Goal 1: Build District Vision and Strategic Plan 

The Superintendent, School Committee, and the District Leadership team will actively engage the community in a Portrait of a Graduate visioning process in Fall 2021 to build community consensus around the district’s work and how its limited resources should be invested. The Portrait will serve as the fundamental guiding document for the Strategic Plan development in Spring 2022

The Portrait of a Graduate Design Team consisted of over 40 members of the community, including teachers, administrators, students, parents, and business owners.  During this process, the group worked collaboratively to answer the following:

• What are the hopes, dreams, and aspirations that our community has for our young people?
• What are the skills and mindsets that our children need for success in this rapidly changing and complex world?
• What are the implications for the learning experiences we provide in our school systems?

The Design Team began their work with a study of a variety of societal changes (i.e., landscape shifts) that have occurred over the last several decades. This study helped the team understand the extent to which our schools are preparing students for success amidst these shifts.

Portrait Design Team members used an online crowdsourcing tool to share their “hopes, dreams, and aspirations” for their young people. Through this activity, members rated the responses anonymously. The data from the exercise helps identify thoughts and comments that trend and resonate strongly with the whole group.

Following the group study of societal changes, Portrait Design Team members reviewed an inventory of skills, literacies, and mindsets to broaden their consideration of the possible competencies that could be included in HWRSD’s Portrait. Then, they worked in small groups to develop a set of prioritized competencies and shared their rationale with the broader group. This allowed team members to “test” their initial ideas with their peers.

The work resulted in the following competencies:

Hamilton-Wenham Regional School District students will be able to:

ADAPT & PERSEVERE - Students will work effectively to pursue goals within a climate of diverse views, ambiguity, and changing priorities. They will demonstrate flexibility and resilience while responding productively to feedback, criticism, and even failure

COMMUNICATE - Students will effectively articulate thoughts, ideas, and feelings using oral, written, and non-verbal skills for a range of purposes and audiences. They will actively listen to others to understand meaning, values, attitudes, and intentions. 

THINK CRITICALLY - Students will employ a systematic approach to collect, evaluate, analyze, and interpret information to identify creative solutions to complex problems. They will apply unbiased, evidence-based thinking that demonstrates a global perspective and consideration for the impact on others.

EMPATHIZE - Students will demonstrate awareness, sensitivity, concern, and respect for the culture, experiences, feelings, and opinions of all individuals. They will seek to understand and value others’ life stories to make meaningful connections. 

COLLABORATE - Students will leverage the strengths of all to achieve collective outcomes. They will elicit diverse perspectives and contributions to enrich the learning of both themselves and others. 

LEARN FOR LIFE  - Students will embrace curiosity, maximize opportunities to engage diverse perspectives and new insights, and seek appropriate resources to develop confidence, a positive attitude, and enduring beliefs about learning.

The HS Graphic Design 2 students were asked to help the Design Team to develop a graphic that would appropriately represent the Portrait Competencies. We were excited by the results of their efforts:

The Portrait of a Graduate serves as a visioning device for the school system. Each of the competencies can be reflected in any learning opportunity a child may experience while in our schools with the final outcome of a complete set of competencies or transferable skills that inform the student’s opportunities after high school. We will use these competencies as we work towards the development of our long-term strategic plan.

Goal 2A: Build and Implement a Robust K-5 Reading MTSS Structure 

By the end of the 2021-22 school year, the Hamilton-Wenham Regional School District will target improving district reading outcomes at the elementary level by designing and implementing a cohesive Multi-Tiered System of Support (MTSS) across all three elementary schools. 

The elementary schools have met all action items and created each deliverable associated with our goal focused on building a robust K-5 reading MTSS Structure. We did learn through our extensive studies of MTSS that it generally takes four to seven years to create a comprehensive system. Our focus on professional development, assessments, using data to inform instruction and interventions, and a commitment to creating consistent experiences for all students have propelled us to complete more work than we anticipated and to be ready to implement a new core literacy curriculum program for all students in the fall.

During the summer of 2021, a group of teachers and administrators began our learning journey focusing on MTSS with consultants George Basch and Judy Elliott, a partnership brought to us by the Essex County Learning Community. With George and Judy last summer, we determined the need to ensure that all students are receiving high-quality instruction in the classroom. We know that interventions that are aligned with classroom instruction are the most effective. From our work in the summer, we came away with a focus on the importance of high-quality instructional resources, careful alignment of our instruction, and the increasing intensity of this aligned instruction. 

When our district literacy data team convened in the 2019-2020 school year, we analyzed our district-wide reading data and just prior to the school closure in the spring of 2020 determined that we have work to do on the word recognition side of the Simple View of Reading equation. Past professional development was focused largely on the language comprehension strands of the reading rope and the literature and informational reading standards.  Analyzing our reading data, we recognized that many of our students had challenges related to reading fluency, indicating that as a district, we need to take a closer look at how we teach the various components of the word recognition side of the simple view of reading formula (phonemic awareness, decoding, sight word recognition).  All of the groundwork and reflection from 2020 helped us propel our MTSS work together this year, as members of our former literacy data team reconvened with other grade level colleagues to become our MTSS Leadership Group. 

