computer Science, as outlined in the DS Curriculum Review Cycle Rationale: Over the past few years, our educators have aligned their curriculum units with the Understanding by Design format, where goals are identified and learning outcomes clearly aligned to state frameworks. A comprehensive review cycle was put forth to the School-based Teams and School Committees and Communities that for the first time will review the curriculum vertically, Kindergarten to grade 12. This review will highlight the strengths of our curriculum but also serve to identify any action items for the future, for example new resources, different instructional strategies, or assessments. Building-based goals Action steps Benchmarks Expected/Anticipated Outcome 1. Convene team of grade level/science/technol ogy/engineering/com puter science representatives from each school 1. Team assembled, one representative per K-5 grades, MS and HS Science Department, Technology/Engineeri ng/computer Science educators and special educators 1. September 1, September 28, November 1, 2016 November A comprehensive written report of the K-12 Science/Technology/E ngineering and Computer Science curriculum, with articulated action steps and outcomes defined. 2. Review curriculum documents in designated areas of curriculum alignment, instruction, assessment 2.Curriculum surveys completed, information analyzed by curriculum leaders/department chair/leadership 3. Develop and distribute student (grade 4, 7 and 10), educator, administrator, and family surveys 3. Curriculum review completed, action steps identified by elementary, middle and high school 4. Analyze data from curriculum reviews and surveys, develop 4. Curriculum Review Report published and presented to School 10

102 written report including action steps for distribution to building leadership, staff and School Committee(s) Committees, school staff 11

103 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item #8 In the attached document you will find a draft version of the Dover Sherborn High School and Middle School School Improvement Plans for your review. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

104 The School Improvement Plan for Dover-Sherborn High School Presented to the Dover-Sherborn Regional District School Committee by the Dover-Sherborn High School School Council

105 High School School Council Members Marijane Benner Browne Ben Browne Chris Estabrook Stephen Cone Olivia Johnson Heather Matiros Luke Matiros Aryana Moghaddam Richard Robinson John Soraghan John G. Smith Robert Williamson Sherborn Parent Representative/Co-Chair Grade 11 Student Representative Faculty representative Grade 12 Student Representative Grade 12 Student Representative Sherborn Parent Representative Grade 11 Student Representative Grade 9 Representative School Committee Liaison Dover Community Representative Headmaster, Co-Chair Faculty Representative 2

106 Dover-Sherborn High School Mission Statement Dover-Sherborn High School is a community of learners whose goal is to inspire academic excellence and a commitment to personal and civic responsibility. We engage in the learning process with honesty, creativity, dedication, and respect, and seek to cultivate an atmosphere of freedom and trust in a safe and nurturing environment. 3

107 SCHOOL-WIDE EXPECTATIONS FOR STUDENT LEARNING ACADEMIC Dover-Sherborn High School graduates will demonstrate the ability to: 1. Read effectively 2. Write effectively 3. Speak effectively 4. Solve problems effectively 5. Design and create effectively 6. Perform effectively SOCIAL Dover-Sherborn High School graduates will demonstrate: 1. Respect for individuals, school and community by: adhering to school policies practicing common courtesy practicing safe behavior maintaining a clean facility 2. Responsibility for their behavior by: investing in their education acting with integrity accepting consequences for their actions 4 3. Sensitivity to diversity in opinions, abilities, learning styles, lifestyles, and cultures by: fostering supportive relationships practicing respectful disagreement 4. The ability to work collaboratively by: assuming productive roles interacting cooperatively achieving shared goals CIVIC Dover-Sherborn High School graduates will demonstrate: 1. Civic responsibility by: accepting the role of an individual in a democratic society actively participating in school adhering to school policies serving the community 2. A global perspective by: identifying links, commonalities, and differences among world cultures demonstrating the ability to communicate in a language other than English recognizing their role as world citizens

108 The School Improvement Plan for Dover-Sherborn High School Initiative Reasoning Person(s) Responsible for 1. Plan and implement a high school based transition program for students that have been hospitalized or have endured a physical, emotional or social event that would require additional supports upon their return. Data from the last two years has indicated an increase in the number of hospitalizations as well as the number of physical ( concussions and other sports related injuries) and emotional ( anxiety, depression, school avoidance and other attendance issues) cases that prevent students from appropriately accessing and keeping up with our rigorous curriculum. Implementation High School Administration High School Faculty Funding Timeline Evidence of Accomplishment Budget Grants from Metrowes t Grants from DSEF Summer/Fall Determine a potential location for the program Fall Develop protocols for entrance and exit to the program Winter/Spring Request additional staffing Determined location of the program Formal written plan with entrance and exit criteria submitted to Regional School Committee for approval Approved funding for positions needed to staff to the program. A program that would accept students in the fall of

