Description
Our paper about holyoke public schools level 5 district turnaround plan.
Holyoke Public Schools Level 5 District Turnaround Plan
October 1, 2015
October 1, 2015
Students, families, educators, staff, partners, community members, and friends of the Holyoke
Public Schools:
We are excited to share with you the following plan for turning around the Holyoke Public
Schools.
Throughout the spring and summer, we listened carefully to the input you provided at informal
venues such as the Community Conversations/las Conversaciones con la Comunidad, through
your feedback on the Receiver’s entry plan, and through more formal processes such as the
Local Stakeholder Group recommendations. By considering your input along with information
from other sources, we have prepared this turnaround plan for the district. Thank you for your
many inspiring ideas for how we can make the Holyoke Public Schools a district that prepares
every student to succeed. As you will read in the following pages, our purpose is to promote
rapid improvement, for the benefit of all Holyoke students. We will create new opportunities
for student learning while building on the promising practices and programs that already exist
in the district.
Throughout the plan, we focus on the following critical action steps to implement Holyoke’s
turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
At the core of this plan is our firm belief that all Holyoke students deserve a world-class
education. For too long, too many Holyoke students have not received a high-quality education
or were allowed to fail. This is unacceptable. While many of Holyoke’s students and families
face distinct challenges, these are not an excuse but rather a reminder that the district must do
more to provide a strong educational program for each and every student. With this plan, we
will raise the bar by improving the instruction and services we offer, and provide students with
the skills and tools they need to be successful in school now, and later in college and their
careers.
The strategies in the pages that follow will require considerable planning, discussion, and
community participation to be effective. We are committed to keeping you informed. Please
continue to find information and learn about opportunities to get involved on the Holyoke
Public Schools website (http://www.hps.holyoke.ma.us/) and through other district
communications. Together we will achieve great things for the students of Holyoke.
The transformation of Holyoke from a district where an excell ent education is the exception to
a district where excellence is the rule will not happen overnight. The plan provides information
about how we will measure our progress along the way. Your active participation will be critical
as we expand learning opportunities during the coming years. We look forward to partnering
with you and encourage you to read the turnaround plan.
Sincerely,
Signed by Receiver Zrike Signed by Commissioner Chester
Stephen Zrike Mitchell D. Chester
Receiver Commissioner
Holyoke Public Schools Department of Elementary & Secondary Education
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
1
Executive Summary
In April 2015, the Massachusetts Board of Elementary and Secondary Education voted to
designate the Holyoke Public Schools chronically underperforming (Level 5), placing the district
in state receivership. In July 2015, by appointment of Commissioner Mitchell Chester, Stephen
Zrike became the Receiver of the Holyoke Public Schools. The receivership provides the
opportunity for a significant, sustained district turnaround in Holyoke.
At the core of this plan is the firm belief that all Holyoke students deserve a world-class
education. For too long, many Holyoke students have not received a high-quality education or
were allowed to fail. With this plan, we will raise the bar, improve the instruction and services
we offer, and provide students with the skills and tools they need to be successful in school
now, and later in college and their careers.
Central to the turnaround plan are the educators
1
who are charged with transforming the
district from one of low performance to one in which student achievement is consistently
strong. Job one is ensuring that we employ an effective teacher in every classroom and that
effective administrators lead our schools. To accomplish this, the district will implement
strategies to retain high-performing staff and to recruit new talent to Holyoke, to ensure that
all students receive strong instruction, interventions, and supports in every classroom, every
day.
Throughout the plan, we focus on the following critical action steps to implement Holyoke’s
turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
1
In thi s turnaround pl an, the term “educator” means teachers, admi ni strators, and other professi onal staff.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
2
The Holyoke Public Schools will be a system of great schools that prepares its students for
college and careers by challenging them to think critically and by providing safe, nurturing,
culturally relevant environments in which they can learn and grow. The district’s efforts will
include a special emphasis on reengaging disconnected or at-risk youth, to bring them back into
the system and provide them with academic and other necessary supports. The district will
invest all its human, financial, and other resources in strategies that support students’ learning,
reallocating resources where appropriate from the central office to schools, in direct support of
students. Guided by a central office designed to effectively support schools at all grade levels,
the district’s educators will participate in making school -level decisions that are tailored to their
students. The Holyoke Public Schools will be a service-oriented district, truly welcoming and
engaging families as active participants in students’ education, and focused on building families’
trust in the school system.
To achieve rapid improvement of academic achievement for all Holyoke’s students, the district
will implement strategies in five Priority Areas. These Priority Areas are aligned with the
recommendations of the Holyoke Level 5 district Local Stakeholder Group (LSG) that were
submitted to Commissioner Chester and Receiver Zrike on July 10, 2015, and are based on
Turnaround Practices in Action: A Practice Guide and Policy Analysis.
2
The guide presents key
turnaround practices to be considered by state leaders, districts, schools, and policymakers
striving to improve and sustain ongoing and future turnaround efforts.
The Holyoke Level 5 district turnaround plan Priority Areas include:
? Priority Area 1: Provide high-quality instruction and student-specific supports for all
students, including students with disabilities and English language learners .
? Priority Area 2: Establish focused practices for improving instruction.
? Priority Area 3: Create a climate and culture that support students and engage families .
? Priority Area 4: Develop leadership, shared responsibility, and professional
collaboration.
? Priority Area 5: Organize the district for successful turnaround.
Holyoke’s turnaround will include concentrated efforts to improve its lowest performing
schools: William J. Dean Vocational Technical High School (Level 4); Morgan Full Service
Community School (Level 5); and schools at risk of falling into Level 4 status.
2
Lane, B., Unger, C., and Souvanna, P. (2014). Turnaround Practices in Action: A Practice Guide and Policy Analysis.
Bal ti more, MD: Insti tute for Strategi c Leadershi p and Learni ng. See Turnaround Practices in Action: A Practice
Guide and Policy Analysis. Thi s document i s based on a detai l ed anal ysi s of the experi ence of the i ni ti al 34
underperformi ng (Level 4) school s duri ng the fi rst 3 years of turnaround (2010–2011 to 2012–2013).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
3
The Receiver and the Commissioner will monitor these Priority Areas closely, to ensure that
strategies are being implemented effectively and are yielding the desired results. Changes will
be made as needed to ensure that these strategies are having the desired impact on students’
learning. Holyoke will invest its resources in strategies and tools that maximize student
achievement; where strategies and tools do not demonstrate an impact on student learning,
funds will be reallocated.
As a high-need and low-income community, Holyoke must ensure that its use of resources
results in increased student learning. Staffing costs account for the bulk of expenditures in the
school district’s budget. The district must ensure that those expenditures are made in the most
effective manner to increase student learning; therefore, principals will have the authori ty to
ensure that the most effective staff are selected and retained. In turn, professional learning and
staff support are essential investments in staff. In every budget, the district will curtail
expenditures that do not directly support the priorities identified in the turnaround plan, and
reallocate funds and staff positions for more productive uses.
For the last several years, district administrators have had to cut personnel and non-personnel
lines to balance the budget, and look to reorganization and reallocation to make funds available
for key improvement initiatives. Some funding constraints of fiscal year 2017 are already
known, so the challenge of fully implementing turnaround initiatives is to continue with
reorganization and reallocation that prioritizes adequate funding for instruction.
The Commissioner and the Receiver will take all appropriate steps necessary to support the
goals of the turnaround plan. Ensuring that great schools are available for all of Holyoke’s
students will not happen overnight. Decades of decline have led to Holyoke’s chronic
underperformance. The strategies in the following pages will require considerable planning,
discussion, and community participation in order for them to be effective. The plan includes
information about how we will measure our progress along the way. The district will exit from
receivership once gains are sufficient and positive change has been institutionalized to ensure
continued growth and sustainable results.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
4
Summary of Key Issues and Priority Areas
Background
In March 2015, the Massachusetts Board of Elementary and Secondary Education (BESE)
reviewed and discussed ESE’s 2015 District Review Report about the Holyoke Public Schools
(HPS). The report described a district that ranked at or near the bottom of the state on nearly
every academic and non-academic indicator. “Student achievement and growth in the Holyoke
Public Schools are among the lowest in the state overall and for student subgroups…From 2011
to 2014, student academic achievement and growth declined in nearly every grade and
subject.”
3
In addition to the 2015 Holyoke District Review Report, BESE was concerned about
the history of underperformance that showed that the district’s proficiency rates in English
language arts (ELA), math, and science were all significantly below the state rate for the district
as a whole and in each tested grade. The district’s four-year graduation rate was also
significantly below the state rate, with its drop-out rate notably above the state rate. BESE also
reviewed the extensive history of accountability and assistance that the Department of
Elementary and Secondary Education (ESE) has provided to HPS, including support in planning,
implementation, and funding of turnaround efforts for Holyoke’s di strict and school
improvement strategies. After providing an opportunity for community input on April 27, 2015,
at the recommendation of Commissioner Mitchell Chester, BESE voted to designate the
Holyoke Public Schools chronically underperforming (Level 5) on April 28, 2015, placing the
district into state receivership.
This state receivership provides an important opportunity for a significant, sustained district
turnaround in Holyoke. Under state receivership, the governance of the district has been
streamlined, with all operational powers of the superintendent and school committee held by
the district’s receiver. In July 2015, by appointment of Commissioner Chester, Stephen Zrike
became the Receiver of the Holyoke Public Schools.
Findings
As of April 2015, when BESE voted to declare HPS chronically underperforming (Level 5), the
district had a long history of difficulty in providing the appropriate systems and structures to
ensure that all students are able to achieve. Some of the key findings from the District Review
Report include the following:
? Graduation and drop-out rates: Despite improvement from a 2011 rate of 49.5 percent,
in 2014, the district’s four-year cohort graduation rate was 60.2 percent, 25.9
percentage points below the state rate of 86.1 percent. The annual drop-out rate for
3
See the Hol yoke Publ i c School s Di strict Revi ew Report, p. 15. Cl i ck F–J (next to Di stri ct Revi ew Reports) and scrol l
to the Hol yoke 2015 Di stri ct Revi ew Report.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
5
Holyoke has consistently been more than three times higher than the state rate, and
was 6.4 percent in 2014, significantly above the statewide rate of 2.0 percent.
? Low proficiency rates: ELA, math, and science proficiency rates in 2014 were
significantly below the state rates for the district as a whole and in each tested grade.
ELA proficiency rates for all students in the district were 34 percent in 2011 and 32
percent in 2014, 37 percentage points below the 2014 state rate of 69 percent. Math
proficiency rates in the district were 27 percent in 2011 and 28 percent in 2014, 32
percentage points below the state rate of 60 percent. And grade 5 science proficiency
rates were 11 percent in 2011 and 9 percent in 2014, 44 percentage points below the
state rate of 53 percent. Proficiency rates varied considerably among schools, indicating
wide disparities in students’ educational experiences from school to school. Holyoke’s
highest performing school, Sullivan, was in the 21
st
percentile of elementary/middle
schools, with a cumulative Progress and Performance Index of 41 for all students; the
target is 75.
? Low levels of student achievement, particularly for subgroups: Based on statewide 2014
accountability results, 8 of Holyoke’s 9 schools with a sufficient amount of data to
report were in the lowest performing 20 percent of schools in their grade spans, with
William J. Dean Vocational Technical High School (Dean) and Morgan Full Service
Community School (Morgan) in the lowest 5 percent of schools in their respective grade
spans statewide. Holyoke’s schools also have subgroups that are among the lowest
performing subgroups statewide. For instance, as a group, English language learners
(ELLs) at White Elementary School are among the lowest performing in the state, and
students with disabilities at Holyoke High School have shown persistently low
graduation rates.
? Attendance and suspension rates: The 2013–2014 student out-of-school suspension
rate, at 20.0 percent per year, was more than 5 times higher than the state average of
3.9 percent; this continued a trend dating back to 2003 in which at least 1 in 5 Holyoke
students received an out-of-school suspension each year. Holyoke students on average
were absent 13.8 days in the 2013–2014 school year, as compared with a state average
of 8.7 days. This represented the eighth consecutive year in which the average number
of days missed for students in Holyoke exceeded the state by at least five days per year.
? Accountability status: Of Holyoke’s 11 schools, Dean was previously designated
underperforming (Level 4) for being among the lowest achieving and least improving
schools in the Commonwealth; and Morgan was designated chronically
underperforming (Level 5) in October 2013 for its continued decline during its 3 years of
Level 4 status, making it one of the first schools in the Commonwealth to be placed in
receivership.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
6
? Low levels of student growth: On the 2014 MCAS assessments, the districtwide median
student growth percentile (SGP) for ELA was 39; for mathematics, it was 45. Growth
rates have been similarly low over the past four years. The statewide median SGP in
both content areas is 50; these SGPs indicate Holyoke students’ growth on the MCAS
assessments on average is slower than that of their academic peers statewide. This
means that students who already are behind are losing further ground compared with
their peers.
Systemic Challenges
The district review findings and other data indicated that the district had multiple systemic
challenges that impeded its ability to accelerate and support students’ academic performance.
At the time of the district’s Level 5 designation in April 2015, some of the challenges as noted
by the district review team included:
? Inconsistent instructional quality: The quality of instruction across Holyoke varied school
to school and classroom to classroom, with inconsistent implementation of standards -
based, rigorous instructional tools and materials. During school year 2014–2015, the
district’s 5 specific instructional practices
4
were in their initial states of implementation
and were not embedded in instruction at the classroom level. During observations
conducted by the district review team, the quality of instruction was inconsistent and
did not demonstrate mastery implementation of the district’s instructional practices.