An elementary literacy instruction vision and  K-5 Essential Agreements for the teaching of literacy have been developed this year, created by the Multi-Tiered System of Support (MTSS) leadership group.  The literacy instruction vision served as a guiding document for our MTSS planning and our Accelerating Early Literacy Learning with High-Quality Instructional Resources grant process. This grant, offered in mid-December by DESE, has been awarded to the district for a full amount of just over $159,000. As the MTSS leadership group delved deeper into the planning of an MTSS system, it became increasingly apparent that the district needed to provide robust Tier 1 instruction for all students. Without common instructional materials at every grade level, this effort was reliant on the heroic efforts of each classroom teacher. This grant has allowed us to review several core resources, using criteria from EdReports, the Institute of Education Sciences, and the Reading League to narrow the choices. Ultimately, the group of 23 teachers who used resources as a field experience in their classrooms settled on the Amplify CKLA curriculum which will be provided in each K-5 classroom next year. Combining both foundational skills and a focus on knowledge, the curriculum will provide all students with opportunities to learn reading and writing in a way that is aligned between grade levels and tiers of support. We are thankful for this funding opportunity, which brings us much closer to a developed MTSS with a strong Tier 1 foundation to build from.

This year also presented us with new curriculum support structures in the elementary schools, with instructional coaches working to support student learning at each building. During the summer of 2021, the three elementary instructional coaches took the Essential Guide for Student-Centered Coaching course. Three elementary principals and the Director of Elementary Teaching and Learning completed the course Building Principal and Coach Partnerships with Diane Sweeney. Coaches supported instruction in classrooms with a primary focus on literacy learning. Coaches helped to support professional development on Wednesdays and led the charge of assessing and documenting the current state of existing curriculum, instructional practices, assessments, and resources. This process also helped create a shared understanding of the need for a new core resource for literacy instruction as it was apparent that resources varied widely between classrooms and were not evident for all components of literacy instruction.

Professional development for both literacy teaching assistants as well as classroom teachers has been a focus of our Wednesday professional learning time. All literacy teaching assistants that were hired by June 2021 and ten classroom teachers participated in Supporting Students’ Reading: Phonemic Awareness to Comprehension, a 15-hour, 1-credit course through Landmark Outreach during the summer of 2021. This class will run again in the summer of 2022 for more teachers and teaching assistants to take advantage of the opportunity. This class, paired with summer book groups, and fall professional development time focused on the  Science of Reading and foundational reading standards to ensure we had a common language and understanding, and helped us to understand the need to change our instruction. We unpacked the foundational standards in vertical groupings, diving into the skills that are applied at each grade level within each standard. These conversations were bolstered by professional development around our screening tool, the DIBELS 8 (Dynamic Indicators of Basic Early Literacy Skills), an assessment that had not necessarily been administered by all classroom teachers in all schools in the past. Our ongoing challenge was to provide professional development that was meaningful for our range of professionals.

A study group model was designed for our professional development from December through February, a time during Wednesdays to delve into professional resources that were applicable to each individual. Choices for teachers included online modules through Reading Rockets and a selection of books such as Shifting the Balance, Equipped for Reading Success, and Uncovering the Logic of English. On Wednesdays during this timeframe, teachers reflected together within a Mighty Networks community after each session, sharing their takeaways, wonderings, and a-ha moments. Connections to classroom practice were made and discussions started between the self-selected groups of teachers. They appreciated the time to study new resources and the independence this project gave them to learn what they specifically needed to know for the students in their classrooms.

The literacy intervention specialist provided ongoing training to literacy teaching assistants throughout the school year about the science of reading, assessment, and structured literacy intervention. In the fall, TAs took part in a week-long training to start the school year by learning about the science of reading and reading assessments.  The literacy intervention specialist continued to meet weekly with teaching assistants at the building level providing training and consultation, creating a shared knowledge base regarding the foundational skills of reading for all literacy teaching assistants working directly with students.  Observations and model lessons were also an important component of the literacy intervention model this year.  Through observations, the literacy intervention specialists were able to provide feedback to the literacy TAs about their teaching as well as provide recommendations about the next steps for instruction. When each literacy intervention specialist conducted model lessons, all literacy TAs in the building observed the lesson and participated in a follow-up discussion.  This spring, TAs across the three schools participated in biweekly training related to syllable types, syllable division rules, and spelling rules and participated in a group book study of Uncovering the Logic of English.