109 Initiative Reasoning Person(s) Responsible for 2. Engage the full faculty in a discussion of our current assessment practices in order for teachers to research, expand and implement different types of assessments in their classrooms. Through the continued implementation of Challenge Success, we are examining our current assessment strategies to ensure we are providing varied ways for students to show they have mastered the content and skills necessary for each course. Implementation Faculty Building-Based Administration Challenge Success Team Funding Timeline Evidence of Accomplishment Budget Grants Focus the majority of our professiona l developme nt sessions to assessment practices Student feedback showing teachers consistently implementing a variety of assessment strategies Faculty feedback through surveys as well as Department Head input Additional project based learning assessments added to the curriculum of our teachers Initiative Reasoning Person(s) Responsible for 3. Continue to explore research based strategies through the Challenge Success lens. Develop student skills with regard to resiliency and stress reduction through parent, teacher and student education. Feedback from students, parents and teachers indicate that more work is needed to be done to ensure that unnecessary stress is reduced for students in order for them to be the most productive students they can be. In addition, continued work with regard to student resiliency so that students will be more comfortable with taking academic risks. Implementation Building- Based Administration Faculty/ Class & Club Advisors/ Coaches Challenge Success Team Fundin g Budge t Grant s Timeline Ongoing and multi year Evidence of Accomplishment Training of additional staff and community in the Fall 2016 Challenge Success Conference activities Spring 2017 Challenge Success survey that will indicate areas where student stress has been reduced and 6

110 Student Council other areas where student resiliency has been developed. Community Groups Parents/Guardi ans Initiative Reasoning Person(s) Responsible for 4. Research, plan and implement a comprehensive safety plan with additional safety features for our school and campus Feedback from parents, faculty and local law enforcement indicate that while our current open campus is enjoyable for our students, it does reveal safety concerns for students, faculty and staff. Implementation Building- Based Administration Central Office Administration Regional School Committee Funding Timeline Evidence of Accomplishment Budget Grants Ongoing An updated safety plan to address various forms of evacuation, lock downs and overall campus safety. Exterior surveillance on parking lots as well as outside doors. Research and feasibility of a card swiping system for students and faculty. Local Law enforcement School Community Faculty 7

111 8

112 The School Improvement Plan for Dover-Sherborn Middle School Presented to the Dover-Sherborn Regional District School Committee by the Dover-Sherborn Middle School School Council

113 Middle School School Council Members Anita Sebastian Faculty Representative Wendy Lutz Faculty Representative Kelsey Ferranti Faculty Representative Julie McKee Faculty Representative Victoria Kane Parent Lori Krusell School Committee Liaison Leslie Schutte Parent Paul Venton Community Representative Hongmei Wang Parent Ellen Bendremer Parent Scott Kellett Headmaster

114 Dover-Sherborn Middle School Mission Statement The mission of the Dover-Sherborn Middle School is to meet the needs of all students through a nurturing and challenging learning environment where students, parents, and teachers embrace our core values to ensure excellence and success now and in the future. Dover-Sherborn Middle School s Core Values E = r³ Excellence = responsibility, respect, results Responsibility: do your work, be prepared; be honest; be in control of your actions; take care of your belongings; be a role model Respect: be kind to others; be prepared to help others; understand the differences between you and other people, and accept those differences; respect the property of others and the school building; behave properly at all times Results: pursue challenges in learning; set goals; always put your best effort into your work; seek new friendships; perform acts of kindness; become more selfconfident; ensure student success; make a positive difference

115 The School Improvement Plan for Dover-Sherborn Middle School Students Initiative Reasoning Person(s) Responsible for The middle school will address the variety of academic needs our students face by working to create an environment that meets students at their individual levels and supports them in their personal growth and academic progression. Since the student needs at DSMS are changing rapidly, teachers will benefit from learning new strategies that will help them serve these diverse learning styles. Implementation Building-based Administration Central Administration Team Leaders/ Curriculum Leaders/ Faculty Support Staff/ Paraprofessionals Funding Timeline Evidence of Accomplishment Budget Title I Grant Continuing initiative Teachers will research technologies for use within grade level and/or content areas and compile a list of appropriate technologies. The use of these technologies should focus on student-centered learning environments that foster critical thinking, complex problem solving, collaboration, and multimedia communication. Throughout the year, faculty meeting time will be used to train staff on the implementation of RTI

116 practices to best help struggling students. Faculty meeting time will also be used to share exemplars of collaboration between special education liaisons and general educators. We will also highlight strategies to support high-performing students such as compacting the curriculum and offering differentiated assessments. ELA teachers will use the Fountas & Pinnell Benchmark Assessment System to assess their own students based on results of their MCAS scores or SRI results. The results of the assessment will be used to inform

117 instruction and possible intervention. Dianne Stuart, a Heinemann consultant for Fountas and Pinnell, will be contracted to train our ELA staff on The Continuum of Literacy Learning during our November full PD Day. We will further develop our relationship with Ann Larsen from Landmark School Outreach to create the best learning environment for students with an LBLD profile. Ann Larsen will work with teachers to implement reading strategies to stretch reading comprehension with all students in all content areas.