The review team did not see clear and consistent evidence of rigorous lessons and high
expectations for students in half of classrooms districtwide. Notably, observers saw
evidence of instructional modifications that would enhance learning by Holyoke’s
students with disabilities and ELLs in only 35 percent of classrooms.
? Incomplete assessment system: The district did not have in place a complete system of
formative assessments, and different schools were using different types of assessments,
administered at inconsistent frequencies across the district. As of the end of school year
2014–2015, the assessment system had not been completed. The absence of a
comprehensive assessment system limited educators from using assessment data to
improve instruction and tailor supports to students’ needs.
? Challenges at the secondary level: Holyoke’s two high schools were not consistently
preparing all students for college and careers. As stated above, Holyoke’s four-year
cohort graduation rate was only 60.2 percent in 2014, more than 25 percentage points
below the state rate, and its drop-out rate was more than 3 times higher than the state
4
In school year 2014-2015, Hol yoke i denti fi ed 5 i nstructi onal practi ces on whi ch i t woul d focus: 1) student
di scourse, 2) vocabul ary, 3) cl ose readi ng, 4) text-based questi ons, and 5) school -specifi c cl imate and cul ture
strategi es (to be determi ned by school l eaders).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
7
rate. The district did not have a strategic, coordinated series of activities and supports to
prepare middle school students for high school and lay the foundation for college and
careers.
? Absence of leadership opportunities for teachers and other staff: The district had not
developed a variety of opportunities for teachers or other staff to serve in leadership
roles that benefit individual schools and the district as a whole. Teachers had little direct
participation or formal collaboration in the overall planning, design, or implementation
of professional development programs and services at the district level. For example,
teachers had previously served on the district’s professional development committee,
but there were no teacher representatives in school year 2014–2015. Non-teaching staff
may have had even fewer opportunities to contribute in leadership roles.
Vision
The Holyoke Public Schools will be a system of great schools that prepares its students for
college and careers by challenging them to think critically and by providing safe, nurturing,
culturally relevant environments in which they can learn and grow. The district will invest all its
human, financial, and other resources in strategies that support students’ learning. Guided by a
central office designed to effectively support schools at all grade levels , the district’s educators
will be empowered to make school-level decisions that are tailored to their students. The
Holyoke Public Schools will be a service-oriented district, truly welcoming and engaging families
as active participants in students’ education.
Throughout this plan, we will focus on the following critical action steps to implement
Holyoke’s turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
Turnaround Practices
An Act Relative to the Achievement Gap, signed into law in 2010, provides authority and tools
for school and district leaders and the Commissioner and Board of Elementary and Secondary
Education to bring about rapid improvement in schools and districts that are underperforming
(Level 4) and chronically underperforming (Level 5). In support of this work, ESE engaged The
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
8
Institute for Strategic Leadership and Learning (INSTLL, LLC) to track the progress of
Massachusetts’ underperforming schools once they were in turnaround status, and identify
lessons learned from the schools that made significant achievement gains during their first
three years of turnaround, including the district systems and resources that supported them in
their efforts. The result of this work is Turnaround Practices in Action: A Practice Guide and
Policy Analysis,
5
a document based on a detailed analysis of the experience of the initial 34
Level 4 schools during the first 3 years of turnaround (2010–2011 to 2012–2013). The guide
presents key turnaround practices to be considered by state leaders, districts, schools, and
policymakers striving to improve and sustain ongoing and future turnaround efforts.
Because the findings from the report indicate the types of supports necessary for effective and
rapid acceleration, the Turnaround Practices serve as the basis for the Priority Areas of this
turnaround plan.
Priority Areas
To achieve rapid improvement of academic achievement for all of Holyoke’s students, the
district will implement strategies in five Priority Areas that are aligned with the
recommendations of the Holyoke Level 5 district Local Stakeholder Group (LSG) that were
submitted to Commissioner Chester and Receiver Zrike on July 10, 2015.
6
The plan identifies
where strategies are informed by specific LSG recommendations.
Priority Area 1: Provide high-quality instruction and student-specific supports for all students,
including students with disabilities and English language learners (ELLs).
In order to achieve the rapid improvement of academic achievement for all Holyoke students,
the district must provide high-quality instruction for all students in every classroom, every day.
Students will experience a culture of high expectations with an instructional program designed
to meet their needs and built upon the cultural and linguistic assets they bring to their
education. The district will provide a strong system of high-quality core instruction, and tiered
interventions in every school, for every grade level. In order to tailor educational strategies to
meet students’ needs and result in improved student learning, the district will collect, analyze,
and share data among its educators and other staff. Holyoke’s turnaround will be successful as
it develops and implements comprehensive strategies to address the needs of ELLs and
students with disabilities, both significant HPS populations.
5
See Lane, B., Unger, C., and Souvanna, P. (2014). Turnaround Practices in Action: A Practice Guide and Policy
Analysis. Bal ti more, MD: Insti tute for Strategi c Leadershi p and Learni ng. Retri eved from
www.doe.mass.edu/apa/sss/turnaround/defaul t.html
6
See Appendi x D for the Local Stakehol der Group’s recommendati ons.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
9
Priority Area 2: Establish focused practices for improving instruction.
HPS will design a districtwide early education and elementary program that builds a solid
foundation for students’ educational experiences. To significantly improve students’ progress in
later grades, the district will also design a secondary educational experience in grades 6–12 that
provides students with individualized college and/or career plans and multiple pathways to
reach their full potential, including a specific focus on the instructional program and student
supports in the middle grades. The district will also build structures designed to support
students who are not on track for on-time graduation. The district’s efforts will include a special
emphasis on reengaging disconnected or at-risk youth, to bring them back into the system and
provide them with academic and other necessary supports. To support these focused practices,
the district will ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
Priority Area 3: Create a climate and culture that support students and engage families.
HPS will transform its culture into one of high standards and positive regard, and ensure that
HPS schools provide environments that foster rapid improvement of academic achievement.
District and school staff will work together to build all students’ social/emotional skills to
promote engagement, academic success, and college and career readiness. In order to develop
school environments that foster strong academic achievement, HPS will develop structures and
supports to identify and address holistically students’ strengths and needs. The district will
organize partner supports at schools and the central office to maximize partners’ efforts and
align them to the district’s turnaround strategies. Finally, the district will engage families as
active partners, repairing relationships and building trust in the school system.
Priority Area 4: Develop leadership, shared responsibility, and professional collaboration.
Outstanding educators and staff are critical to the success of all components of this turnaround
plan. Working together, Holyoke educators will implement high-quality instruction and be
responsible for improved student achievement. Therefore, the district will ensure that
Holyoke’s educators and other staff have the knowledge and skills needed to drive student
learning, growth, and achievement. The district will create opportunities to use the staff’s
expertise throughout the system to take on both informal and formal leadership roles in
support of the turnaround. It will be necessary to develop and enhance systems and structures
at the district and school levels designed to encourage and facilitate professional collaboration.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
10
Finally, the district’s employees will be evaluated through a streamlined, fair, and transparent
process that provides all staff with feedback for improvement and opportunities for
professional growth in both knowledge and skills.
Priority Area 5: Organize the district for successful turnaround.
The district will build robust systems to recruit, develop, and retain strong staff members and
deploy them where they are most needed, motivating high-performing staff to remain in
Holyoke and recruiting new talent to the district. The Receiver will grant autonomies so that
school teams can tailor programs for their students’ needs; school teams will be supported by
the central office to use these autonomies effectively. HPS will develop and implement systems
to maximize the use of existing school time and strategically add time where it is needed. The
district’s central office will be redesigned to ensure that it has the best structure for providing
supports to the schools, and its systems will be revised or replaced as necessary to streamline
district services and increase productivity and effectiveness. The district will invest its resources
in strategies that lead to student achievement, and use the Receiver’s authorities to lay the
foundation for a successful turnaround. Finally, the distri ct will help prepare the school
committee to sustain change at the conclusion of receivership.
The Receiver and the Commissioner will monitor these Priority Areas closely, to ensure that
strategies are being implemented effectively and are yielding the desired results; the Receiver
will also designate high-level central office staff to monitor implementation effectiveness
regularly. Changes will be made as needed to ensure that these strategies are having the
desired impact on students’ learning. The plan includes benchmarks within each Priority Area’s
section. For the turnaround plan’s Measurable Annual Goals, see Appendix B.
Holyoke’s Level 4 and Level 5 Schools
Holyoke’s turnaround will include concentrated efforts to improve its lowest performing
schools: Dean and Morgan. The Receiver is developing a tiered system of central office supports
for all of the district’s schools, with a special emphasis on the district’s lowest performing
schools. In addition to the resources the Receiver will provide to al l Holyoke’s schools, he also
plans additional supports for these two schools.
Dean
In June 2010, Dean was designated underperforming (Level 4) accountability status by
Commissioner Mitchell Chester. Dean was approved for three years of School Redesign Grant
(SRG) funding in July 2011 to restart the school with a turnaround operator, Collaborative for
Educational Services (CES). SRG funding was provided to the school for fiscal years 2012, 2013,
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
11
and 2014. In July 2013, a new turnaround operator, Project GRAD USA, partnered with the
district to support Dean; this partnership concluded in June 2015. The school’s original three-
year turnaround plan has expired, and Dean remains in Level 4 status.
Dean, the only Level 4 school in the district, will receive focused support and assistance to
promote the rapid improvement of academic achievement of its students. Dean’s leadership
team will receive frequent coaching, directly from the Receiver, with additional guidance
provided by HPS’s Director of Leadership Effectiveness; in school year 2015–2016, this coaching
will focus on areas such as implementation of intervention blocks to provide supports for
struggling students and using assessment data to improve teaching and learning. The Receiver,
central office department heads, and other district staff will provide on-site observations of and
expertise to the school to improve its instructional practices. The Receiver has already
dedicated additional resources for Dean, such as funding for a literacy coach, a new position
that will provide support to teachers. The district also plans to continue to invest in Dean’s
facility, such as by updating machinery and safety equipment. The Receiver has asked for state
assistance and guidance about Dean’s technical programs, ensuring that the programs are
providing a solid foundation for students as they build their career knowledge and skills. The
district will also partner with the Regional Employment Board, the Chamber of Commerce, and
others to create Dean’s schoolwide and program-specific advisory groups. As indicated in
Priority Area 2, the district will review the career/vocational/technical education programs
currently available to Holyoke’s students, improve the quality of all programs that are
retained, and consider additional programs---including regional and partnership options---
aligned with the demand of the labor market and student interest. The Receiver will review any
Memoranda of Agreement involving Dean, and will adjust those agreements as necessary to be
consistent with the turnaround plan.
Morgan
In June 2010, Morgan was designated underperforming (Level 4) accountability status by
Commissioner Mitchell Chester. Morgan was approved for three years of SRG funding in July
2011 under the federal transformation model. SRG funding was provided to the district for
fiscal years 2012, 2013, and 2014. At the expiration of its three-year turnaround plan, based on
its continued low performance and absence of improvement, Morgan was designated as a
chronically underperforming (Level 5) school in October 2013. In January 2014, Commissioner
Chester appointed Project GRAD USA as the receiver for Morgan, and in June 2014 a final
version of the Morgan turnaround plan was issued. Following the Level 5 designati on for the
Holyoke Public Schools in April 2015, Stephen Zrike was appointed the district’s Receiver,
effective in July 2015. In his role as district Receiver, he became responsible for the
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
12
implementation of the turnaround plan for Morgan School; Project GRAD USA concluded its
receivership work in June 2015.
Morgan, the only Level 5 school in the district, will receive focused support and assistance to
promote the rapid improvement of academic achievement of its students. In addition to the
ongoing school monitoring, technical assistance, and professional learning community supports
that ESE will make available, a dedicated central office liaison ensures that questions and needs
are addressed quickly. Morgan’s leadership team will receive frequent coaching, directly from
the Receiver, with additional guidance provided by a central office liaison. In school year 2015–
2016, this coaching will focus on areas such as using student performance data to match
supports to students’ specific needs; developing systems to give meaningful feedback to
teachers about their instructional practices; and identifying challenges to and necessary
supports for the implementation of school priorities. The Receiver, central office department
heads, and other district staff will provide on-site observations of and expertise to the school to
improve its instruction. The school’s turnaround plan provides for additional academic support
staffing, including an ELA coach and a math coach full -time at the school; the school’s schedule
also allows for additional professional development and common planning time. The Receiver
has also allocated additional resources to fund a Director of School Climate and Student
Support as part of the school’s Full Service Community School model, an investment designed
to improve students’ academic progress.
Strategic Use of District Resources
As a high-need and low-income community, Holyoke must ensure that its use of all its resources
results in increased student learning, reallocating resources where appropriate from the central
office to schools, in direct support of students. Holyoke’s current per-student expenditures
exceed a number of comparable districts. The district must ensure that those expenditures are
made in the most effective manner to increase student learning; therefore, principals will have
the authority to ensure that the most effective staff are selected and retained. In turn,
professional learning and staff support are essential investments in staff. In every budget, the
district must curtail expenditures that fail to demonstrate a relationship to strong student
learning, and reallocate funds and staff positions to more productive uses.