In September, all elementary classroom teachers received training and support to implement the DIBELS 8 assessment for all of their students. This was a new process, hence a focus on administering the assessment uniformly was a focus of professional learning time. The focus of beginning, mid, and end of year grade level data meetings was to analyze the results of the DIBELS 8 subtests to form instructional groupings and plan lessons targeted to identified areas of weakness. The DIBELS Data System was purchased mid-year as a powerful tool to warehouse DIBELS assessment data. This tool allows us to monitor students as they are measured against a grade level benchmark. All literacy assessments were implemented across the schools according to our Elementary Literacy Assessment Calendar. 

As you can see below, 27% of students in kindergarten were in need of intensive support at the beginning of the year, as compared to 13% at the end of the year. 28% of first graders were in need of intensive or strategic support at the start of the year, while 21% of them finished in need of those levels of support. 34% of second graders started in the red and yellow while 21% of them ended the year in those same colors. These composite numbers reflect all students, including those previously identified as eligible for special education services.

Looking at the Zones of Growth for Composite Scores across the grade levels, 19% of all students made average growth (40th-59th percentiles) while 55% of all students made above average growth (60th percentile and above). These growth percentiles have helped us look at student progress, and we are encouraged that the students in our intervention model closely mirror the growth percentiles of their peers, knowing that the students in intervention all started at risk, either requiring intensive or strategic support, but the majority still made significant growth in our new model. 

All students in first and second grades and students in grades 3-5 receiving interventions have also been administered the Phonological Awareness Screening Test to provide more specific information about their foundational literacy skills. Students receiving intervention in grades 1-5 were also administered the Quick Phonics Screener, 3rd edition, a criterion-referenced, diagnostic assessment that measures a student’s ability to recognize, decode, and pronounce words with various syllable patterns, to determine where to focus instruction.  The literacy intervention specialist and literacy TAs in each building analyzed the data from the DIBELS, PAST, and QPS to determine appropriate instructional groupings, group size, and frequency of instruction.  Kindergarten students participated in the EarlyBird Literacy Screener this year as well, a program developed as a dyslexia screener and word reading benchmark tool. 

Students receiving interventions have been progress monitored with DIBELS, Kilpatrick’s One Minute Activities, and the Quick Phonics Screener in between benchmark assessment periods. Additionally, data is taken within each intervention lesson plan with regard to phonemic awareness skills, word recognition skills, reading fluency, and spelling skills.  Based on progress monitoring data, classroom teacher input, observational data by teaching assistants, and discussions at data team meetings,  intervention groups were adjusted based on student needs.  For some students, the intervention group size was reduced, the frequency of intervention was increased or decreased, students were discussed at Instructional Support Teams, and/or special education referrals were made. 

Across the district, 105 students received intervention support from our literacy teaching assistants under the supervision of our District Literacy Intervention Specialists. These students have demonstrated growth in key areas of literacy development at their grade levels. For example, in regards to Nonsense Words Correct Letter Sounds and Words Recoded Correctly growth percentiles in Grade 1, we can see that more than 80% of students receiving intervention are making average or above average growth in these key areas of literacy development. The numbers are even more striking in second grade, as we can see that the majority of students are making above average (60th percentile or higher) growth in the areas of Nonsense Words Correct Letter Sounds, and Words Recoded Correctly. Nonsense Word Fluency is a measure of the alphabetic principle and basic phonics.  Students must decode individual phonemes and blend them together to read.  Proficient readers decode nonsense words effortlessly and automatically.  

School-based grade level teams met three times this year (October, February, and May) to examine student literacy data. These meetings included grade level teachers, special education teachers, building principals, literacy TAs, the elementary literacy intervention specialist, and the director of teaching and learning. One of the key foci of the meetings was alignment, making sure all staff members working with a student were supporting each other’s instruction. 

At all three data meetings, we reflected on instruction, examined student data, explored why it might look the way it did, and discussed implications for classroom practice in the future. Intervention plans for students were created and adjusted, and we identified which students for whom we wanted more specific data. Mid-year we transitioned to Amplify as a data management software to better analyze the data. At our May data meetings, we also identified which students we believed to be at the highest risk of summer loss so we can start intervention groups with those students in September. 

During our grade level data meetings, we strive for alignment: alignment between everyone who works with each student, alignment in goals, and alignment in resources. Data meetings allowed all staff members working with kids to work together to plan learning targets, groups, and schedules. It is very difficult to achieve these things unless we have everyone together at the same time and in the same place. 