118 The middle school will address student wellness by working to cultivate a safe, inclusive, and nurturing environment. The work that has been done with Challenge Success to date has been beneficial to our students and staff. Our staff understands that this program is not about eliminating academic rigor but rethinking how we do things to develop well balanced students. Given the high tech society in which we live, this is a significant task that can only be successful with the collaboration of parents, teachers, and administrators working in unison. Building-Based Administration DSRS-Regional Administration Team Team Leaders/ Curriculum Leaders/ Faculty Budget POSITIVE and DSEF Grant Monies Continuing initiative By opening of school year eliminate the A+ from our grade scale. At an initial faculty meeting provide staff with training on food allergies and the possible social/ emotional impact they can have on children. By October, create an alternative to eating in the cafeteria. Middle School will coordinate homeworkfree weekends/ vacations with the High School. Schedule three Teacher/Parent Forums during the school year. MS Administrator and a faculty member will attend Challenge Success training at Stanford University. Extend DARE

119 Program to include Introductory 6 th Grade Meeting. Content Review and Research of Science/Technology/Engineering/ Computer Science This is needed given the adoption of the new state science standards and the districts curriculum review cycle. Building-Based Administration DSRS-Regional Administration Team Science Curriculum Leader/ Science Department Budget POSITIVE and DSEF Grant Monies Year 1 of a four year plan October of 2016, survey administration, staff, students, and families on perceived needs of Science department. November of 2016, review Spring of 2016 Science & Technology MCAS results. By February of 2017, a report will be written based on review of curriculum road-maps alignment with new frameworks with a focus on appropriate pacing, instructional strategies, and assessment tools. By August of 2017,

120 develop an action plan noting the needs in the area of curriculum, instruction, assessment, leadership and/or professional development.

121 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 3, 2016 Re: June 7, 2016 Agenda Item # 9 In the attached document you will find the proposed five year technology plan for your review. Educational Technology Plan For your review and comment, attached is the draft of The Public Schools of Dover and Sherborn five year Educational Technology Plan , which was distributed at the last School Committee meeting. Crafted collaboratively with community members, district and building leadership and staff, the plan outlines next steps for educational technology. Upon approval, this district plan will be used to craft each school-based technology plan supplement-also crafted by a team of educators and administrators at each school and presented to the School Committees in October. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

122 The Public Schools of Dover and Sherborn Educational Technology Plan Future Ready Learning Mr. Anthony Ritacco, Director of Technology Mr. William McAlduff, Jr., Interim Superintendent Dr. Karen LeDuc, Assistant Superintendent

123 Table of Contents Introduction Technology Advisory Committee District wide Technology Committee Technology Mission, Vision and Guiding Principles Setting the Context I. Learning II. Teaching III. Leadership IV. Assessment V. Infrastructure DRAFT

124 Introduction The Public Schools of Dover and Sherborn strive to be future ready, where we inspire, challenge and support our students and educators in a global environment where today s competencies critical thinking, complex problem solving, collaboration, multimedia communication, managing projects using appropriate digital tools and resources are at the forefront of teaching and learning. To accomplish this, we present the Education Technology Plan with a focus on five specific areas: Learning, Teaching, Leadership, Assessment, and Infrastructure. These areas are outlined below and provide a roadmap for our work over the next five years. Led by the Director of Technology, in concert with educators, the Administrative Leadership Team, the Region Technology Integration Specialist, the District wide Technology Committee, and the Technology Advisory Committee (TAC), this plan assesses the current use of technology and outlines future goals. It also provides authentic learning experiences where students are immersed in learning and where educators collaborate to integrate technology to support all aspects of the Dover Sherborn K 12 curriculum. The Public Schools of Dover and Sherborn Educational Technology Plan is informed by Future Ready Learning: Reimagining the Role of Technology in Education (National Education Technology Plan, January 2016, U.S Department of Education DRAFT

125 Many thanks to those who contributed to the writing of this plan. Technology Advisory Committee NAME POSITION AFFILIATION Anthony Ritacco Director of Technology The Public Schools of Dover and Sherborn Karen LeDuc Assistant Superintendent The Public Schools of Dover and Sherborn Dianne Pappafotopoulos Technology Integration Specialist The Public Schools of Dover and Sherborn Lauren Doherty Frank Hess Clare Graham William Stangel Member of Dover School Committee Member of Sherborn School Committee Member of the Dover Sherborn Regional School Committee Community member The Public Schools of Dover and Sherborn The Public Schools of Dover and Sherborn The Public Schools of Dover and Sherborn Ted Mosher Community member AZ Tech Group Sushil Kumar Community member Pegasystems DRAFT

126 District wide Technology Committee NAME POSITION AFFILIATION Anthony Ritacco Director of Technology The Public Schools of Dover and Sherborn Karen LeDuc Assistant Superintendent The Public Schools of Dover and Sherborn Dianne Pappafotopoulos Technology Integration Specialist and Technology Educator The Public Schools of Dover and Sherborn John Smith Headmaster Dover Sherborn High School Lori Aligheri Technology Integration Specialist and Technology Educator Dover Sherborn High School Paul Butterworth Librarian Dover Sherborn High School Carly Eckles Mathematics Educator Dover Sherborn High School Brian Meringer Assistant Headmaster Dover Sherborn Middle School Kim Phelan Social Studies Educator Dover Sherborn Middle School Adam Wiskofske Science Educator Dover Sherborn Middle School Olive Woodward Librarian Dover Sherborn Middle School Barbara Brown Principal Pine Hill Elementary School Teresa Bien Aime Technology Educator Pine Hill Elementary School Nicole Darrah Grade 5 Educator Pine Hill Elementary School Laurie Ryan Librarian Pine Hill Elementary School Laura Dayal Principal Chickering Elementary School Cheryl Chase Librarian Chickering Elementary School Stephen Harte Technology Integration Specialist and Technology Educator Chickering Elementary School Natalia Shea Occupational Therapist Chickering Elementary School DRAFT