For the last several years, district administrators have had to cut personnel and non-personnel
lines to balance the budget, and look to reorganization and reallocation to make funds available
for key improvement initiatives. Some funding constraints of fiscal year 2017 are already
known, so the challenge of fully implementing turnaround initiatives is to continue with
reorganization and reallocation that prioritizes adequate funding for instruction.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
13
Statutory Basis for the Implementation of the Turnaround Plan
Pursuant to G.L. c. 69, §1K, the Commissioner and the Receiver must create a turnaround plan
intended to maximize the rapid improvement of the academic achievement of students in the
district. The Commissioner and the Receiver will take all appropriate steps necessary to
support the goals of the turnaround plan. Among other things, through the turnaround plan,
the Commissioner and the Receiver may expand, alter or replace the curriculum and program
offerings of the district; reallocate the uses of the existing budget of the district; provide funds
to increase the salary of an administrator or teacher working in an underperforming school in
order to attract or retain highly qualified administrators or teachers, or to reward
administrators or teachers who work in chronically underperforming districts that have
achieved the annual goals in the turnaround plan; expand the school day or school year or both
of schools in the district; limit, suspend or change one or more provisions of any contract or
collective bargaining agreement in the district; add pre-kindergarten and full-day kindergarten
classes; following consultation with applicable local unions, require the principal and all
administrators, teachers and staff to reapply for their positions; limit, suspend, or change one
or more school district policies or practices, as such policies or practices relate to the
underperforming schools in the district; provide job-embedded professional development for
teachers in the district; provide increased opportunities for teacher planning time and
collaboration focused on improving student instruction; establish a plan for professional
development for administrators in the district; develop a strategy to search for and study best
practices in areas of demonstrated deficiency in the district; establish strategies to address
mobility and transiency among the student population of the district; and establish steps to
assure a continuum of high-expertise teachers by aligning the following processes with the
common core of professional knowledge and skill: hiring, induction, teacher evaluation,
professional development, teacher advancement, school culture, and organizational structure.
Currently, the district’s eight collective bargaining agreements have expired. The terms outlined
in Appendix A are necessary to the successful implementation of the turnaround plan and
reflect mandatory changes to the district’s policies, agreements, and working rules and to any
practices or policies pursuant to the expired collective bargaining agreements. These terms will
take effect as of the date of the release of the turnaround plan and must be included in any
future collective bargaining agreements. The Receiver will provide a summary of these changes
to each union leader by approximately October 30, 2015. The Commissioner and the Receiver
reserve the right to make additional changes to collective bargaining agreements as needed.
Nothing contained in the turnaround plan or the collective bargaining agreements shall be
construed to limit the rights of the Receiver and/or the Commissioner as they are provided for
under G.L. c. 69, §1K.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
14
The turnaround plan is authorized for a period of three years. The Commissioner and the
Receiver may develop additional components of the plan or amend the plan, as appropriate.
The district will exit from receivership once gains are sufficient and positive change has been
institutionalized to ensure continued growth and sustainable results.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
15
Priority Area 1: Provide High-Quality Instruction and Student-Specific Supports for All
Students Including Students with Disabilities and English Language Learners.
Challenges
Holyoke schools have demonstrated a consistent pattern of persistent and pervasive low
performance in ELA, mathematics, and science over the past four years. With few exceptions,
most students in the Holyoke Public Schools are not performing at grade level in all tested
subjects and performance for students with disabilities and English language learners is
substantially lower than other students’ performance. Research-based practices are not
uniformly applied across the district, such as providing excellent core instruction and tiered
supports, using inclusive practices, direct, explicit English language instruction (English as a
Second Language, or ESL), and sheltering content for English Language Learners (ELLs).
Most of the classroom instruction observed during the Holyoke district review
7
demonstrated
the absence of rigorous instruction or engaging academic tasks aligned to the expectations
and standards in the Massachusetts Curriculum Frameworks. Further, the majority of
classrooms did not implement a range of research-based instructional strategies, such as
systematic checking for understanding or using data to identify and address students’
individual needs.
During the 2015 district review, the majority of observed classrooms did not show consistent
evidence of the use of appropriate instructional strategies for students with disabilities or for
ELLs, including inclusive practices or sheltering content, to enable all students to improve
proficiency. Although Holyoke’s administrators have earned the SEI endorsement, not all
teachers have met this requirement. For example, 28 percent
8
of the core academic teachers
who are required to be endorsed in Sheltered English Instruction (SEI) had not met that
requirement by the end of school year 2014–2015. Student progress may be limited by the
absence of trained teachers.
According to its most recent Coordinated Program Review,
9
Holyoke’s educators also have not
received adequate training necessary for special education, resulting in inconsistent
understanding and information about special education policy and practice across the district.
This inconsistent understanding may have had an impact on student services and placements.
For instance, the district’s school year 2014–2015 data show that 26.3 percent of students with
7
See the Hol yoke Publ i c School s Di strict Revi ew Report , Appendi x C. Cl i ck F-J next to Di stri ct Revi ew Reports and
scrol l to the Hol yoke 2015 Di stri ct Revi ew Report.
8
These fi gures do not i ncl ude teachers newl y hi red to the di stri ct i n 2015–2016.
9
See the Hol yoke Publ i c School s 2013 Coordi nated Program Revi ew Report. Cl i ck Engl i sh Language Learner (ELL)
CPR Reports. Under Di stri cts cli ck H and scrol l to Hol yoke School Di stri ct 2013.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
16
IEPs were served in substantially separate placements, nearly double the state rate of 14.4
percent for that same period. Overall, 24.1 percent of Holyoke’s students are identified as
students with disabilities, compared to a range of 12.5-24.1 percent in other Gateway Cities in
Massachusetts.
10
Moreover, the district’s 2014–2015 data identify 31.8 percent of the district’s
ELLs as students with disabilities, compared to 16.5 percent of ELLs statewide who are also
students with disabilities. This percentage may indicate that the district may have difficulty
determining when a student’s performance is affected by language and culture rather than by a
disability, thereby limiting the district’s ability to provide appropriate services matched to these
students’ needs.
Rationale
In order to achieve rapid improvement for all Holyoke students, Holyoke Public Schools must
effectively recruit, develop, and retain educators who will provide strong instruction,
interventions, and supports for all students in every classroom, every day. Given the pervasively
flat and extremely low performance in the district, programs and practices must be reviewed
and changed as necessary to improve outcomes for students. Direct services to students,
particularly ELLs and students with disabilities, must be increased. Students must experience a
culture of high expectations with an instructional program designed to meet their needs and
build on the cultural and linguistic assets they bring to their education. Educators and other
staff throughout the district will be more effective when they are provided the tools, time, and
support to meet the needs of Holyoke’s students while holding each other accountable for
continuing to improve outcomes. These foundational strategies are at the heart of successful
teaching and learning and must be the district’s urgent and immediate work.
Strategy A: Provide high-quality instruction and student-specific supports for all students.
? Assess instruction and support system and implement school-based improvements:
With support from the district, each school will assess how its current program meets
expectations for providing high-quality core instruction and tiered supports. Each
school’s operational plan will include focused action steps to improve the systems and
practices that support learning for all students, including providing focused professional
development. See also Priority Area 4 and Priority Area 5.
? Strengthen delivery of strong core instruction (Tier 1), and supplemental (Tier 2) and
intensive (Tier 3) interventions: The district will establish strong school-based systems
for delivering high-quality core instruction. Core instruction will be designed to engage
10
Gateway Ci ti es i n Massachusetts i ncl ude: Attl eboro, Barnstabl e, Brockton, Chel sea, Chi copee, Everett, Fal l Ri ver,
Fi tchburg, Haverhi l l , Hol yoke, Lawrence, Leomi nster, Lowel l , Lynn, Mal den, Methuen, New Bedford, Peabody,
Pi ttsfi el d, Qui ncy, Revere, Sal em, Spri ngfi el d, Taunton, Westfi el d, and Worcester.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
17
and meet the needs of the varied learners in every classroom and will ensure
opportunities for students to learn complex concepts and demonstrate learning in a
variety of ways. To ensure that the needs of ELLs and students with disabilities are
being met in core instruction (Tier 1), research and evidence-based practices will be
embedded into daily classroom instruction, including SEI strategies and strong
inclusionary practices. Using information from the schools’ assessments, the district will
develop strategies for strengthening access to and use of Tier 2 and Tier 3 interventions
that are comprehensive, responsive, flexibly-delivered, and implemented with fidelity.
This strategy is informed by Local Stakeholder Group recommendations IV (all
recommendations), V (5b, 5c), X (4c).
Strategy B: Collect, analyze, and share data to tailor educational and support strategies to
improve student learning.
? Implement effective data use practices: Holyoke educators and other staff will have
access to a wide variety of formative, benchmark and summative data that will allow
them to identify and address specific student needs. Content coaches will assist school
leadership to ensure that district expectations for effective data use for instruction,
collaboration, and monitoring interventions are implemented consistently across
schools. All schools will use or create common planning time to support instructional
planning and the identification and monitoring of both academic and non-academic
interventions. See also Priority Area 4.
? Upgrade the district’s assessment system: The district will review and upgrade its
assessment system to ensure that assessments are culturally appropriate and high-
quality.
? Implement supports and interventions: Based on the analysis of data, schools’
instructional and support teams will develop appropriate responses to ensure student
learning, such as regrouping students according to their needs or identifying specific Tier
2 or Tier 3 interventions. School staffing will be examined to determine if alternate
strategies are needed to strengthen the quality of core instruction in all classrooms. See
also Priority Area 3.
? Building-Based Support Teams (BBSTs): The district will evaluate and adapt Holyoke’s
approach to BBSTs to ensure they systematically identify students’ academic, social, and
emotional needs and identify appropriate strategies to meet those needs. See also
Priority Area 3.
This strategy is informed by Local Stakeholder Group recommendation V (5b).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
18
Strategy C: Develop and implement comprehensive strategies to address the needs of English
language learners throughout the district.
? Strengthen the program for ELLs in all grades: The district will ensure that its English
Language Education/English Language Development (ELE/ELD) program fosters rapid
English language acquisition and academic growth for ELLs. Each school will have clear
pathways for ELLs to gain higher levels of English proficiency throughout their academic
experiences.
? Revise curricula: The district will revise the current curricula to ensure they are aligned
with World-class Instructional Design and Assessment (WIDA) and the Massachusetts
Curriculum Frameworks. See also Priority Area 2.
? Analyze student data and tailor supports accordingly: The district will support teachers
in the analysis of Assessing Comprehension and Communication in English State-to-State
for English Language Learners (ACCESS) data and other relevant data, the development
of formative assessments, and the application of findings to instruction through specific
WIDA training.
? Implement Sheltered English Instruction (SEI) strategies: The district will address ELLs’
needs by implementing SEI strategies effectively. The district will ensure that all core
academic teachers and the administrators who supervise or evaluate them earn the SEI
Endorsement and will provide pathways for non-core educators to complete
professional development designed to help them meet the needs of ELLs. The district
will ensure that its existing cadre of coaches receives appropriate training so they can
support SEI, ESL, and general education teachers.
? Provide high-quality English as a Second Language (ESL) services: The district will
ensure that ESL teachers are adequately prepared to deliver instruction aligned with
WIDA Essential Actions in both English language development classes and during other
time dedicated to English language development.
? Assess effectiveness of Metcalf’s dual-language program: The district will assess the
effectiveness of the dual-language program at Metcalf to determine whether it is an
exemplary model of dual-language education. During school year 2015–2016, the
district will make a determination about the future parameters of the program.
? Investigate alternative ELL program options: Because of the high percentage of ELLs
(28.5 percent) and students whose first language is not English (47.7 percent), the
district will investigate alternative ELL program models that can build bilingualism and
biliteracy for its students. The district will explore possible models in school year 2015–
2016 to determine which it may implement beginning in school year 2016–2017.
Potential models may include a newcomers program, which would be designed to
strengthen the foundational skills of students new to the country and to Holyoke; and a
maintenance bilingual program, an additive educational model in which students would
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
19
develop high levels of language proficiency and literacy in English and Spanish while
developing their understanding of diverse cultures.
This strategy is informed by Local Stakeholder Group recommendations VII (1, 2a, 2d, 3, 4)
and VIII (1).
Strategy D: Develop and implement comprehensive strategies to address the needs of
students with disabilities throughout the district.
? Review the Special Education Program: The district will review its Special Education
Program and services in their entirety and provide comprehensive recommendations to
improve services and programming. The district will use this review to improve its
Special Education Program beginning in spring 2016.
? Provide comprehensive services matched with students’ needs: The district will ensure
that all special education placement options, including out-of-district placements, will
have clear and culturally competent entry and exit criteria, progress measurement
tracking and analysis procedures, guidelines for opportunities for increased student
access to inclusive settings, and appropriate physical spaces.
? Increase student opportunities to learn in inclusive settings: Students will have
increased opportunities to receive quality instructional time in inclusive settings.
? Increase time spent in direct service of students: The district will manage scheduling of
educators and service providers to increase their time spent in direct instruction and
support for students. This will also reduce the reliance on outside providers for speech
and language and occupational therapy services. The district will begin this process in
school year 2015–2016 by reviewing and optimizing current schedules for service
providers as part of the Special Education Program review.
This strategy is informed by Local Stakeholder Group recommendations II (1a) and VI (1, 2, 3a,
3b).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
20
Priority Area 1 implementation benchmarks
Strategy A: Provide high-quality instruction and student-specific supports for all students.
? By November 2015, each school will develop a process by which i t monitors student
progress toward end-of-year outcomes.
? By December 2015, using a framework provided by the district, each school will have
begun to develop a school operational plan outlining essential actions it will take during
school year 2015–2016 to increase its capacity to provide high-quality core instruction
and tiered supports.