A structured literacy lesson plan format was used for each Tier 2 intervention session this year. Reading interventions include explicit, direct, multi-sensory instruction in word reading skills. Through consultation with the District Literacy Intervention Specialist each week, teaching assistants planned specific lessons for their groups, collected data, and shared decisions about the next steps in instruction.  The teaching assistants also recorded anecdotal data throughout their daily lessons to inform their instruction.  TAs also check in with and consult regularly with classroom teachers, discussing their observations and student progress. Intervention lessons included the components of phonemic awareness, sound/symbol correspondence, word reading, sentence reading, sound dictation, word & sentence dictation, and passage reading (decodable or other). A primary and intermediate phonics/spelling scope and sequence was created for the respective literacy interventions to follow, bringing consistency again to the model and ensuring that students are learning a sequential set of skills. Based on the skills outlined in the scope and sequence, word cards, word games, and sentence reading practice activities were created and purchased across the three buildings.  Explode the Code, Recipe for Reading, How to Teach Spelling, SPIRE, and Ascend Smarter Intervention materials have been purchased to support intervention lessons, as well as several sets of decodable texts.

We have worked hard this year to establish the basics of an MTSS system to support the literacy development of K-5 students. With our MTSS Leadership group and during all grade level data meetings, we have used resources from DESE’s MTSS Mobilization Guide to self-assess our district and build a shared understanding of the three drivers (implementation, competency, and leadership) that frame the system. Leadership drivers include scheduling, resource allocations, and creating an inclusive culture and climate to engage all stakeholders in the work. We know that effective leadership requires the identification and removal of barriers combined with technical support such as finding time and resources. At the administrative level, we have been planning on how to evolve our scheduling next year to ensure that we can schedule all tiers of literacy instruction at optimal times.

Implementation drivers are designed to meet the needs of all students such as the use of evidence-based practices, ensuring standards-based instruction for all students, and creating a robust assessment framework that aligns with the overall tiered system of support. Our assessment calendar and the implementation of a new Tier 1 core curriculum resources will help us strengthen this driver. Competency drivers help us build our capacity to create positive student outcomes through thoughtful staffing models, high-quality PD models, research-based coaching strategies, and the development of assessments completed with fidelity and feedback loops to monitor progress and effectiveness. This year’s professional development model gave us the opportunity to build shared understandings around the best practices for teaching literacy, our new instructional coaching model will be instrumental in helping us learn how to use the resources for a new curriculum next year, and our data meeting model with shared agendas helps us focus our work at each grade level across all three buildings.

We do know that full changes to create a thriving MTSS system can take four to seven years. As we build our MTSS, we seek to ensure that we have strong leadership, competency, and implementation drivers built on a framework of Universal Design for Learning (UDL) and equitable access for all. This will ensure that all students are empowered in Tier 1 inclusive classrooms that meet their needs academically, behaviorally, and social emotionally.

The middle school and high school took the following steps toward the development of a set of secondary classroom practices that will be used to support the development of a Multi-Tiered System of Support. 

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Goal 2B: Implement Secondary Classroom Practices that will Serve as the Foundation for an MTSS Structure at MRMS and HWRHS

By the end of the 2021-22 school year, the staff and faculty of the MRMS and HWRHS will restore and refine previously agreed upon universal strategies for accessing classroom instruction and design a Multi-Tiered System of Support (MTSS) for the secondary level.

A curriculum audit was completed for grades 6-12 and presented to the school committee on November 4, 2021. Each curriculum map is comprised of 3 stages: 

1. Stage 1 - Desired Results (what you would like students to know and be able to do) 
2. Stage 2 - Evidence (how can students show what they know and are able to do) 
3. Stage 3 - Learning Plan (learning experiences in which the students will engage) 

Every course map was analyzed for completion in all three stages of design. Ninety-four high school course maps and forty-one middle school course maps were analyzed. The curriculum leaders developed a two path results list, red for maps that were missing all three stages and green for maps that needed to be reviewed and evaluated for quality.

MRMS

Subject	Green Path	Red Path
English	7th	6th, 8th and Language Based ELA 6th-8th
Math	None	6th, 7th, 7th accelerated, 8th, Algebra
Science	6th and 7th	8th
Social Studies	6th Ancient History	7th Geography, 8th Civics
World Language	Mandarin - 6th, 7th, 8th Spanish - 6th, 7th , 8th	None
Health/Wellness	6th Personal wellness and Communication/SEL; PE fitness unit  7th Mental health/stress management and drug units 8th Drug and sexuality units	6th - Disease prevention and puberty units, PE units 7th - Digital literacy unit, PE units 8th - Nutrition unit, PE units
Fine Arts	Drama/public speaking 6th-8th	6th-8th - Band, Chorus, Visual Arts, and Music

 