127 Technology Mission, Vision and Guiding Principles Mission To inspire, challenge, and support all students as they discover and pursue their full potential. Vision The Public Schools of Dover and Sherborn are committed to providing our students with the best possible education. As a system we seek to identify, implement and maintain best practices in the technology arena to enhance teaching and learning. The use of technology is seamlessly integrated in all aspects of schools operations both instructionally and administratively. We believe that all members of the school community should be able to: Use appropriate technology as one of the tools for teaching and learning. Have access to appropriate technology throughout the system. Use technology to enhance creativity, communication, collaboration, critical thinking, classroom management, differentiation, problem solving and project based learning. Adhere to the Digital Citizenship and the Internet Acceptable Use Policy and understand the ethical issues related to using technology. In order to realize this vision, we must continually respond to changes in technology through an ongoing process of review, reflection and evaluation of the effective use of technology. This process includes maintaining a strong technology infrastructure, providing ongoing technical support, and investing in a comprehensive and continuous technology professional development program. Guiding Principles Technology is a tool that supports today s skills including information seeking, analysis, reasoning, problem solving, communication, interpersonal, collaborative, and self direction. Technology supports the diverse learning needs of all students and heightens operational and instructional efficiency among personnel (see Learning and Teaching goals). All personnel must be supported in their use of technology with working, up to date technology, timely technical support, and continuous, meaningful, high quality professional development and coaching (see Teaching, Leadership, Infrastructure DRAFT

128 goals). Meaningful technology use encourages active, independent, and lifelong learning (see Learning and Teaching goals). Technology helps facilitate learning by expanding it beyond the walls of the classroom (see Infrastructure goals). Students and all personnel will have access to the tools and technology necessary to fulfill their respective role (see Infrastructure goals). Setting the Context The Public Schools of Dover and Sherborn Technology Action Plan Numerous national and state technology planning initiatives have provided a framework for this District Technology Plan and Action Plan. The National Education Technology Plan (NETP), January 2016, Future Ready Learning: Reimagining the Role of Technology in Education, sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers. It is framed in the areas of learning, teaching, leadership, assessment, and infrastructure. Our action plan will mirror these areas, with assessment and infrastructure providing the building blocks for teaching, learning and leadership. The International Society for Technology and Education (ISTE) is the leading professional organization for computer teachers and educational technology leaders. In 2008, ISTE published standards for students, educators, administrators and technology coaches. These standards, while currently under review, have been incorporated into the teaching and learning at Dover Sherborn, see link: standards. Additionally, ISTE outlines 14 essential conditions to effectively leverage technology for education, conditions, which mirror the NETP focal points of shared vision, shared leadership, student centered learning, robust infrastructure and assessment. The Massachusetts Department of Elementary and Secondary Education (MA DESE), in 2008, published technology literacy standards and expectations for students and educators and also published Local Technology Plan Guidelines, through The Public Schools of Dover and Sherborn are fully aligned to these documents. A draft of the updated Masssachusetts Technology Literacy Standards and Expectations was also used in this plan. DRAFT

129 Each of these documents informed the District Technology Plan, with the tenets of the NETP framing the Action Plan. Five areas were identified for our focus: Learning, Teaching, Leadership, Assessment, and Infrastructure. Each is outlined below with an essential question, goals, objectives and an action plan. DRAFT

130 I. Learning Essential Question: How do we inspire, challenge and support today s learning? All learners will have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, ethical participants in our globally connected society. (NETP Section 1: Learning) Goals: 1.) Design, develop, and implement learning resources to create equitable and accessible learning experiences for all students (NETP Section 1: Learning, bullet 2 and 3, p. 82). WHAT HOW RESOURCES OUTCOME TIMELINE I.1.a Use technology to develop critical thinking, complex problem solving, collaboration, and multimedia communication skills, incorporating such in Aspen curriculum documents a. Educators will research technologies for use within grade level spans and/or content areas b. Educators will pilot technologies to determine applicability c. Professional development will be provided for all technology and resources d. Department / grade levels will work together to revise curriculum and update curriculum maps in Aspen Apps, software, web based tools, webinars, workshops and other resources a. Publish a compilation of go to technologies K 12 b. Research, pilot and publish technologies for use within grade level spans and/or content areas C. Ensure that curriculum documents meet the Guiding Principles (p.1) established in the DS Tech Plan for Future Ready Learning a b c I.1.b. Investigate learning resources (i.e. as Universal Design for Learning, project based learning, etc.) to a. Research and review learning resources b. Develop lesson/unit plans that a. Universal Design for Learning b. Project Based Learning a.research, review, and pilot identified resources a b DRAFT

131 ensure equity and accessibility of the learning experience incorporate learning resources c. Open Educational Resources d. IT Staff e. Building Staff b.use the resources to ensure equity and accessibility of the learning experience DRAFT