Strategy B: Collect, analyze, and share data to tailor educational and support strategies to
improve student learning.
? By November 2015, schools will report to the Receiver their current schedules for using
or creating common planning time for grade/subject teachers (or creating alternate
opportunities for frequent collaboration) in school year 2015–2016.
? By May 2016, the district will complete an inventory of its assessments and will
determine which ones will continue to be used and which other assessments need to be
developed or procured.
Strategy C: Develop and implement comprehensive strategies to address the needs of English
language learners throughout the district.
? By the end of October 2015, the district will have a plan to ensure that core academic
teachers and the administrators who supervise or evaluate them will earn the SEI
endorsement by June 30, 2016. By June 30, 2016, the district will develop a plan for
non-core academic teachers to successfully complete an SEI course.
? By March 1, 2016, the district will have completed a review of current services for ELLs
and develop a plan to maximize availability of quality services for gaining higher levels of
English language proficiency throughout students’ academic program.
? By April 2016, the district will have completed its review of alternative ELL program
options, and will have identified a strategy and timeline for implementing any new
program models beginning in school year 2016–2017.
Strategy D: Develop and implement comprehensive strategies to address the needs of
students with disabilities throughout the district.
? By January 2016, the district will review its Special Education Program, identifying best
practices, inconsistencies, and gaps in services for students with disabilities in the
district.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
21
? By April 2016, the district will have analyzed the findings and recommendations in the
review and will have developed a plan for implementing the essential elements in
subsequent school years.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
22
Priority Area 2: Establish Focused Practices for Improving Instruction.
Challenges
Holyoke Public Schools’ programs and services are not meeting the needs of all students as
evidenced by the district’s low student achievement, with the majority of schools in the bottom
tenth percentile across the state. According to 2015 Massachusetts Comprehensive
Assessment System (MCAS) data, in ELA only 34 percent of Holyoke students scored Proficient
or Advanced and 31 percent scored Warning or Failing. In mathematics, only 27 percent of
students scored Proficient or Advanced and 42 percent were at the Warning or Failing levels. In
science, while 23 percent of students scored Proficient or Advanced, 39 percent scored Warning
or Failing. Core instructional programs are not consistently rigorous, research-based, and
aligned to state standards with a coherent progression from one grade to the next. As
indicated in the 2015 Holyoke District Review Report, the district’s K–12 curriculum is not
complete and the current curriculum does not fully meet the needs of ELLs and students with
disabilities.
11
During the 2014–2015 school year, Holyoke’s pre-kindergarten program had 221 students
enrolled. However, 445 students were enrolled in kindergarten, indicating that there may be
additional students who could benefit from pre-kindergarten in the district. Student learning
gaps measured by the Benchmark Assessment System (BAS) and described in the Holyoke
District Review Report include, “68 percent of kindergarteners were unable to accurately
identify a minimum of 13 letters and their sounds,” and “58 percent did not exhibit a minimum
of five early literacy behaviors that indicate reading readiness.” Additionally, in 2015, only 20
percent of grade 3 students were reading on grade level, as measured by the MCAS ELA
assessment of students performing at the Proficient or Advanced levels.
Holyoke students’ options at the secondary level do not provide sufficient preparation for
college or careers upon graduation. In fact, many students never complete their K–12
educational experience, as evidenced by 2014 data showing a four-year cohort graduation rate
for Holyoke High School (HHS) students of 68.4 percent and an annual drop-out rate of 5
percent. At Dean, the results were even lower with a four-year graduation rate of only 41.5
percent and a drop-out rate of 10.2 percent.
Across the district, instructional materials and technologies are not being fully used to enhance
students’ educational experiences. As noted in classroom observation data in the Holyoke
District Review Report, there was “limited use of technology in the classrooms and limited
11
See the Hol yoke Publ i c School s Di strict Revi ew Report, p. 27. Cl i ck F-J next to Di stri ct Revi ew Reports) and scrol l
to the Hol yoke 2015 Di stri ct Revi ew Report.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
23
availability of resources to meet students’ diverse learning needs.” As a result, all students are
not being prepared for success in careers, college, and a digital society.
Rationale
Students in the Holyoke Public Schools must be provided with a rigorous and engaging pre-
kindergarten through grade 12 educational experience in order to close current academic
achievement gaps. It is critical to begin this experience at an early age, as research shows the
positive impacts of high-quality pre-kindergarten and kindergarten. According to the Center for
Public Education, “Early childhood programs can alleviate learning gaps if children receive
strong instructional and emotional support from teachers.”
12
Additionally, as students progress
through the secondary grades, they require educational experiences that are responsive to the
unique needs of adolescents and build a solid foundation of knowledge and skills that will
prepare them for college and careers. Educational models tailored to students’ needs and high-
quality educational tools and materials will support this effort. To ensure that every student is
successful, Holyoke educators will recognize the unique needs and strengths of every student
and respond with appropriate instruction, support, guidance, resources, and tools to promote
success.
Strategy A: Design a districtwide early education and elementary program that builds a solid
foundation for students’ pre-kindergarten to grade 12 educational experiences.
? Expand pre-kindergarten access: The district will have pre-kindergarten available for
every four-year-old child in Holyoke by the end of the turnaround plan period.
Additionally, the district will use the Holyoke Early Learning Initiative (HELI) partnerships
and resources to support the expansion of pre-kindergarten and build on the successful
family engagement strategies that community-based programs have implemented.
? Align pre-kindergarten and kindergarten: All pre-kindergarten and kindergarten
programs will provide consistent, developmentally appropriate expectations,
environments, curriculum, and instructional practice. Students will engage in dynamic
learning opportunities that will foster growth both academical ly and socially.
? Redesign kindergarten: The district will redesign the kindergarten program so students
are engaged in rich and developmentally appropriate learning that successfully prepares
them for elementary grade level expectations. The curriculum will reflect integration of
literacy and language throughout the content areas with an emphasis on developing
inquiry skills. Professional development will be provided for kindergarten teachers and
staff to support the new curriculum and instructional strategies.
12
See Pre-ki ndergarten: What the Research Shows. The Center for Publ i c Educati on.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
24
? Create a foundational skills block in kindergarten through grade 3: Holyoke’s academic
program will provide all students in kindergarten through grade 3 with targeted time to
strengthen their foundational skills in core academic areas and academi c language
development. Through the process of developing its operational plan, each school will
propose how it will customize the block to meet students’ individual learning needs,
strengthening their literacy skills and reaching the goal of reading on grade level by
grade 3. See also Priority Area 5.
? Accelerate progress for students in grades 3–5: The district will work with its schools to
develop and implement interventions for students in grades 3–5 who have not reached
proficiency in one or more subjects. As part of its efforts to identify and support
students who are not on track for on-time graduation, the district will use multiple
sources of data to help schools identify these students and tailor interventions to meet
their needs.
This strategy is informed by Local Stakeholder Group recommendations III (3), VIII (2), and
VIII (6).
Strategy B: Design a secondary educational experience that prepares all students for success
in college and careers.
? Strengthen middle grades programming: To ensure that students enter high school
with the skills necessary for success, the district will create a rigorous academic
experience for students in the middle grades (6–8). The district will consider several
interventions to better support these students, including: providing course offerings
(such as algebra I, coding, and robotics); adding an advisory period; implementing
Individual Learning Plans (ILPs); adding enrichment activities tailored to students in the
middle grades; and strengthening partnerships between the K–8 schools and the high
schools. One area of focus will be to build targeted programming between grades 8 and
9 to enable a smooth transition to high school.
? Add middle grade options: The district will create at least one additional middle school
option that is specially designed to strengthen the middle school experience.
Configurations for consideration will include a grades 6-12 school and a magnet middle
school. The creation of these additional middle grade options may require redrawing
school assignment boundaries.
? Convene Secondary Education Redesign Working Group: The district will convene a
working group to provide the Receiver with recommendations about a redesigned high
school experience in Holyoke that will be operating beginning in fall 2016. The group
will provide recommendations that will lead to high-quality educational programming
with a focus on college and careers for all students and a continuity of services from
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
25
grades 6–12, with a specific focus on the transition from grade 8 to grade 9. The group
may also provide recommendations about topics such as: the creation of a 9
th
grade
academy; summer programming for at-risk students; models for guidance counselor and
graduation coach support; implementation of ILPs; career exploration activities for
grade 9 students; and high school orientation for all grade 9 students.
? Redesign high school: The district will redesign the high school experience for all
students by creating an innovative system with multiple academic and technical
pathways to college and careers. The district will take full advantage of the assets of
both HHS and Dean, as well as the resources of local institutions of higher education and
the regional workforce development network, to create this integrated and
comprehensive approach to college and career readiness.
? Ensure high-quality career/vocational/technical education (CVTE) options: The district
is committed to ensuring that Holyoke’s students have access to high-quality in-district
career/vocational/technical education. The district will review the CVTE programs
currently available to students, improve the quality of all programs that are
retained, and consider additional programs---including regional and partnership
options---aligned with labor-market demand and student interest.
? Develop Individual Learning Plans (ILPs) for all high school students: By the end of the
2015–2016 school year, all rising grade 9 students will enter high school with ILPs; this
practice will be expanded to students in additional grades during the 2016–2017 school
year.
? Coordinate professional development within and across high schools: Beginning in the
2015–2016 school year, the district will provide professional development that includes
teachers from both district high schools, using the Early Warning Indicator System
(EWIS) as a starting point for this collaboration.
? Convene Dean’s advisory committees: In school year 2015–2016, Dean will convene its
General Advisory Committee and all Program Advisory Committees to advise and assist
in the planning, implementation, and evaluation of each technical program.
This strategy is informed by Local Stakeholder Group recommendations IX (the whole group
of recommendations).
Strategy C: Create strong college and career pathways to close skills gaps and opportunity
gaps.
? Create rigorous pathways in grades 9–12: As a key element of the high school redesign
described above, the district will create a system of rigorous academic and technical
pathways in grades 9–12 that prepare all students for college and careers.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
26
? Align middle grades: The district will align its kindergarten through grade 8 curriculum
with the pathways for grades 9–12 so that students enter high school with the academic
preparation, career awareness, and social/emotional skills necessary for success.
? Conduct a labor-market analysis: In conjunction with workforce development partners,
the district will conduct a labor-market analysis to determine what knowledge and skills
Holyoke’s students will need to be competitive in the local labor market.
? Support informed pathway selection: The district will support students and families in
making informed decisions about pathway selection. The district will review its current
secondary counseling structures and consider holding additional outreach events, such
as parent nights, visits for grade 8 students to high school campuses, and shadowing
days so that students and families can select the best high school pathway for each
student.
? Expand early college programming: The district will collaborate with local higher
education institutions to develop expanded early college opportunities aligned to the
district’s pathways, and to expand existing early college programming in Holyoke.
This strategy is informed by Local Stakeholder Group recommendations III (7) and IX (3).
Strategy D: Build structures designed to support students who are not on track for on-time
graduation and reengage those who have left the system.
? Create vacation academies: Beginning in school year 2015–2016, the district will
develop and implement targeted academies during school vacation periods to provide
intensive support to struggling students. The district will select educators from both
within and outside Holyoke with track records of accelerating student growth to teach in
its academies. See also Priority Area 4 and Appendix A.
? Restructure credit-recovery programs: The district will examine its current credit-
recovery programs to ensure that they are structured in a way that meets students’
needs and encourages their participation. The district will also further develop these
programs to include a blend of computer-based and classroom-based instruction.
? Develop programs for over-aged, under-credited students: The district will provide
pathways for successfully educating students who are over-aged and under-credited for
their grade levels.
? Reengage students who have left the district and those at risk of leaving: The district
will make a concerted effort to reengage disconnected or at-risk youth, to bring them
back into the system, and provide them with academic and other necessary supports.
As part of this effort, the district will pursue options that include staff dedicated to
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
27
reengagement and development of a reengagement center. This effort will also include
students at risk of dropping out, such as those with high rates of absence.
? Identify and support students who are not on track for on-time graduation: The
district will analyze student data frequently for early warning signs of students who may
not be on track for on-time graduation in order to provide those students with
appropriate supports. See also Priority Area 1.
? Expand summer programs: The district will build on its existing summer programs to
develop a comprehensive, districtwide summer program targeted to students who need
accelerated improvement to prepare for the start of the school year.
? Align school day and out-of-school programs: The district will use the infrastructure of
the Holyoke Early Learning Initiative workgroups to align the academic work happening
during the school day with students’ out-of-school activities.
This strategy is informed by Local Stakeholder Group recommendations II (2a, 5a, 7) and IV
(1).
Strategy E: Ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
? Develop an engaging, standards-based, aligned curriculum: The district will engage in a
multi-year, multi-phase process to evaluate and strengthen as needed the current
curriculum in ELA/literacy, mathematics, science and technology/engineering, history
and social science, foreign language, the arts, physical education, and health/wellness.
? Support instructional planning: The district will support schools in the development of
collaborative teacher teams and site-based scheduling that promote frequent
professional collaboration to improve instructional practices. See also Priority Area 4.
? Use aligned, culturally relevant instructional materials and tools: Teachers will use
culturally relevant materials, resources, and texts aligned to the Massachusetts
Curriculum Frameworks so that all students are able to engage in meaningful learning
experiences that build on their strengths, background, and perspectives. Instructional
materials and resources will include those that provide tailored supports to ELLs and
students with disabilities to address their unique learning needs and close achievement
gaps.