HWRHS

Subject	Green Path	Red Path
English	English 12, Independent Reading	English 9, English 10, English 11, Humanities, AP English, Journalism, Creative Writing
Math	Precalculus, Calculus,  AP Calculus AB, Entrepreneurship, Financial Literacy	Geometry, Algebra 1, Algebra 2, Statistics,  AP Statistics,  Introduction to Computer Science,  AP Computer Science A,  Math of Finance,  Marketing 1 & 2, Sports & Entertainment
Science	Intro to Engineering, Organic Biochemistry, Biotechnology, Forensics,  Physics, Chemistry	Fabrication Technology, Manufacturing,  CAD, Small Gas Engines,  Anatomy & Physiology, AP Physics, AP Chemistry, AP Biology, Biology
Social Studies	World History,  US & World History I,  Contemporary History,  World Affairs	US & World History II, Humanities, AP Economics, AP Psychology, AP US History, Current American Conflicts, Introduction to Psychology, Law and Society, Reel History
World Language	Spanish 1, Spanish 4	Spanish 2, Spanish 3, Spanish 5 Mandarin 2, Mandarin 3,  Mandarin 4, Mandarin 5,  AP Spanish Language,  AP Spanish Literature
Health/Wellness	Grade 9 Health, Grade 10 Health, Grade 12 Health, ALE 2, ALE 1,  Environmental Leadership, Wellness,  Lifetime Activities and Competitive Games	Grade 11 Health, Yoga/Pilates,  Fitness and Personal Training
Fine Arts	Digital Photography 1,  Sculpture, Studio Art 2 Studio Art 3,  Graphic Design 1,   Music Appreciation	Digital Photography 2, Illustration, Advanced Sculpture & Ceramics,  Drawing & Painting, Animation Graphic Design 2, Theatre 1, Concert Choir, Theatre Tech Harmony, Public Speaking Concert Band, Media Productions Jazz Band, Studio Art

 

Documentation and updates of the curriculum has continued through the year and documentation into the UbD template is nearly complete in most areas. This was a professional practice goal for many teachers and professional development time was dedicated to this work. As noted above, a presentation was completed for the school committee. Curriculum mapping will continue to evolve as we examine curriculum and learning opportunities through a DEIB lens, improve support for all students through Universal Design for Learning (UDL), MTSS work, and address updates and changes in state curriculum frameworks.

MTSS Team - Middle School 

At the start of October, an MTSS Middle School Team was established and a common understanding of MTSS and tiered supports was developed in collaboration with consultants during the winter/spring. 

The team worked to create a middle school draft inventory of existing Tier 1-3 supports in the areas of literacy, numeracy, and social/emotional. Existing data sources were identified and we have begun exploring additional data needs and resources. During April and May, the team identified summer professional development opportunities and continued work for 2022-2023. 

MTSS Development - High School

At the HS, tiered supports were identified across all classrooms and grade levels: 

Tier 1		Tier 2		Tier 3
Multi Model Activities that are tiered		School service (student helpers)		1:1 support of struggling student who is not making progress in regular class
Chat Mats		Extra help after school/powerblocks		Oral Alternatives-testing/discussion
Movement to connect concept/memory		Small group re teaching		NHS tutors
Sentence formula (recipe)		Tiered lessons or assessments		Before/after school help
chunking of information		Proficiency grouping or pairing		Student service tutoring
repetition of vocabulary		Powerblock support for struggling English 9th graders		Hired outside tutors
Routine		Modified primary/secondary sources		Extra help powerblock, before/after school
Google class agenda daily		Extended time/due dates
guided practice in class/out of class		Coordination with RISE program to support students who have missed significant # of school days
Class brainstorming		1:1 conferencing
flexible grouping
Oral recitation
word wall
Visuals gestures (universal)
Dry erase boards
Manipulatives
Student self selection of strongest on-demand writing piece to count toward grade
Graphic organizers
Sequential steps to problem solving
Audio/Video support for texts
targeted feedback on student writing depending on student ability big picture feedback (thesis, claims)and very individually fed feedback
DCAP
Drawing of concepts
turn and talk (after jotting down own thoughts)
Guide note taking
Scaffolded problem solving
Choice book texts that are chosen in part to reflect different reading abilities
Choice in terms of how students demonstrate understanding of concept or essential questions, podcast, art projects, writings
Interactive notebooks
Visible thinking strategies
Multiple approaches to same material (POGIL, direct instruction, labs)
Guided notes
Scaffolds for writing
Learning Inventories
Card sorts
Differentiated instruction
Vocabulary support definitions verbs/phrases
co teacher model
Sentence frames
Cooperative learning

 

Because the HS was mostly working on the Accreditation process during the school year, they are scheduled to meet with the MTSS consultants in late Spring to begin the discussion about the direction they may want to work towards. As part of their MTSS development process, the HS piloted after school academy in the second semester.    

Inclusive Practices - HWRHS/MRMS

At the start of the school year, curriculum leaders and administrators reinstated and implemented across all middle school and high school classrooms the agreed-upon secondary level inclusive practices:

• Cueing the midpoint
• Stating the why
• Standardized notes
• Word walls 

Throughout the year, the MS and HS staff emphasized the use of inclusive practices in the areas of goal setting during the initial stages of teacher evaluation, classroom observation, and teacher discussions during department meetings and professional development time.