132 II. Teaching Essential Question: How do we inspire, challenge and support educators for today s classroom? Educators will be supported by technology that connects them to people, data, content, resources, expertise and learning experiences that empower and inspire them to provide more effective teaching for all learners. (NETP Section 2 Teaching.) Goals: 1.) Design professional learning opportunities to support and develop educators as fluent users of technology to increase their digital literacy and to create compelling learning experiences that improve learning, assessment and instructional practices; develop creative and collaborative problem solvers; and increase social awareness (NETP Section 2: Teaching bullet 1, p. 83). WHAT HOW RESOURCES OUTCOME TIMELINE II.1.a. Design professional learning opportunities to support and develop educators as fluent users of technology; creative and collaborative problem solvers; and socially aware professionals a. Develop educators understanding of current research supported practices and best use of emerging online technologies to support learning b. Incorporate PD for teachers to deliver curriculum content that addresses more student centered classroom experiences c. Develop expectations for technology integration in the classroom (that align with available resources) to enhance teaching and learning for all students a. Tiers of Technology Integration Rubric b. SAMR Model Substitute, augment, modify, redefine c. Provide models of best practices for teaching and learning a. Create and implement student centered learning environments that foster critical thinking, complex problem solving, collaboration, and multimedia communication b. Create and use a district wide searchable database to communicate and share technology rich, student centered teaching resources II.1.b. Provide educators with professional a. Offer differentiated professional development a. Educators, tech specialists, online resources a. Create compelling learning DRAFT

133 development experiences to increase their digital literacy and to create compelling learning experiences to improve learning, assessment and instructional practices throughout the year through a variety of methods (online courses, workshops, individual assistance, weekly technology tryout exercises) b. Offer ongoing PD in areas of need as based on our tech plan goals b. Internal/ external technology workshops, and conferences experiences through Project Based Learning and Universal Design, and other related technologies, as documented in Aspen maps, blogs c. Promote outside conferences and PD to reinforce curriculum goals d. Look for opportunities to share, collaborate and investigate outside professionals/experts to visit classrooms to further student learning on specific curriculum topics e. Provide PD opportunities on Project Based Learning and Universal Design for Learning and other relevant instructional strategies DRAFT

134 III. Leadership Essential Question: What role does leadership play in supporting technology to inspire, challenge and support teaching and learning in schools? Goals: 1.) Develop funding models and plans for sustainable technology school based plans through the technology plan supplement (NETP Section 3: Leadership, bullet 3, p. 84). 2.) Develop clear communities of practice for leaders and educators at all levels that act as a hub for setting vision, understanding research, and sharing practices (NETP Section 3: Leadership, bullet 4, p. 84) WHAT HOW RESOURCES OUTCOME TIMELINE III. Goal 1. Develop funding models and plans, through school based technology plan supplements, for sustainable technology hardware, software, and infrastructure a. With building based technology team develop and publish technology plan supplements that include action steps, funding sources for sustainable hardware, software and infrastructure MA Digital Literacy Standards DS and National Education Technology Plan (NETP 2016) Massachusetts Curriculum Framework DS Tech Plan Supplements a.update and publish the District Technology Plan and Supplements b. Create a funding model to include action steps, funding sources for sustainable hardware, software and infrastructure that is identified in the Tech Plan Supplements III. Goal 2. Develop clear communities of practice for leaders and educators at all levels that act as a hub for setting vision, understanding research, and sharing practices a. Convene building based technology leadership team, inclusive of administrators and educators to set vision, understand research and share practices a. A consistent calendar of technology related meetings with educators, tech specialists and administrators b. Ongoing PD a. Ensure that the Tech Plan and Supplements are working, up to date and viable to the teaching and learning community and ongoing DRAFT

135 b. Establish building based cohesive communities of practice to create cycles for sharing most recent research and effective practices b. Enable teachers and students to enhance technology skills for effective teaching and learning. DRAFT

136 IV. Assessment Essential Question: How do we continue to improve assessments using the data effectively and appropriately to communicate what students know and are able to do? Goals: 1.) Create and implement technology based assessments across all disciplines. (NETP Section 4: Assessment, bullet 4, p. 85) 2.) Implement models of assessment that include ongoing gathering and sharing of data for continuous improvement of teaching and learning, while updating privacy practices and policies to ensure protection of student information. (NETP Section 4: Assessment, bullet 1, p. 84) 3.) Design, develop and implement communication pathways that give students, educators, families and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices. (Aspen, Google, eblasts, Apps for assessment, Social media, etc.) (NETP Section 4: Assessment, bullet 3, p. 84) WHAT HOW RESOURCES OUTCOME TIMELINE IV. Goal 1. Create and implement technology based assessments across all disciplines a. Convene teams of educators to determine and administer common measures b. Document common measures in curriculum maps c. Expand the use of ongoing, formative, and embedded assessments d. Record and communicate formative and summative data through various apps and software in the classroom MSPA How to information: Other district examples of DDM Actual assessments: 1.Teacher created assessment 2. Aspen or Google 3. Approved apps and online tools, see software map a. Publish online lists, accessible to teachers, of all approved software apps and online tools b. Create a process for teachers to request or suggest new apps or online tools to be added to the approved list. c. Ongoing updated common measures in all curriculum maps. d. At least one PD workshop per academic year DRAFT