? Provide curriculum and tools to improve students’ writing skills: The district will work
with schools to provide teachers with the tools they need to improve students’ writing
skills. During school year 2015–2016, the district will explore curriculum and scheduling
options to ensure that each school has structures in place to develop students as
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
28
proficient writers who meet or exceed expectations for opinion/argument, information,
and narrative writing as outlined in the Massachusetts curriculum standards.
? Increase access to instructional technology: The district will provide all students with
access to technology tools. Technology will be used to differentiate instruction and
provide targeted supports for students with disabilities, ELLs, and other students. See
also Priority Area 5.
This strategy is informed by Local Stakeholder Group recommendations III (4) and VII (3).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
29
Priority Area 2 implementation benchmarks
Strategy A: Design a districtwide early education and elementary program that builds a solid
foundation for students’ pre-kindergarten to grade 12 educational experiences.
? By December 31, 2015, the district will complete a review of its current kindergarten
curriculum, instructional practices, and master scheduling practices, along with an initial
exploration of best kindergarten practices in high-performing schools and districts in
Massachusetts. By March 31, 2016, the district will determine its direction for the
development of kindergarten programming and ensure that this work is appropriately
integrated into the school year 2016–2017 budget.
? By June 2016, the district will have reviewed current pre-kindergarten models and
developed a plan to expand access to a high-quality pre-kindergarten experience to
every four-year-old child in Holyoke by the end of the turnaround plan.
Strategy B: Design a secondary educational experience that prepares all students for success
in college and careers.
? By January 31, 2016, the district will convene both the General Advisory Committee and
each Program Advisory Committee at Dean to advise and assist in the planning,
implementation, and evaluation of each technical program. By March 31, 2016, the
district will submit its Annual Perkins Report about the district’s progress on all 8 core
indicators.
? By March 1, 2016, the district will create a plan for the implementation of
recommendations made by the Secondary Education Redesign Working Group;
implementation will begin in school year 2016–2017.
? By June 1, 2016, 100 percent of rising grade 9 students will be ready to enter high school
with ILPs.
Strategy C: Create strong college and career pathways to close skills gaps and opportunity
gaps.
? By December 31, 2015, the district will hold initial meetings with local higher education
institutions about the establishment of early college programming.
? By March 1, 2016, the district will develop a plan for potential pathways and options to
be launched in school year 2016–2017, including the creation new academic and/or
technical pathways for implementation in grades 9–12.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
30
Strategy D: Build structures designed to support students who are not on track for on-time
graduation and reengage those who have left the system.
? By April 2016, the district will develop a measure to determine whether students are on
track for on-time graduation.
? By April 30, 2016, the district will have implemented at least one vacation academy
during a school vacation period that provided intensive, customized academic support
to struggling students.
Strategy E: Ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
? By March 1, 2016, the district will conduct an audit of existing technological and other
educational tools and materials at both school and district levels, to determine where
additional investments may be needed to fill gaps; the audit will include a focused look
at tools and materials targeted for ELLs and students with disabilities. This audit will
inform the district’s technology plan for school year 2016–2017 and beyond.
? During school year 2015–2016, the district will explore curriculum and scheduling
options to ensure that by June 30, 2016, the district has structures in place to develop
students as proficient writers who meet or exceed expectations for opinion/argument,
information, and narrative writing as outlined in the Massachusetts curriculum
standards.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
31
Priority Area 3: Create a Climate and Culture that Support Students and Engage Families.
Challenges
HPS data demonstrate that there are significant improvements needed in Holyoke related to a
distinct absence of a culturally affirming climate of high expectations for all students. According
to the Holyoke District Review Report,
13
in observed classes high expectations for all students
were not seen consistently across the district. For instance, observers saw clear and consistent
evidence that students were engaged in challenging academic tasks in only 50 percent of the
elementary, in 55 percent of the middle, and in 31 percent of the high school classes. Across
the district, in only 34 percent of observed classes were teachers seen clearly and consistently
providing multiple opportunities for students to engage in higher-order thinking skills. In
addition, the district review team did not see positive learning environments consistently across
the grade levels.
Multiple years of behavior data also indicate the need for improvements in the district’s
culture. For instance, the 2013–2014 student out-of-school suspension rate, at 20.0 percent per
year, was more than 5 times higher than the state average of 3.9 percent; this continued an
out-of-school suspension rate trend dating back to 2003 where at least 1 in 5 students received
an out-of-school suspension each year. In addition, almost 29 percent of students were
chronically absent (defined as absent 10 percent or more of the days enrolled) during school
years 2013–2014 and 2014–2015. The district does not have a coordinated system to assess
and identify students’ social/emotional challenges and needs and to provide comprehensive
supports to address those needs.
Qualitative data synthesized from a series of parent focus groups in spring/summer 2015
suggest there is a deep level of family mistrust of Holyoke schools and the desire for much
more effective communication between schools and families. Finally, because of deferred
maintenance and other facility issues, the district’s school buildings vary widely in terms of
providing safe, healthy, and welcoming learning environments for Holyoke’s students.
Rationale
Research conducted nationally and among Level 4 and Wraparound Zone schools in
Massachusetts demonstrates that a key factor in effective turnaround is a school climate in
which students feel safe and supported, while they are being challenged and engaged. One
critical dimension to this work is recognizing the direct connection between social/emotional
13
See the Hol yoke Publ i c School s Di strict Revi ew Report , p. 30. Cl i ck F-J (next to Di stri ct Revi ew Reports) and scroll
to the Hol yoke Di stri ct Revi ew Report 2015.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
32
development, academic learning, and success in life.
14
Schools must take ownership for the
social/emotional competence of their students and implement strategies to teach and model
those skills, just as they would for traditional academic content areas. In addition, strategies
must be actively pursued to promote positive relationships among students, educators, staff,
and families. In order to support this new culture of high expectations for both academic and
social/emotional growth, HPS will restructure staff positions and create systems to identify
students’ assets and needs, connect them to appropriate in- and out-of-school supports, and
actively monitor those supports. In addition, it is critical that HPS staff engage with the diverse
student body and their families in a way that is culturally competent and positions families as
active partners in students’ educational experiences.
These areas of work are vital in any school context, but particularly with respect to addressing
the achievement gap and the out-of-school factors that exacerbate it. There is growing
evidence that attention paid to school climate, social/emotional aspects of learning, and
effective family engagement can mitigate the impact of socio-economic context on academic
success
15
and improve achievement and motivation to learn; attendance; parent engagement;
and health and behavioral outcomes.
Strategy A: Transform the district’s culture into one of high standards and positive regard for
all students and staff.
? Set high standards for students and staff: Holyoke Public Schools will establish a culture
of high standards for all students and staff at every school and districtwide. Beginning in
school year 2015–2016, the district will use key back-to-school events to start setting
this new culture of high expectations, including but not limited to: the August leadership
retreat, professional development days before the school year begins, and convocation.
? Promote attendance and engagement: Students and staff will come to school and work
each day ready to engage. The district’s high expectations include expectations around
attendance. The district will redefine its approach and strategies about attendance to
include consistent neighborhood-based outreach and targeted efforts to reengage
students who have become separated from school. The focus of the district’s outreach
and reengagement work will shift from the schools to the community, and the role of
the school-based outreach workers will be clarified to reflect this shift. Outreach
workers will no longer provide primary clerical support to the front office at schools.
14
Domi trovi ch, C., Dusenbury, L. & Hyson, M. (2013): Beyond Academic Competence – The Foundations of School
Success.http://www.nga.org/fi l es/l i ve/si tes/NGA/fi l es/pdf/2013/1303EduPol i cyForumNonCogni ti ve.pdf
15
Astor, R.A., Benbeni sty, R., & Estrada, J.N. (2009). School vi ol ence and theoreti cal l y atypi cal schools: The
pri nci pal’s central ity i n orchestrati ng safe school s. American Educational Research Journal, 46(2), 423–461.http://www.school cl i mate.org/cl i mate/documents/pol i cy/sc-bri ef-v3.pdf
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
33
? Use data to monitor climate and student support needs: Educators and other staff will
use formative and summative data to assess school climate, student supports , and other
factors affecting the conditions for learning in the schools and make improvements as
needed. See also Priority Area 1.
This strategy is informed by Local Stakeholder Group recommendations IV (4c) and V (1).
Strategy B: Build all students’ social/emotional skills in order to promote school engagement,
academic success, and college and career readiness.
? Develop and implement strategies in support of social/emotional learning (SEL): The
district will develop and implement strategies needed to promote students’ social/
emotional learning, using tools such as professional development around the impact of
trauma on learning. These tools and strategies will exist within a tiered system of
supports for students’ learning. See also Priority Area 1.
? Restructure district staffing in support of SEL: The Receiver will assign clear roles and
responsibilities for social/emotional learning throughout the district, both at central
office and at the school level; some assignments may result in new positions. Although
development of students’ social/emotional skills is the responsibility of all staff,
individuals assigned these roles and responsibilities will oversee the implementation of
SEL efforts and ensure that staff are receiving support and feedback.
? Enhance the district’s positive behavior management and disciplinary approach: The
district will review and revamp its current approach to disciplining students, including its
protocols, structures, and facilities (e.g., student support rooms, PBIS). The district will
clarify positive behavioral expectations and will assess existing alternatives to
suspension to determine whether they should be revised, expanded, or discontinued,
and provide training to support staff in these changes. The district will continue to
implement Restorative Circles at Holyoke High School while also exploring the use of
other restorative justice practices across the district.
Strategy C: Ensure that all HPS buildings provide environments that will foster rapid
improvement of academic achievement.
? Develop safe, healthy, and welcoming learning environments: The district will ensure
the creation of safe, healthy, and welcoming learning environments in all its schools and
in district buildings. HPS will establish a districtwide crisis team and ensure that each
school convenes a school-based crisis team. The district team will review and monitor
schools’ crisis plans and will work with public safety and law enforcement agencies as
appropriate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
34
? Create spaces that promote family and community partnership: In addition to the
students and staff who use the schools and district buildings every day, families and
other community stakeholders will be welcomed and encouraged to access and
participate in school and district activities. In school year 2015–2016, the district will
undertake strategies and improvements to provide welcoming and culturally affirming
spaces, such as training front office staff in customer service strategies; providing
interpretation services to facilitate conversation; and identifying space for fami lies and
other stakeholders to meet on site.
? Provide well-maintained facilities that support turnaround strategies: The district will
review and revise protocols and staffing as needed to ensure that all the district’s
buildings are safe places for learning and working. As part of its commitment to provide
well-maintained facilities, the district will create a long-term capital improvement and
facility plan. The district will work with organizations such as the Massachusetts School
Building Authority (MSBA) to plan for longer-range maintenance and other facilities
issues, including but not limited to potentially building a new school centrally located in
the city.
? Expand nutrition programs that support student learning: The district will continue and
expand its food programs that benefit students throughout the year, including breakfast
in the classroom, the USDA Fresh Fruit and Vegetable Program, after-school and
summer programs, nutrition support for homeless families, and the weekend (food)
backpack program. The district will expand its breakfast in the classroom program in a
phased process that will result in all students in pre-kindergarten through grade 8
receiving breakfast in the classroom in school year 2016-2017. The district will also
explore offering breakfast in the classroom for Holyoke’s high school students. District
staff will work to ensure that healthy and culturally relevant foods are a key component
of the district’s food programs.
This strategy is informed by Local Stakeholder Group recommendations II (1a, 1b, 6d) and V
(5b).
Strategy D: Develop structures and supports to identify and address students’ strengths and
needs.
? Assess and support student needs: The district will reformulate Building-Based Support
Teams (BBSTs), both the creation and supervision of these teams at the central office
and implementation at the schools, to ensure that students’ academic, mental health,
enrichment, and other needs are being accurately assessed and properly supported. See
also Priority Area 1.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
35
? Pilot redesigned Full Service Community School model: In school year 2015–2016, the
district will pilot a redesigned Full Service Community School model at 4 of its schools.
The purpose of this redesigned model will be to strengthen school climate and culture,
student support, SEL, and family and community engagement. This pilot will promote
reenvisioned roles for all staff in the participating buildings, including new leadership
responsibilities for some staff. Some structures that will be redesigned include systems
for universal assessment, collection and use of data to inform progress and determine
program effectiveness, and more strategic coordination of services, programs, and
partnerships.
? Provide central office supports for culture and climate: The district will review its
protocols and oversight around school and district culture and climate, and refine
existing structures, staffing, and programs as needed to build strong and supportive
cultures in each of the district’s schools.
This strategy is informed by Local Stakeholder Group recommendations II (1b, 2a, 6b).
Strategy E: Organize partner supports at schools and the central office to maximize partners’
efforts and align them to the district’s turnaround strategies.
? Provide central office support for partnership development: The Receiver will
designate clear ownership at the central office for organization and oversight of the
district’s work with partners that align with and support the turnaround plan strategies.
The district will conduct a school- and district-level analysis of what the most pertinent
needs are, identify partners to address those needs, and support the management of
those partnerships to ensure effectiveness.
? Collaborate with partners: The district will develop and sustain a coalition of HPS’
partners in order to ensure maximum communication, collaboration and effectiveness
across partners’ efforts. To do this, HPS will build on the existing structures that have
been established through the Holyoke Early Learning Initiative and may leverage that
infrastructure to support other school improvement priorities.
? Work with state agencies to provide additional supports: In addition to its work with
the Department of Elementary and Secondary Education, the district will collaborate
with other state agencies to reinvigorate existing partnerships and develop new ones
that can support Holyoke students’ learning. See also Statutory Components of the
Turnaround Plan.