To assist in the process the secondary curriculum leaders and administrators created a data collection instrument for use of inclusive practices across 6-12 classrooms using a Google Form. Data was collected between December 9, 2021, and February 11, 2022, by teams of curriculum leaders and administrators. Follow-up conversations were held with teachers, curriculum leaders, and administrators.

It is clear that inclusive practices are being implemented across grades six through twelve. In addition, It is especially encouraging that the intensity of the practices remains consistent through grade nine, which is a critical transition year. In grade nine, there are teams of teachers who co-plan, and this could in part explain why the use of inclusive practices remains high while students move into a different learning environment. At the same time, the high school should investigate what appears to be a sudden drop in the use of inclusive practices in grade ten and continuing through the end of grade twelve. 

Transitions - HWRHS/MRMS

6th Grade Transition

MRMS worked to expand and strengthen the grade 5-6  transition process. The updated 6th-grade transition process is outlined in this document. Additions to the process include:

• Incorporating team leaders into transition meetings
• Open invite for 5th and 6th-grade teachers to visit each other's classrooms
• MS attendance at 5th-grade data team meetings 

9th Grade Transition 

HWRHS continued the beginning of the year ninth-grade orientation program. As part of the program, a school counselor was specifically assigned to work with the 9th-grade students and has also started discussions with 8th-grade students who will be coming to the HS next year.

The upper-class mentors were valuable to help the new 9th grade students to find their way and to make connections. During the entire year, there were scheduled periodic check-ins with upper-class mentors. At the midyear point, a workshop was held for 9th-grade students on leadership and communication with consultants. 

As part of the developing model, there was the creation of a ninth-grade team of teachers who analyze student data and develop interventions. Also, a support block was designed specifically for 9th-grade students who are struggling academically.

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Goal 2C: Identify a High-Quality, Sustainable Design for World Language Instruction 

A World Language Advisory Committee will be established in the fall of 2021 and tasked with developing a recommendation for a long-term vision for World Language instruction in the HWRSD. This advisory committee will present its recommendation to the School Committee no later than Nov. 30, 2021. 

A World Language Advisory Committee will be established in the fall of 2021 and tasked with developing a recommendation for a long-term vision for World Language instruction in the HWRSD. This advisory committee will present its recommendation to the School Committee no later than Nov. 30, 2021. 

A World Language Advisory Committee was established to provide a representative cross section of parents/guardians, students, and teachers with experiences in both the middle school and high school Mandarin and Spanish language programs. The committee began working on October 12, 2021, and a final report was presented to the school committee on December 2, 2021. 

The committee's work included reviewing our existing programs; constructing and surveying students, staff, parents/guardians, and other schools, and evaluating results. The data was reviewed by the committee and presented to the school committee on December 2, 2021, with the following recommendations: 

• World Language study is important to both students and parents/guardians and there is strong interest in offering more than one language to our students.  
• The district should study the feasibility of offering world language opportunities at the elementary level. This would require further input from elementary schools and discussion about integration with ongoing literacy work.  
• The district should clarify its goals around world language and desired levels of proficiency through the ongoing Portrait of a Graduate and Diversity, Equity, Inclusion, and Belonging work before any significant program shifts are made.  
• The district should maintain the current model of two languages (Mandarin and Spanish) in grades 6-12 for the 2022-2023 school year.

Goal 3: Commit to Diversity, Equity, and Inclusion (DEI) practices 

The Hamilton-Wenham Regional School District will meet the evolving and varied needs of all of our students and school community members in a manner that respects and values each individual, and: recognizes, acknowledges, and celebrates the presence of differences in all community members; promotes justice, impartiality, and fairness; welcomes and invites diversity in decision-making processes and developing opportunities for our community. In October 2021, the district began working with Equity Journey Partners (EJP). The initial PD was held virtually with faculty, introducing language and creating a common foundational understanding of Diversity, Equity, Inclusion (and Belonging) as an initiation to our work on developing DEIB competencies. Throughout the course of the school year, the district DEIB Leadership Team has worked closely with Regis Shields of EJP, meeting on a weekly basis to plan professional development, and coordinate the work of the DEIB Advisory Committee, and review data and information.

The district-developed DEIB goal was met through the completion of the following actions:

In Summer 2021, DEI-focused book club opportunities were made available for faculty and staff. Faculty facilitated the following book groups for staff: 

• We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom, Bettina L. Love; 
• Stamped, Jason Reynolds and Ibram X. Kendi; 
• The Power of Neurodiversity, Unleashing the Advantage of Your Differently Wired Brain, Thomas Armstrong

In Summer 2022 the following books will be offered by faculty for book groups for staff:

• The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together, Heather McGhee;
• Divergent Mind: Thriving in a World That Wasn't Designed for You, Jenara Nerenberg;
• Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation, Cobb, Krownapple, Jones; 
• Start Here, Start Now: A Guide to Anti Bias and Antiracist Work in Your School Community, Liz Kleinrock. 