137 e. Provide ongoing support and training to strengthen teachers skills in how to interpret data to better meet students needs which includes at least one component of training on the use of an assessment app or online tool, or on the interpretation of student data IV. Goal 2. Implement model of assessment that includes ongoing gathering and sharing of data for continuous improvement of teaching and learning, while updating privacy practices and policies to ensure protection of student information a. Implement Massachusetts Student Privacy Alliance(MSPA) b. Work collaboratively with administration and technology department to assure secure environment within the school building c. Provide professional development for educators and information for families around privacy and information protection a. MSPA b. Sample: See Wayland s approach, with very helpful links a. Revisit and revise, as needed, Acceptable Use Policy (AUP) to include a district policy statement on student privacy b. Publish web page, accessible to parents and staff, with statement of district policy on student privacy, including a list of relevant web resources c. Clear statement of district policy on student privacy in each individual school's handbook d. At least one PD workshop or faculty meeting devoted to providing training on student privacy DRAFT

138 and protection of information IV. Goal 3. Design, develop and implement communication pathways that give students, educators, families and other stakeholders timely and actionable feedback about student learning to improve achievement and instructional practices a. Research and implement a variety of communication tools to provide feedback, i.e. Aspen, Google b. Provide professional development for educators to implement the communication tools to provide feedback c. Provide information to families on how to use the communication tools a. Aspen, Google a. Publish instructional document on accessing the Aspen portal for families b. Publish instructional document on accessing student gmail accounts c. Publish instructional document on accessing Google Classroom and ongoing d. Publish instructional documents on any other relevant technologies used for student feedback or family communication DRAFT

139 V. Infrastructure Essential Question: How do we ensure that technology integration inspires, challenges and supports the academic community? Goals: 1.) Ensure that students and educators have broadband access to the Internet and adequate wireless connectivity (NETP Section 5: Infrastructure, bullet 1, p. 85) 2.) Ensure that every student and educator has at least one internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in (and out of) school (NETP Section 5: Infrastructure, bullet 2, p. 85) 3.) Support the development and use of openly licensed educational materials to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology based learning tools and courses (NETP Section 5: Infrastructure, bullet 3, p. 85) 4.) Draft and implement sustainable plans for infrastructure, hardware and software concerns that include upgrades of wired and wireless access as well as device refresh plans and sustainable funding sources while ensuring the safety and protection of student data (NETP Section 5: Infrastructure, bullet 5, p. 86) WHAT HOW RESOURCES OUTCOME TIMELINE V. Goal 1. Ensure that students and educators have broadband access to the Internet and adequate wireless connectivity a. Monitor bandwidth speeds and upgrade when necessary. b. Monitor and upgrade all wireless connectivity as needed. c. Provide and maintain a redundant ubiquitous high speed connection to both wired and wireless internet. a. IT Staff b. Educators and Tech Specialists c. Apps and softwares a.continue to stay current with the latest network and broadband speeds. b. Maintain at least 200 MB of speed to the internet. c.maintain at least 1 GB of speed internally and a.2016 and ongoing b c DRAFT

140 10GB from IDF s to MDF. V. Goal 2. Ensure that every student and educator has at least one internet access device and appropriate software and resources for research, communication, multimedia content creation, and collaboration for use in (and out of) school a. Expand and encourage the use of BYOD and ensure we maintain devices for all to use in the classroom. b. Upgrade and maintain Acceptable Use Policy (AUP) c. Investigate take home technology for student use a. IT Staff b. Educators and Tech Specialists c. Airwatch reporting d.tech Plan Supplements a.inventory of all devices b. Budget for additional technologies, as needed a b V. Goal 3. Support the development and use of openly licensed educational materials to promote innovative and creative opportunities for all learners and accelerate the development and adoption of new open technology based learning tools and courses a. Research and use the best open source softwares for curriculum deployment. b. Continue to develop and use the software map developed for each school. c. Continue to use the Massachusetts Student Privacy Alliance to ensure the applications students use are safe and protected. a. IT Staff b. Educators and Tech Specialists c. MSPA a. Create a process for teachers to request or suggest new apps or online tools to be added to the approved list. b.continue to update the software map for each district. a b V. Goal 4. Draft and implement sustainable plans for a. Continue with building based hardware a. Tech Plan Supplements a.use the MSPA website to ensure that all DRAFT

141 infrastructure concerns that include upgrades of wired and wireless access as well as device refresh plans and sustainable funding sources while ensuring the safety and protection of student data replacement cycle to ensure all devices stay up to date b. Update comprehensive map and database of connectivity, device access, use of open licensed educational resources, and their uses across the country b. IT Staff c. MSPA apps have been vetted. DRAFT

142 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William H. McAlduff, Jr. Interim Superintendent of Schools Date: June 2, 2016 Re: June 7, 2016 Agenda Item #10 The following communications and information are included on the Consent Agenda. The items are on the Consent Agenda will be approved by the Committee in its entirety unless a member asks that a particular item be put on hold for further discussion. Consent Agenda Appointment of DS Regional Treasurer Approval of Minutes- February 24 th and May 3, 2016 Athletic Department Spring Coaching Donations A.R. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.