This strategy is informed by Local Stakeholder Group recommendations II (5a) and III (3).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
36
Strategy F: Build relationships with families, repair trust in the school district, and encourage
and support families to be active partners in students’ learning.
? Set family engagement expectations for all HPS staff: In order to promote the rapid
improvement of academic achievement for its students, the district must effectively
engage with Holyoke’s families. The Receiver will work with staff to develop a clear
mission and purpose statement about family engagement that conveys the district’s
responsibility for building relationships with families and repairing trust in the school
district. HPS staff will go into the community to interact with families outside of district
buildings.
? Prioritize and support family engagement: HPS will designate clear central office
leadership for the organization of student and family engagement efforts and will
monitor the effectiveness of those efforts across the district and at each school. In
addition, the district will provide guidance to more cl early define and leverage the roles
of staff who interact with families frequently (e.g., counselors, family liaisons, outreach
workers) and will provide training and support to strengthen the effectiveness of those
interactions.
? Provide opportunities to expand staff cultural competence: The district will provide
opportunities for HPS staff to learn information and skills that may improve their
interactions with the district’s students and families, such as tours of local Holyoke
neighborhoods as part of new staff induction; learning opportunities about poverty or
Puerto Rican culture; and conversational Spanish courses offered in conjunction with
local institutions of higher education.
? Develop a Family Resource Center: The district will develop a Family Resource Center to
serve as a hub for information and services for families, both within and outside of the
district. The student enrollment process will be facilitated through the Family Resource
Center and as part of this integration, the district will review and revise the current
student assignment process as necessary.
? Create school-based structures for family input: The district will ensure that each
school has all organizations required by statute (e.g., School Site Council, ELL Parent
Advisory Committee) and will also consider other venues and structures in which
families can have a voice in the operations and strategic vision of the schools.
? Conduct home visits: Beginning in summer 2015, the district has piloted a home visit
program in order to talk with families about school year 2015-2016, discuss their
aspirations and concerns for their children, and provide families with an opportunity to
get to know school staff. This strategy is also a cultural competence-building activity for
school staff. HPS will broaden this practice and expectation across the district.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
37
? Use multiple strategies to engage with families: The district will employ multiple
strategies to communicate with families to share information and seek their input and
participation. The district will build on a variety of techniques piloted in spring and
summer 2015, including neighborhood-based conversations and information sessions,
social media, and other communication methods. The district will also make HPS
communications available in multiple languages to facilitate communication for all
families. Family volunteer opportunities will be offered, and the district will ensure that
schools create or continue events that support family members’ partnership in student
learning.
? Celebrate students’ heritage: The district will support schools to host events and
promote practices that celebrate students’ cultural heritage. These strategies will be
tailored to each school community and families will be key participants in their planning.
? Develop a Parent University: The district will develop a Parent University for Holyoke
families to provide learning opportunities such as how to access district resources,
language skills programs (e.g., ESL), and adult education courses (building on the work
of the Holyoke Adult Learning Center). The Parent University will better coordinate and
build on existing district offerings for families in English as a Second Language and GED
courses.
This strategy is informed by Local Stakeholder Group recommendations I (1), II (1a, 2b, 3b,
5b, 6c), and III (1).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
38
Priority Area 3 implementation benchmarks
Strategy A: Transform the district’s culture into one of high standards and positive regard for
all students and staff.
? By November 2015, the district will have identified student, staff, and parent surveys to
measure the instructional and social/emotional climate in each school. The district will
also articulate a process for collecting, analyzing and using those data to inform school
and districtwide improvement efforts.
? By January 2016, the district will review its current protocols, data collection, and
staffing related to student attendance in order to enhance its approach.
Strategy B: Build all students’ social/emotional skills in order to promote school engagement,
academic success, and college and career readiness.
? By June 2016, the district will identify tools and establish processes to monitor the
effectiveness of its strategies in support of students’ Social Emotional Learning (SEL).
? By February 2016, the district will review and assess the effectiveness of its current
approach to disciplining students, including protocols, structures, and facilities currently
used in those processes (e.g., positive behavioral expectations, student support rooms,
PBIS, alternatives to suspension); this review will serve as the basis for future decisions
about the district’s approach.
Strategy C: Ensure that all HPS buildings provide environments that will foster rapid
improvement of academic achievement.
? Based on climate data collected during school year 2015–2016 (see Strategy A), each
school will incorporate strategies to create a safer, healthier, and more welcoming
learning environment into the development of its school year 2016–2017 school
operational plan.
Strategy D: Develop structures and supports to identify and address students’ strengths and
needs.
? By April 2016, the district will review and analyze all its behavioral and support
programs to determine whether students’ needs are being met at all grade levels and
will make decisions about consolidation, reconfiguration, discontinuation, and/or
creation of programs as necessary.
? By April 2016, the Receiver will have reviewed the progress and results of the Full
Service Community School pilot and will decide which aspects to replicate in additional
schools.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
39
Strategy E: Organize partner supports at schools and the central office to maximize partners’
efforts and align them to the district’s turnaround strategies.
? By February 2016, the district will conduct a school - and district-level analysis of district
needs and existing partner-provided resources to determine where there are gaps and
redundancies.
? By July 2016, a coalition structure will be established to enable collaboration between
HPS, community partners, and other state and local agencies in support of turnaround
priorities.
Strategy F: Build relationships with families, repair trust in the school district, and encourage
and support families to be active partners in students’ learning.
? By January 2016, the district will designate clear central office leadership for the
organization of student and family engagement efforts in order to support and monitor
those efforts across the district and at each school.
? By May 2016, the district will develop a prospectus for creating a Family Resource
Center and will identify the necessary funding, space, and human capital to support it.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
40
Priority Area 4: Develop Leadership, Shared Responsibility and Professional Collaboration.
Challenges
Holyoke has not developed the leadership, shared responsibility among its staff, and
encouraged professional collaboration sufficiently to support strong academic outcomes for
students. For example, in the 2014 TELL Mass survey, 56 percent of Holyoke’s teachers who
responded disagreed or strongly disagreed with the statement “Teachers have time available to
collaborate with colleagues.”
16
On the same survey, when asked how much time they devoted
in an average week to common planning time, 44 percent of Holyoke’s teachers who responded
indicated that in an average week they devoted an hour or less per week, and another 26
percent of teachers reported that in an average week they devoted no time to common
planning time.
17
Forty-four percent of teachers disagreed or strongly disagreed that an
appropriate amount of time was provided for professional development.
18
Structures for teacher leadership have been inconsistent across the district, with an absence of
meaningful leadership roles; the few opportunities had limited participation in school year
2014–2015 because of scheduling before and after school, instead of during the school day. In
addition, schools are in different stages of developing leadership teams and the teams are not
high functioning. The district has not effectively used data to recognize excellence in teaching
and has not provided model classrooms where teachers can learn from the effective practice of
their peers. Staff voice and input have also been limited, with the central office doing most of
the planning and making most of the decisions.
Implementation of an educator evaluation system to promote the growth and development of
all educators, to place student learning at the center, to recognize excellence in teaching and
leading, to set a high bar for professional teaching status, and to shorten timelines for
improvement
19
has been a challenge for Holyoke. Effective implementation of the educator
evaluation system has been constrained by several factors, including the length of educator
improvement plans, the number of forms required for evaluation, and the limits on who could
serve as an evaluator. Holyoke was required to evaluate all educators in 2013–2014 but did not
submit evaluations for almost 20 percent of those educators. In addition, the evaluation system
did not include evaluation protocols and tools for all groups of staff (e.g., paraprofessionals and
nurses). Holyoke also has specific challenges in identifying measures of educator impact and
16
See TELL Mass 2014 survey of Hol yoke teachers. The Hol yoke Publ i c School s response rate on thi s survey was
62.61 percent.
17
Ibi d.
18
Ibi d.
19
See 603 CMR 35.00.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
41
implementing the Student Impact Ratings in accordance with the timeline outlined in the
Massachusetts regulations on Evaluation of Educators.
20
Rationale
Strong teaching and leadership are critical to the success of all components of this turnaround
plan. Working together, Holyoke educators will provide high-quality instruction and be
responsible for improving student learning, growth, and achievement. Holyoke’s human capital
systems must be able to identify, effectively evaluate, develop, support, and retain educators
and other staff who possess the commitment and demonstrated ability to work effectively with
Holyoke’s students; informal and formal leadership roles will enable the district to leverage
staff expertise. In order to attract and retain the highest quality staff, it will be essential to
revamp the compensation system to ensure that individual effectiveness, professional growth,
and student academic growth are key factors. Further, Holyoke will need educators who are
willing and interested in collaborating with each other and with administrators to bring about
positive change in instruction and results for students. The strategies outlined in this plan
require all HPS employees to work together to define and execute the district’s turnaround
efforts.
Strategy A: Ensure Holyoke’s educators and other staff have the knowledge and skills needed
to drive student learning, growth and achievement.
? Create district structures to support professional learning for all staff: The district will
create an Office of Professional Learning to provide timely, collaborative learning
experiences that strengthen teaching practice and build leadership capacity. Holyoke
will provide indicators of high-quality, district-based professional development (PD) and
will review district and school sponsored PD regularly.
? Provide high-quality professional learning for a thriving workforce: The district will
ensure that staff members have access to a range of professional learning opportunities
including: teacher-led school-based sessions aligned to school goals; peer observations
of model classrooms where teachers can learn from the effective practice of their peers;
job-embedded PD; and district-supported offerings. Through the process of developing
school operational plans, the Receiver will review schools’ proposals for PD. See also
Priority Area 1 and Priority Area 5.
? Add time for professional learning: Teachers will be afforded regular preparatory time
during the work week. Such preparatory time may include common planning and
professional development. Through the process of developing school operational plans,
each school will propose to the Receiver a school schedule that incorporates additional
20
See 603 CMR 35.00
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
42
time for professional learning for all staff, including professional development. The
district will ensure that beginning in school year 2016–2017, at least 10 professional
development days are scheduled for each school. Professional development may be
offered in full days or shorter time increments. See al so Priority Area 5 and Appendix A.
? Use data to drive PD: Holyoke will create a districtwide task force composed of staff
from various roles to analyze student learning and achievement data and assess current
PD offerings. After analyzing available data, this task force will make recommendations
to the Receiver for professional learning opportunities with the goal of improving
professional practice and student outcomes.
? “Holyoke University”: During school year 2015–2016 the district will begin to create a
“Holyoke University” to provide a menu of high-quality PD offerings for staff to select. A
school may also include “Holyoke University” offerings as a component of the school
operational plan that it proposes to the Receiver. Effective educators, as approved by
the Receiver, will take on leadership roles as presenters of PD. See also Priority Area 5.
? Cohort-based induction model: Holyoke will build on its existing induction program of
professional support for new teachers and administrators in accordance with the
Induction and Mentoring Regulations
21
and based on the ESE Guidelines for Induction
and Mentoring Programs.
22
The program will provide targeted PD to meet the needs of
beginning and incoming educators, and will be aligned to district priorities for s tudent
growth, learning, and achievement. Holyoke will also provide a mentoring program for
teachers in their first three years of teaching.
? Coaching for continuous improvement: The district will ensure that all staff benefit
from coaching to improve their performance. The district will work with administrators
to create a culture where coaching is understood as a normal and essential component
of continuous improvement, with clearly stated expectations as to scheduling and
related logistical matters to support coaching. See also Priority Area 1.
This strategy is informed by Local Stakeholder Group recommendations III (8) and IV (all
recommendations).
Strategy B: Create opportunities to use the expertise of staff throughout the system to take
on both informal and formal leadership roles in support of the turnaround.
? Create clearly defined educator leadership roles: The district will create school-based
and districtwide leadership opportunities, such as a teacher cabinet.
? Develop pathways to leadership and additional responsibility: Holyoke will develop
formal paths to school and central office administrator leadership positions for those
21
See 603 CMR 7.00.
22
See Gui del i nes for Inducti on and Mentori ng Programs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
43
educators who are interested in administrative leadership roles. Building on the
expertise of the educators in the district, Holyoke will create new leadership roles at the
school level based on individual school needs and will encourage staff to engage in this
work and to recommend districtwide roles to the Receiver.
? Ensure that schools have effective staff: To ensure that schools have the most effective
staff working in the most productive manner, principals will make staffing decisions
based on the best interests of the students in their schools, including having the
authority to select the best qualified staff from both internal and external candidates
without regard to seniority. The Receiver will make school leadership changes as
appropriate in order to bring focus and urgency to school redesign. See also Appendix A.
? Connect the work of teams to student outcomes: The district will redefine the role and
function of the school Instructional Leadership Teams (ILTs).
This strategy is informed by Local Stakeholder Group recommendation X (7).
Strategy C: Develop and/or enhance systems and structures at the district and school levels
to encourage and facilitate professional collaboration across and within schools.
? Create a culture of collaboration: Holyoke will create a culture of collaboration where
all staff members will be learners. Team structures will bring educators together in
grade level, content area, and/or vertical teams to examine data from common
assessments and refine instruction to improve student growth.
? Collaborate around effective practices: Educators who have demonstrated effective
practice that results in student growth and achievement will be asked to model their
effective practices by making their classrooms available for peer observations and
sharing samples of student work.
? Plan and conduct PD collaboratively: Educators will have additional opportunities for
common planning time and professional learning time. In school year 2015–2016, as
part of the process of developing the school operational plan, each school’s ILT will work
with the district’s teaching and learning team to propose to the Receiver a common
planning time schedule for school year 2016–2017. See also Priority Area 5 and
Appendix A.