The DEIB Advisory Committee was created with representation from key stakeholder groups. A survey was sent out to the community seeking interest in participation on the advisory committee. The DEIB Leadership Team reviewed survey responses and selected applicants. In the selection process, the DEIB LT focused on creating a balanced and representative committee of stakeholders, including students, parents/caregivers, district staff, and community members. This group met monthly, beginning in October 2021. 

Topics and themes included:

• Survey design 
• Concentrated discussion and review of district functions through the lens of equity
• Discussion on best practices for community survey participation and dissemination
• Review of community, faculty, and students survey findings
• DEIB committee visioning for 2022 and beyond

The advisory committee agendas can be found here. 

In November 2021, a joint workshop of the HWRSD School Committee, District Leadership Team, and DEI Advisory Committee was held to create a shared vision for the District’s DEIB initiative.  We reviewed the purpose of an equity audit:

 “Equitable school districts make a commitment to do their best to give every student what they need so that they can participate fully in all the student opportunities that are available. The focus of equity work must be to create more inclusive systems by removing the barriers that limit full participation for all students.  And the purpose of the equity audit is to uncover these barriers and suggest effective ways to dismantle them as well as identify existing equitable and inclusive practices to learn from and scale.”

There were a number of professional development and learning opportunities held to build a collective understanding of DEI competencies amongst staff, students, and community members. A representative DEIB Leadership Team worked with the Professional Development Committee to plan for scheduled DEIB-focused PD. The scheduled professional development was provided by Equity Journey Partners. 

Professional development was held on the following dates:

• October 13, 2021 
• November 12, 2021 
• March 14, 2022 
• April 2022 Teacher Trainer-presented 
  • The Teacher Trainers utilized this presentation as the foundation of our work and were able to modify their presentations to match the level and individual needs of each school. 

In January 2022, Regis Shields presented to the School Committee an overview of the work EJP had engaged in with faculty and the DEIB Advisory Committee.

In January 2022, a “Train-the-Trainer” model was established. The DEIB Leadership Team and District Leadership Team sought volunteers from each school to provide ongoing training and support for the DEIB work at the school level. In creating this model, the goal is to ensure that Diversity, Equity, and Inclusion are a consistent part of our work of teaching and learning, while at the same time, creating a sense of Belonging for all of our students, staff, and families. Regis Shields from Equity Journey Partners provided training to the staff volunteers. Our district trainers worked collaboratively with EJP consultants to present at the March 2022 professional development day as well as independently facilitate a workshop within their respective buildings in April/May 2022. 

Thank you to the following trainers who have taken on this important work:

• Buker School: Nichole Gray, Lisa Geraghty
• Cutler School: Liz Brown and Ann Crielson
• Winthrop School: Bryan Sheckells
• MRMiddle School: Sarah DeCruz and Kaleigh Mangiarelli
• HWRHigh School: Ben Hellman and Heather Maes

The DEIB Audit preliminary results will be presented to the School Committee by Regis Shields of Equity Journey Partners on June 16, 2022. With a DEIB Audit report provided by June 30th. 

Equity Audit work completed to date: 

• Interviews with district leadership and key department personnel facilitated by Equity Journey Partners
• Surveys (HS/MS students, Families/Caregivers, Faculty, Staff, Building and District Leadership). While elementary students were not surveyed for the purposes of the Equity Audit, their voice is important. In the next school year, with support from the Advisory Committee and staff, developmentally appropriate surveys will be created as well as a plan to disseminate and support students with the completion of the surveys. 
• Focus Groups (Students) facilitated by Equity Journey Partners. Due to several factors, parent/caregiver and faculty focus groups did not take place in the spring as planned. Focus groups will be organized in the fall post publication of the audit report to discuss results and seek input. 
• Data Review: District policies and procedures, district DESE data, curriculum, disaggregated district data facilitated by Equity journey Partners 

Based on the results of the Equity Audit, and after thoughtful analysis of the audit, an updated goal and action plan for the continuation of the DEIB work will be developed. 

The DEIB Advisory Committee will continue next year with a focus on increasing membership. The committee is currently working on the development of recommendations regarding the committee’s role and responsibilities related to the district’s DEIB work, as well as the format and structure for meetings.

The district trainers, who are committed to this work, have provided input into their focus and structure for next year. This will be brought to the district leadership team for discussion and approval. We were not able to achieve our goal of at least 2 trainers for each school. We will be seeking additional trainers for next year.

 

Goal 4: Improving Learning Environments 

Students in the Hamilton-Wenham Regional School District will have access to learning environments that are safe, clean and sustainable. District learning environments shall be a source of civic pride for the entire community. The District shall collaborate with both the towns of Hamilton and Wenham to plan significant capital investments effectively. 