143 The Public Schools of Dover and Sherborn Memo from Interim Superintendent Bill McAlduff To: From: Dover Sherborn Regional School Committee William McAlduff, Jr., Interim Superintendent Date: June 3, 2016 RE: Appointment of DS Regional Treasuer ************************************************************************************* I am recommending that the Dover Sherborn Regional School Committee vote to appoint Mr. James Eggert, as Treasurer for the Dover Sherborn Regional Schools for the school year. Thank you. The Public Schools of Dover and Sherborn do not discriminate on the basis of race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness

144 DRAFT Members Present: Also Present: Dover-Sherborn Regional School Committee Meeting of February 24, 2016 Michael Lee, Chair Dana White, Vice Chair Clare Graham, Secretary Richard Robinson Lori Krusell Bill McAlduff, Interim Superintendent Karen LeDuc, Assistant Superintendent John Smith, HS Headmaster Scott Kellet, MS Headmaster 1) Call to Order Mr. Lee called the meeting to order at 6:33 pm in the Dover Town Hall. 2) FY17 Proposed Budget Operating Budget - Mr. McAlduff recommended the following additional reductions to the FY17 Budget totaling $184,736: $9,500 from Equipment & Furniture; $9,760 from SPED Secretary salary due to proposed additional position request being rescinded; $26,080 due to Circuit Breaker reimbursement for in-district IEP; $21,000 from Textbooks due to use of FY16 funds for purchase; $7,800 for ropes course elements due to use of FY16 funds for purchase; $20,000 from Ice Rental based on estimated receipts from the Girls Ice Hockey co-op team; $10,000 from Athletic uniform purchasing, $25,000 from Workmen s Compensation to reflect FY16 actual spending plus 15% increase; and $55,596 from Health Insurance based on 2 placeholder plan changes instead of five. Not reflected in these reductions are the adjustments to Health Insurance based on the rates set by West Suburban Health Group yesterday. The rates are below the anticipated 13% and the reduced cost will be presented at the March 1st meeting. Mr. McAlduff proposed an increase to the Athletic and Student Parking Fees in an effort to increase revenue to offset the operating budget. Athletic fees would increase from $275 per sport ($1,375 family cap) to $300 per sport ($1,500 family cap) for an approximate increase in revenue of $21,000. Parking fees would increase from $275 per student to $300 for an approximate increase in revenue of $3,000. The proposal will be discussed and voted on at the March 1st meeting. 3) FY17 Dover Sherborn Regional Schools Budget Hearing - The Public Hearing was called to order at 6:34 pm. Ms. White and Mr. Lee made a presentation on the FY17 budget starting with a trend analysis of the Regional Schools budgets from FY10-FY16. Historically budgets have been built very conservatively, accounting for all known items at a worst case scenario level. E&D has been used to offset the budget which does not reflect the true costs of operating the Regional Schools. After the original draft FY17 Budget was presented, both Sherborn Advisory and Dover Warrant recommended discontinuation of conservative expense budgeting supplemented with E&D and to build the budget based on historical spending. Version 2.0 of the FY17 Budget included reductions totaling $500,000 to many budget lines to achieve zero variance at year end as long as no unforeseen events occur. Version 3.0 presented this evening includes an additional $184,000 in reductions. The Administration expects the FY17 Budget to be in deficit by year end and that most, if not all, of the $250,000 of E&D included in the budget will be spent. Incremental FY17 Expenses for General Education, Administration, and Facilities include: 0.4 FTE addition to current 0.6 FTE HS science teacher; additional QPO stipends for the Educator Evaluation system required by state mandate; addition of 3 athletic teams in operating budget (Freshman Boys soccer, Freshman Girls soccer, and JV Golf); additional

145 DRAFT purchases to fund FY17 Technology plan; and 5 additional hours/week to administrative assistant position supporting the MS Guidance office. Incremental FY17 Expenses for Special Education include: education assistant for rising 6th grade student; 0.5 FTE increase of SPED Teacher due to increasing requirements of IEP s (no benefit impact); 4 hours/week of additional OT services; and 0.4 FTE increase in team chairs (no benefit impact). The Public Hearing was closed at 7:49 pm. 4) E&D Discussion with Dover Warrant and Sherborn Advisory - Mr. Lee explained that the projected E&D balance, after using $250,000 towards reducing the FY17 Budget assessments to the towns, ranges from $1.875 million to $2.042 million. The estimated maximum allowed in the E&D account (5% of the FY17 Budget) is $1.173 million. The Administration recommended using $38,300 of projected FY16 surplus to purchase items previously included in the FY17 budget: textbooks - $21,000, ropes course renovation - $7,800, and MS/HS furniture - $9,500. Other recommendations for use of excess E&D included: pay some/all of FY17 capital request; refund to member towns; apply additional E&D to further reduce 2017 operating assessments, increasing the FY17 budget deficit to an amount greater than $250,000; and/or reauthorize Regional Transportation Reserve Fund to absorb any budget forecast errors given transition to trend line budgeting. Further discussion of these uses for E&D will be discussed at the meeting next week. 5) Adjournment at 9:22 pm Respectfully submitted, Amy Davis