? Fulfill professional obligations: Teachers and other professional staff will be expected to
devote the necessary time and effort to achieve and maintain hi gh-quality education,
including fulfilling their professional obligations around common planning and
professional learning time, as defined by the principal and approved by the Receiver.
See also Appendix A.
? Collaborate with industry: At Dean in school year 2015–2016, the district will establish
both schoolwide and program-specific advisory councils designed to foster professional
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
44
collaboration between Dean staff and industry professionals in support of the school’s
programs. See also Priority Area 2.
This strategy is informed by Local Stakeholder Group recommendation X (5c).
Strategy D: Evaluate district employees through a streamlined, fair, and transparent process
that provides staff with feedback for improvement and opportunities for professional growth
in both knowledge and skills.
? Support the growth and development of all educators: Educators shall be evaluated
according to the ESE model system for Educator Evaluation as adapted by the
Receiver.
23
All other staff will be regularly evaluated based on evaluation tools
developed or adapted by the Receiver. The district will create a supervision and
evaluation committee to advise the Receiver on effective implementation of the system.
See also Priority Area 5 and Appendix A.
? Shorten timelines for improvement: The HPS educator evaluation system and the HPS
evaluation processes for other staff will include a “Receiver’s Review.” The Receiver’s
Review will be a fair and expedited process to ensure that educators and other staff of
concern are identified and held accountable. During school year 2015–2016, the
Receiver will conduct a prompt review of educators on Directed Growth Plans, and
educators and other staff on Improvement Plans, and those employees otherwise
identified as having poor performance. Educators and other staff whose performance is
determined to be unsatisfactory after receiving feedback and an opportunity to improve
will be dismissed. Educators and other staff whose performance is determined to need
improvement will be placed on an appropriate plan. See also Appendix A.
? Dispute resolution: HPS will use a dispute resolution process that values employees’
input, allows for the fair, rapid, and effective resolution of employee concerns, and
ensures that the Receiver retains his authority over all components of the turnaround
plan. See also Appendix A.
? Focus on student growth and achievement: The district will develop and disseminate
best practices for supervision, feedback, and coaching that contribute to classroom and
student outcomes. Holyoke will investigate evaluation technology and data
management platforms that will assist the district in implementing evaluation protocols
and facilitating information-sharing between evaluators and staff.
? Recognize excellence in teaching and leading: Evaluation data will help inform the PD
provided to both new and experienced educators while also recognizing effective
educators and rewarding them with leadership opportunities. See also Appendix A.
23
See 603 CMR 35.00.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
45
? Revamp compensation approach: The district will revamp its approach to
compensation to ensure that individual effectiveness, professional growth, and student
academic growth are key factors in a professional compensation system and that
employees have opportunities for additional responsibility and leadership. See Appendix
A.
? Develop actionable feedback to strengthen evaluators’ practice: The district will
analyze summative evaluation data to identify areas for additional professional learning
for administrators in school year 2015–2016, including calibrating appraisal of effective
instruction, conducting observations and providing feedback, and using measures of
student learning, growth, and achievement.
This strategy is informed by Local Stakeholder Group recommendation X (2a).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
46
Priority Area 4 implementation benchmarks
Strategy A: Ensure Holyoke’s educators and other staff have the knowledge and skills needed
to drive student learning, growth, and achievement.
? By December 1, 2015, the district will develop a structure, clear responsibilities, and charge
for an Office of Professional Learning.
? The professional learning task force will convene by December 1, 2015, to begin the work of
developing PD offerings for school year 2016–2017.
? By January 31, 2016, the district will review its current induction and mentoring activities
for new teachers and administrators to determine effectiveness of support; by June 30,
2016, the district will improve its induction and mentoring activities in preparation for
school year 2016–2017.
Strategy B: Create opportunities to use the expertise of staff throughout the system to take
on both informal and formal leadership roles in support of the turnaround.
? By March 15, 2016, the professional learning task force will administer a survey to all staff
to assess the quality of professional learning opportunities and to determine staff’s
interests and needs for school year 2016–2017.
? By June 15, 2016, the district will assess the effectiveness of its use of the Teacher Advisory
Council to determine any modifications that may be needed to improve effectiveness for
school year 2016–2017.
Strategy C: Develop and/or enhance systems and structures at the district and school levels
to encourage and facilitate professional collaboration across and within schools.
? By November 1, 2015, the district will hold the first convening of school ILTs to begin to
evaluate their processes and structures and to share best practices.
? By May 1, 2016, through the process of developing operational plans, each school will
create a schedule for school year 2016–2017 that ensures opportunities for educators and
other staff to collaborate and to learn from each other.
Strategy D: Evaluate district employees through a streamlined, fair, and transparent process
that provides staff with feedback for improvement and opportunities for professional growth
in both knowledge and skills.
? By October 15, 2015, the district will begin to implement the Massachusetts Model
Educator Evaluation System, as adapted by the Receiver, consistent with Massachusetts
regulations on Evaluation of Educators.
24
24
See 603 CMR 35.00
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
47
? The district will begin collecting year one educator impact data from District Determined
Measures for some educators by June 1, 2016.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
48
Priority Area 5: Organize the District for Successful Turnaround.
Challenges
Systemic challenges in the organization of the district have prevented Holyoke schools from
delivering high-quality education for all students. A primary challenge relates to the district’s
approach of strong centralization for decision-making over key factors related to its schools.
Principals and school-based teams have little autonomy to make important decisions to meet
the needs of the individual students in their schools. Instead, most decisions about how to
implement the academic program---such as decisions about professional development---are
made centrally and schools are then required to follow those mandates.
This approach has led to low staff buy-in for crafting the direction for their schools. For
example, in the 2014 TELL Mass survey teachers were asked about the role they had in
determining the content of in-service PD programs at their schools; 82 percent of those who
responded indicated that they had either a small role (38 percent) or no role at all (44
percent).
25
Fifty-nine percent of teachers who responded disagreed or strongly disagreed with
the statement “Teachers have autonomy to make decisions about instructional delivery (i.e.,
pacing, materials, and pedagogy).”
26
Another key challenge is that the district currently has many systems that are confusing or
outdated; in some cases, the district does not have necessary systems in place. For example,
the district does not have technology platforms for managing data and communicating across
departments and schools. The district has been unable to use data to plan effectively because
current systems do not allow data to be compiled and reported easily. Critical district systems
are not integrated, adding to the difficulty in planning holistically across the district. For
example, the absence of coordination among human resources, curriculum, and budget
functions limits the ability of the district to work strategically in support of student learning.
Rationale
In order to maximize the rapid improvement of academic achievement of Holyoke’s students,
the Receiver will organize the district and its systems for successful turnaround. Research on
school and district turnaround efforts indicates that school -based autonomy can be critical for
success, because educators and families are best positioned to understand and meet students’
needs. Successful school and district turnaround efforts also have an explicit focus on building
the capacity of educators and school community members so that they are able to leverage the
25
See TELL Mass 2014 survey of Hol yoke teachers. The Hol yoke Publ i c School s response rate on thi s survey was
62.61 percent.
26
Ibi d.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
49
autonomy to lead to improved student outcomes. The Receiver will grant schools autonomy,
and the central office will support schools in developing their capacity to use the autonomies to
improve student achievement. Clear accountability frameworks will help the district ensure
that schools’ strategies lead to improvements.
In order to reach greater levels of achievement, Holyoke’s students need more instructional
time that is used effectively to deliver high-quality instruction and enrichment opportunities.
The district needs excellent teaching and leadership in every school, and high-performing staff
throughout the district. The Receiver and principals require the authority to make staffing
decisions based on the best interests of students. The Receiver must have the ability to resolve
employee disputes fairly and quickly while maintaining his authority over all components of the
turnaround plan. The Receiver must have the flexibility to reorganize the district staff, and
choose and retain principals and other administrative staff who are effective leaders, have the
appropriate skills, and bring focus and urgency in implementing the terms of the turnaround
plan.
As a high-need and low-income community, Holyoke must ensure that its use of all its resources
results in increased student learning. Holyoke’s current per-student expenditures exceed those
of a number of comparable districts. The district will curtail expenditures that do not directly
support the priorities identified in the turnaround plan, and reallocate funds and staff positions
for more productive uses.
Strategy A: Recruit, retain, and deploy employees strategically to lead and implement
the district’s turnaround strategies.
? Motivate high-performing staff to remain in Holyoke: The district will establish
incentives for the retention of high-performing staff, such as the development of
leadership structures and new opportunities for top performers. See also Priority
Area 4.
? Recruit talent to Holyoke: The district will use innovative strategies, including
but not limited to the use of proven recruitment partners and organizations, to
aggressively recruit and hire talented individuals to work in the Holyoke Public
Schools. The district will establish strong relationships with colleges and
universities, national partners, established teacher-development programs, and
other recruitment networks.
? Transform human resources: The district will transform its human resources
function into a modern service-oriented system, providing a resource for
prospective and current employees and helping the district fulfill its mission.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
50
? Build a diverse Holyoke workforce: HPS will expand its recruitment to further
diversify its workforce, including outreach to groups and organizations that can
assist with this goal.
? Develop internal talent: The district will develop internal talent for teaching and
leadership roles. For instance, the district will consult with local colleges and
universities to develop an urban teachers’ academy within Holyoke and to pilot a
program to develop a paraprofessional-to-teacher pipeline.
? Professional compensation system: During school year 2015–2016, the Receiver
will develop a new professional compensation system including a career path
that will compensate employees based on individual effectiveness, professional
growth, and student academic growth. See Appendix A.
? Evaluate staff: All staff will be regularly evaluated based on evaluation processes
developed or adapted by the Receiver. See also Priority Area 4 and Appendix A.
? Select and retain the most effective staff: In order to ensure that the most
effective staff are selected and retained, the Receiver and principals will have
authority to select the best qualified staff from both internal and external
candidates, without regard to seniority. The Receiver will establish selection
criteria for layoffs which will include the following, as appropriate: qualifications;
licensure; work history; multiple measures of student learning; operational
need; and the best interests of students. The Receiver will have the right to
reassign educators and other staff. See also Appendix A.
This strategy is informed by Local Stakeholder Group recommendations X (1, 2a 3a,
3b, 5a).
Strategy B: Empower schools to tailor turnaround strategies to their school communities and
to develop and share innovations across the district.
? Grant school-level autonomies: Schools in HPS will have the autonomy to tailor
programs to best respond to students’ needs. The Receiver will identify the specific
autonomies that may be granted to schools based on an assessment of their
performance and readiness to use the autonomies effectively. See also Strategy F.
? Develop school operational plans: In school year 2015–2016, each school will develop a
school operational plan for school year 2016–2017. In addition to the school’s
instructional models and tiered supports, each plan will also include information about
how the school will use any autonomies granted by the Receiver and how the school will
use extended learning time, such as PD and common planning time. The principal will
recommend the plan to the Receiver after consultation with the faculty and staff of the
school. The Receiver may require reasonable exceptions to these provisions and may
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
51
require changes in any plan to best serve the interests of students. The Receiver will
review and modify or approve all school plans. See also Strategy C.
? Share best practices among schools: The Receiver will share best practices among
schools in the district.
? Develop an accountability framework: In school year 2015–2016, the district will
develop an accountability framework that clearly identifies what is expected of schools,
how progress will be defined and measured, and how schools can maintain or expand
the autonomies available to them. The district will conduct periodic monitoring of each
school’s progress in meeting its desired outcomes and effectively implementing the
strategies identified in its operational plan. This moni toring enables the district to
identify schools that may need additional support.
Strategy C: Maximize the use of time to improve student achievement.
? Use school operational plans to optimize the use of time: For school year 2015–2016,
current daily school schedules will be continued except as approved or required by the
Receiver. The Receiver may approve any school’s strong plan for expanding learning
time for school year 2015–2016, including plans for extended time for Level 4 or Level 5
schools. Through the process of developing school operational plans for school year
2016–2017, each principal will engage in a planning process involving the faculty and
staff, parents, students, and members of the community to develop a school
operational plan that will include a proposed draft school schedule for school year
2016–2017 and a menu of strategies to more effectively use instructional time to
improve student achievement. These strategies may include, but are not limited to,
changes in the school day, school year, and/or school calendar. For example, the
expanded minimum hours may be accomplished by implementing staggered teacher
schedules and/or using support from outside partners to provide programs and services
to students. See also Strategy B and Appendix A.
? Add time for instruction and enrichment: Beginning with school year 2016–2017, each
elementary and middle school’s program shall be a minimum of 1330 hours per school
year. The increased minimum hours will include time for students to be engaged in
both high-quality instruction and enrichment activities. High school minimum hours will
be established as part of the secondary redesign being conducted in school year 2015–
2016. See also Priority Area 2.
? Establish the district calendar and consider alternate school calendars: The Receiver
will establish the school calendar each year. However, through the process of
developing school operational plans, the Receiver may approve an alternate school
calendar at the request of a principal if the Receiver and the principal determine that
the alternate calendar is in the best interests of students. For example, some principals
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
52
may find that moving to a modified, year-round calendar may best support students in
their schools as a proactive strategy to prevent summer learning loss. See also Strategy
B and Appendix A.
? Use out-of-school time for additional instruction and enrichment: The district and its
schools may develop creative strategies to provide students with opportunities for
additional instruction and enrichment outside of the regular school day. As described in
Priority Area 2, vacation academies will be used to provide struggling students with
focused, data-driven instruction during vacation periods. The district may also choose to
use time after school, on holidays, on Saturdays, and/or during the summer to provide
additional learning opportunities for students. See Appendix A.