Athletic Facilities Improvement 

In June of 2021, the District formed an advisory working group to develop a scope of work for a designer to add elements to the 2017 Athletic Facilities Improvement Project. Membership consists of District School Committee representation (now past member), District and High School Administration, Hamilton and Wenham Community Preservation Representatives, Town Recreation, Coaches, and representation from youth sports leagues.  The Athletic Facilities Improvement Project Working group met on at least a monthly basis from June of 2021 and is currently still meeting for this project.  

Per recommendation from the working group, the District contracted with Gale Associates to update documentation from 2017 and add elements to the project to meet shifting needs since that time. Gale Associates has a long-standing working relationship with the towns of Hamilton and Wenham and has performed many studies on recreation and athletic spaces throughout the two towns. 

Due to shifts in participation and the lack of equitable access to facilities, the working group directed Gale Associates to design tennis courts and make major improvements to the softball fields behind the middle school.  

Major milestones of the project include:

December 2021: Updated property survey and wetlands delineation 

March 2022: Schematic design is presented to the working group. 

May 2022: A web-based FAQ document was created to create public awareness.

The work continues…. The project is currently in the design refinement stage that will continue into the school year 2022-23. The School Committee, through collaboration with the Capital Finance Subcommittee, District Administration, and community fundraising has a major task in determining the funding for this project. 

Facilities Master Planning

The original intent of contracting with an architectural firm to assist with facilities master planning was shifted to a different method.  Utilizing two years of operational information and having access to decades worth of planning studies led our team to recommend leading this work.  This change not only led to significant cost savings but also allowed a more realistic and personalized process. It was determined that the District would be better served by having the Director of MFO analyze previous and current facility studies and compare them against current conditions, thus negating the need for a consultant to perform these tasks. 

In October of 2021, the Director of MFO held a focus group meeting with community members to explain some of the challenges associated with the current school facilities. Information regarding the current life cycle of major mechanical, electrical, plumbing, and fire protection systems were presented.  Initial feedback from the group was that the need for improvements was clear. However, fiscal challenges are clear and apparent in the community. Improvements must be methodical and fiscally responsible.   

Through data analysis of existing conditions, prior reports, and current reports, a document titled “2022 The State of Our School Facilities” was created.  This report lists the infrastructure-related issues in our schools that have an impact on teaching and learning. Links to previous facility studies are included in this report.  In March of 2022, this document was presented to the School Committee and published publicly on the District website.   

The School Committee and the public shall be provided with a final copy of the Facilities Master Plan by the end of June.  This document should be considered a living document and should be updated as necessary. 

The work continues…. The major focus of the Facilities Master Plan centers around 4 major points:

Renew- Cutler/Winthrop MSBA Project 

Improve - Improve High School, Middle School, Buker School learning environments; Maintain status quo at the Cutler and Winthrop. 

Reduce - District-wide focus on reducing waste, energy management, sustainable purchasing, and reducing the District’s carbon footprint. 

Welcome - Ensure all students and staff feel safe and welcome, and have access to high-quality learning environments.   
 

As we transition into the 22-23 school year, it will be important to take time to gather all current documentation and artifacts related to the development of our future vision for our schools. During the first few months of 22-23, we will work to develop a long-term strategic plan using at least the following documents:

1. Results of Equity Audit
2. The newly adopted Portrait of a Graduate
3. The Superintendent’s Entry Plan Report
4. The 2022 State of Our School Facilities Report
5. All newly collected Literacy Data
6. MCAS/AP/ACT Scores
7. Student Opportunity Act Report

The curriculum design and planning process should remain fluid as we work towards alignment using the information gathered when we review and better understand these artifacts listed above. Coherence in our curriculum both at grade level and vertically will must be purposefully designed to meet the needs of all students. Also, a full examination of student gaps outlined in our SOA report can guide future adjustments to curriculum and instruction. 

A focus on Multi-tiered Systems of Support (MTSS) must remain at the center of our work. It is an important tool that can help to address inequities while continuing to commit to high standards for all students. Interventions should be earlier in the preK-12 progression to avoid unnecessary shifts of funding as a reaction. A quality MTSS structure will take from 4-7 years to implement properly.

As we unpack the results of the Equity Audit, it will be important to remain committed to the work of equity and inclusion while also continuing to learn ways that we can actively work together to continuously improve our work towards anti-racism. Finally, it will be imperative to seek ways to open doors for all students to have a true sense that they belong in our schools. 

It is exciting that we have the opportunity to complete the work to be included in the Massachusetts State Building Administration (MSBA) pipeline for a possible Cutler School building project. There are a number of facility deficiencies that will need to be addressed over the next 5 years including a new HS roof, science labs, playing fields and a track. Given the age of our buildings, there needs to be a sense of urgency in management and update of our facilities to meet the needs of our staff and students as they progress preK-12.