146 DRAFT Members Present: Also Present: Dover-Sherborn Regional School Committee Meeting of May 3, 2016 Michael Lee, Chair Dana White, Vice Chair Clare Graham, Secretary Richard Robinson Lori Krusell Carolyn Ringel Bill McAlduff, Interim Superintendent Karen LeDuc, Assistant Superintendent John Smith, HS Headmaster Scott Kellet, MS Headmaster 1) Call to Order Mr. Lee called the meeting to order at 6:30 pm in the Middle School Library. 2) Community Comments None 3) Reports DSMS Headmaster's Report - Ms. Caffrey and Mr. Kellett highlighted recent and upcoming events at the Middle School. DSHS Headmaster's Report - Mr. Smith highlighted recent and upcoming events at the High School including an update of the NEASC process. At a recent meeting with George Edwards, the new Executive Director for NEASC, Mr. Edwards indicated that NEASC is examining ways to reduce the number of visitors, the number of specific standards to address, as well as ways to incorporate work that is already being require as a result of state mandates in the NEASC review process. Due to NEASC addresses the Administrations concerns about the process, Mr. Smith provided a potential timeline for DSHS re-entry in the NEASC Accreditation Process. Assistant Superintendent Report - Dr. LeDuc updated the Committee on the following: 1) Curriculum Review Cycle - the comprehensive cycle and process for review was provided. Next year s target curriculum will be Science, Technology, Engineering and Computer Science and 2) Educational Technology Plan - Over the past months, the District-wide Technology Team, comprised of central office and building leadership/educators, worked to draft the National Educational Technology Plan Interim Superintendent Report - In response to the public comments on 8th grade PE letter grades at the March meeting, Ms. Ringel has engaged in follow-up conversations and meetings including one with staff members, school administrators, and parents. Mr. McAlduff plans to collect additional information and present a report at the June meeting with recommendations for further study and/or action. 4) Financial Reports Audited Fiscal Year 2015 Financials - The Audit was presented and discussed. There are no material weaknesses or significant deficiencies in the report. The School Net Pension Liability has significantly increased due to the implementation of GASB 68 (the liability previously appeared in the footnotes). Ms. Graham made a motion to accept the Audited Fiscal Year 2015 Financials as presented. Ms. Ringel seconded VOTE: 6-0 Monthly Financial Report - The Status of Appropriations as of April 30th was presented. The salary variance remains unchanged from the last report. A preliminary projection of all operating expenditures through June 30th has been done and an approximately $850,000

147 DRAFT favorable budget variance is anticipated. One adjusted for the $250,000 one time use of the Regional Transportation Revolving Fund this amount is $600,000. The majority of this variance is attributable to health care savings of $330,000, utility savings of $110,000, and Custodial Services savings of $60,000. Utility Contracts - The Region has entered into a new natural gas energy contract effective upon the expiration of the current contract (June 2017). The contract was locked in now due to the rate being the lowest offered in ten years. Capital Sub-Committee Report - A report from Weisman Roofing Company details numerous repairs needed that are the cause of leaks in the buildings over the last six months. Mr. Kelley has gotten two additional written estimates for the scope of work. The sub-committee recommend that the RSC approve the payment of up to $30,000 for the purpose of repairing the roofs as identified in the Roof Assessment Report to be funded from the E&D Account. There was discussion about the repairs to be done and the use of E&D. Mr. Robinson made a motion to approve the payment of up to $30,000 for the purpose of repairing roofs to be funded from the E&D Account. Ms. Graham seconded VOTE: 6-0 Athletic User Fees - The administration provided information on the number of athletic fee waivers (22) and family cap waivers (7) for the school year. 5) Draft of Student Handbooks - The changes to the High School and Middle School Student Handbooks were presented for discussion. A vote will be taken at the June meeting. 6) Consent Agenda a) RSC Meeting Minutes of February 24 and March 1, The second page of the February 24th minutes were missing from the packet so approval will be held until the June meeting. b) WSHG appointment - Mr. McAlduff as representative for DS Regional Schools c) Donation DSMS Music Department - A family has anonymously donated a French Horn to the middle school. d) Girls Ice Hockey Trip to Martha s Vineyard MLK Weekend tournament e) Eagle Scout Request - Permission to build a bridge (approximately 20 ft long x 5 ft wide) over the dried up river along on of the trails in the back fields. Ms. Graham made a motion to approve the Consent Agenda excluding the minutes of February 24, Ms. White seconded VOTE: 6-0 7) Communications a) MARS Annual Meeting Notification and Agenda b) EDC Letter Confirming 2016 YRBS Participation c) Flyer on Prescription Drug Safety d) Dover School Committee Minutes - January 19, 2016 e) Sherborn School Committee Minutes of February 9, ) Adjournment at 9:40 pm Respectfully submitted, Amy Davis

148 Dover-Sherborn High School 9 Junction Street Dover, MA Phone: Fax: John Smith Headmaster Ann Dever-Keegan Assistant Headmaster Ellen Chagnon Director of Guidance Jeff Parcells Athletic Director To: John Smith, Headmaster From: Jeff Parcells, Athletic Director Date: May 5, 2016 Re: Donations for Spring Coaches The following donations have been made to pay some of our volunteer coaches for our Spring 2016 Athletic Program. From the DSHS Baseball Team Account- Tibbetts (Boston Private Bank and Trust) -Check #1306 Dover-Sherborn High School $ For Varsity Asst. Coach: Gavin Mish From the DSHS Softball Team Account (Santander) -Check #1011 Dover-Sherborn High School $ For Varsity Asst. Coach: Val Cook From the Friends of DS Sailing (Bridgewater Credit Union) -Check #1011 Dover-Sherborn High School $ For Varsity Asst. Coach: Meredith Dart The Public Schools of Dover and Sherborn do not discriminate on the basis of age, race, color, sex/gender, gender identity, religion, national origin, sexual orientation, disability, or homelessness.