? Support schools to use time effectively: The district will provide training and support to
schools in developing effective strategies to maximize use of time. The district may
engage partners with expertise in the use of expanded time to support principals and
their schools teams in the design and execution of their school -based plans. All school
plans for time use will be reviewed and modified or approved by the Receiver through
the process of developing school operational plans. See also Strategy B.
Strategy D: Design a central office that is structured to provide maximum support and
assistance to Holyoke’s schools.
? Redefine and redesign the central office: As school-based teams begin to develop the
needed capacity to fully use autonomies to meet the needs of their students and
improve student achievement, the Receiver will redefine the role and purpose of the
central office. Beginning in fall 2015, the district will review the current structure and
functioning of the central office to ensure that i t supports schools effectively. Existing
positions and programs may be consolidated as needed to ensure strong school
support. See also Strategies B and C and Priority Areas 3 and 4.
? Deploy central office staff to support school capacity to use autonomies: The central
office will support schools in developing their capacity to use autonomies to improve
student achievement. Central office supports will be adjusted over time based on
schools’ increasing capacity. See also Strategy B.
? Reallocate cost savings for school support: Through the review of central office, the
district will also identify potential cost savings that can be reallocated in direct support
of school-level work.
Strategy E: Organize district systems and structures to create efficiencies and streamline
support to schools.
? Refine student enrollment and assignment processes: The district will review and
refine as necessary current enrollment and school assignment patterns to ensure
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
53
equitable educational experiences for all students across grade levels in all
neighborhoods and wards. As part of this review, the district will examine current
enrollment boundaries and assignment patterns.
? Examine grade configurations and school distribution: The district will examine its
current grade configurations, such as the K-8 school model, to determine whether
current district structures are well-suited to educating students at all grade levels. See
also Priority Area 2.
? Analyze and revamp data management systems: The district will conduct an analysis of
current ways in which data are collected, reported, and used throughout the district. As
a result of this analysis, the district may identify the need to revamp existing data
systems or implement a new data management system that will connect and integrate
the district’s existing data systems. See also Priority Area 1.
? Audit technology infrastructure: The district will conduct an audit to determine what
new technology may be needed to gain efficiencies in existing district systems, such as
human resources, payroll, and office systems. The audit will include an examination of
how existing systems can be integrated to improve productivity and data-sharing across
the district.
? Create a districtwide technology strategy: The district will create a districtwide
technology strategy that supports the learning and teaching goals of the district. The
Receiver will convene stakeholders to provide input and recommendations for the
technology strategy. See also Priority Area 2.
Strategy F: Invest the district’s resources in strategies that will lead to improved student
achievement.
? Assess and reallocate district resources: HPS will evaluate the distribution of the
district’s funds and reallocate all available financial resources (district, state, federal and
other) as necessary to support turnaround priorities and schools.
? Grant school autonomy over use of funds: The Receiver may grant schools flexibility
around the overall use of funds designated for their schools. The flexibility may include
decisions about programming and compensation models. See also Strategy B.
? Support schools to use resources effectively: The district will support schools to use
resources effectively.
? Assess management systems: The district will review and streamline operational
systems to reduce costs and improve services districtwide.
Strategy G: Use the Receiver’s authorities to lay the foundation for successful turnaround.
? Use proven partners: To accelerate improvement, the district will contract and
collaborate with proven partners---including charter schools, turnaround operators, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
54
education management organizations---to support district and school improvement
efforts.
? Change policies and union contracts, including collective bargaining agreements:
Certain immediate changes to the district’s policies, union contracts (including collective
bargaining agreements), and working conditions are necessary to achieve the goals of
the turnaround plan. The Receiver must also have the ability to address issues as they
arise, including making additional changes to collective bargaining agreements to
maximize the rapid improvement of the academic performance of Holyoke students.
Appendix A contains changes that will take effect as of the date of the release of the
turnaround plan and must be incorporated into future collective bargaining agreements.
The Receiver and/or the Commissioner, at their discretion, will initiate discussions and
processes as appropriate pursuant to G.L. c. 69, § 1K.
? Change employment contracts: Certain changes to employment contracts between the
district and individual employees are necessary to achieve the goals of the turnaround
plan. The Receiver must have the flexibility to choose and retain principals and other
administrative staff who are effective leaders, have the appropriate skills, and bring
focus and urgency in implementing the terms of the turnaround plan. As a result, the
end date for all employment contracts for all current principals shall be changed to June
30, 2016. Likewise, the end date for all employment contracts with all other
administrators and other staff shall be changed to June 30, 2016. The changed end date
supersedes any contrary provisions in any individual employment contract between the
district and an individual employee. The Receiver may, at his discretion, extend any
employment contract or exercise the termination provisions of any contract.
? Provide flexibility for procurement policies and processes: To the extent permissible,
the district will provide schools with the ability to conduct their own procurements,
while ensuring the proper district-level financial controls and oversight.
? Change vendor contracts: To ensure that its resources support the priorities identified
in the turnaround plan, HPS will review its vendor contracts and will limit, suspend, or
change those contracts where appropriate.
? Dispute resolution: HPS will use a dispute resolution process that values employees’
input, allows for the fair, rapid, and effective resolution of employee concerns, and
ensures that the Receiver retains his authority over all components of the turnaround
plan. See also Appendix A.
Strategy H: Build the capacity of the school committee to sustain change at the conclusion of
receivership.
? Build school committee capacity: The Receiver will provide regular updates to the
school committee about the implementation of the turnaround plan. A PD plan will be
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
55
developed in coordination with the Massachusetts Association of School Committees
that will focus on preparing the committee to resume its duties when the district has
demonstrated sufficient gains and made the changes necessary to meet its goal of
exiting receivership.
? Reallocate resources: The Receiver will reallocate the committee’s staff as necessary to
support school initiatives.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
56
Priority Area 5 implementation benchmarks
Strategy A: Recruit, retain, and deploy employees strategically to lead and implement the
district’s turnaround strategies.
? By December 1, 2015, the district will develop a strategy to identify and contract with
proven partners to support struggling schools.
? By June 30, 2016, the district will develop a professional compensation system.
Strategy B: Empower schools to tailor turnaround strategies to their school communities and
to develop and share innovations across the district.
? By November 15, 2015, the district will identify the specific autonomies that may be
granted by the Receiver to schools through the process of developing school operational
plans.
? By November 15, 2015, the district will develop an accountability framework to evaluate
the readiness of schools to use different Receiver-granted autonomies.
Strategy C: Maximize the use of time to improve student achievement.
? By December 15, 2015, the district will develop the process, templates, and tools that
school-based teams will use to develop school operational plans.
? As part of the process of developing school operational plans, by April 1, 2016, each
Holyoke school will develop a draft school schedule for school year 2016–2017; the
Receiver will review and amend or approve these schedules.
? By April 30, 2016, at least one vacation academy will be planned and successfully
implemented during a school vacation period.
Strategy D: Design a central office that is structured to provide maximum support and
assistance to Holyoke’s schools.
? By February 1, 2016, the district will undergo a review of central office structure and
functions, with a goal of developing recommendations about how to structure the
central office to best support schools to improve student achievement.
Strategy E: Organize district systems and structures to create efficiencies and streamline
support to schools.
? By May 1, 2016, HPS will create a Technology Plan for the district to be implemented
beginning in school year 2016–2017.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
57
Strategy F: Invest the district’s resources in strategies that will lead to improved student
achievement.
? By February 1, 2016, the district will conduct a financial audit and analysis of the central
office’s structure to identify resources that can be redeployed to schools.
Strategy G: Use the Receiver’s authorities to lay the foundation for successful turnaround.
? By April 1, 2016, the district will review existing municipal procurement protocols and
determine any circumstances in which schools may conduct their own procurements. If
there are any circumstances in which schools may conduct their own procurements, the
district will provide pertinent guidance and technical assistance to schools by May 1,
2016.
Strategy H: Build the capacity of the school committee to sustain change at the conclusion of
receivership.
? By June 30, 2016, the district will work with the Massachusetts Association of School
Committees to create a PD plan for the school committee for the upcoming school
years.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
58
Statutory Components of the Turnaround Plan
This section serves to highlight how the turnaround plan addresses the specific student
subgroups and programmatic areas identified in G.L. c. 69, § 1K(c).
The secretaries of health and human services, public safety, labor, and workforce development
and other applicable state and local social service, health and child welfare officials will
coordinate with the Secretary of Education and the Commissioner about the implementation of
strategies related to items 1–3 below, subject to appropriation.
(1) Steps to address social service and health needs of students and their families in order to
help students arrive and remain at school ready to learn
The district has multiple partnerships with area health service organizations, universities, and
local and state agencies such as the Department of Public Health to provide direct health
services, prevention programs, and health information to students and their families. The
district will review its existing partnerships in order to coordinate health services , prevention,
and screening activities taking place throughout the district, at all grade levels.
The district currently works with outside providers to offer school -based psychotherapy in its
schools, matched with individual students’ needs. The distri ct will ensure that students receive
necessary mental health screenings and services and family counseling as appropriate. The
district will improve its coordination of outside health and mental health service providers with
district service providers to maximize student and family access. Providing health and mental
health services on-site is designed to reduce dismissals for outside appointments and increase
student attendance, and to provide increased access to necessary services.
The district will also refine its processes for referring students and families to social service
providers as necessary. For instance, the district will build on relationships with outside
agencies, including state agencies such as the Department of Children and Families (DCF) and
the partnerships developed through HELI, to assess and revise its current protocols for referring
students and families to community social service resources.
See also Priority Area 3.
(2) Steps to improve or expand child welfare services and, as appropriate, law enforcement
services in the community, to promote a safe and secure learning environment
The district’s focus on building a culture of high academic and behavioral expectations will be
central to its ability to foster safe and secure learning environments districtwide. Further
developing the district’s partnerships with child welfare and law enforcement organizations ---
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
59
and incorporating these partners throughout its work---will help to reinforce the culture the
district is working to create. The district recognizes that these partners must be involved in the
work at the early, culture-setting stages in order to identify law enforcement and safety
concerns.
The district has piloted the use of a restorative justice protocol at Holyoke High School. The
district is committed to analyzing the successes and challenges of the pilot to date to determine
whether this protocol has reduced problematic student behaviors. If the program is shown to
be effective, the district will determine how it may expand the pilot to additional schools, at
different grade levels. Some counselors from Holyoke’s K–8 schools have already participated in
an initial restorative justice training.
Educators and other staff will use data to assess school climate, student supports, and other
factors affecting the conditions for learning in the schools. Having readily accessible data that
can be aggregated and analyzed easily will enable the district to identify trends and address any
child welfare and safety issues in the early stages.
In addition, the district will partner with local law enforcement agencies as appropriate to
ensure that all HPS schools are safe places for students to learn and educators to work. In
school year 2015–2016, working with the Holyoke Police Department, the district will ensure
that there are trained officers in place at both high schools, during school hours and at school -
based events. The district will also build on its existing partnerships with the DCF, the
Department of Probation, and the Juvenile Court.
The district’s commitment to developing a Family Resource Center will also ensure that families
have access to information about these resources.
See also Priority Area 3.
(3) Steps to improve workforce development services provided to students in the district and
their families in order to provide students and families with meaningful employment skills
and opportunities
Since the district was placed into chronically underperforming (Level 5) status, many
stakeholders have come forward to support the work of the receivership and to discuss the
impact of the district’s turnaround efforts on Holyoke’s workforce and industry. Municipal
officials, community organizations, local businesses, regional organizations, and state agencies
all recognize the need for Holyoke’s students and families to be prepared to participate fully in
Holyoke’s economy as it grows.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
60
A key component of the district’s turnaround will be redesigning its approach to secondary
education, focusing on developing multiple academic and technical pathways to college and
careers. HPS will take full advantage of the assets of both HHS and Dean, as well as the
resources of local institutions of higher education and the regional workforce development
system, to create an integrated and comprehensive approach to college and career readiness.
In fall 2015, the district will convene a Secondary Education Redesign Working Group to make
recommendations for redesign options for implementation in school year 2016–2017.
Importantly, the district will begin providing students exposure to college and career
information and activities in middle school. Using the recommendations of the Secondary
Education Redesign Working Group, HPS will better support its students in the mi ddle grades;
the group may provide recommendations about topics such as: the creation of a grade 9
academy, summer programming for at-risk students, models for counselor and graduation
coach support, implementation of ILPs, career exploration activities for grade 9 students, and
high school orientation for all grade 9 students.
In school year 2015–2016, the district will reinvigorate the advisory committees at Dean, which
bring outside professional expertise to interact with both staff and students at the school. The
schoolwide advisory committee will be reconstituted, and program-specific advisory
committees will be created. Input and guidance received from industry experts will be used to
ensure that Dean’s programs are effectively preparing students for careers after graduation.
The district is committed to providing additional opportunities for Holyoke High School students
to learn more about a variety of career paths and opportunities. The district also will provide
additional college information and exposure to students at both of Holyoke’s high schools. This
may include field trips to area colleges and universities, information fairs on–site in the district,
and seminars about application and financial aid processes.
See also Priority Area 2.
The district also plans to create a Parent University, offering courses and seminars that will help
Holyoke’s families develop their workforce skills. Offerings may include skill -building topics such
as English as a Second Language, or job search opportunities such as building interview skills.
The district will review its existing partnerships with local workforce development organizations
to determine where referrals and event opportunities can be expanded (e.g., career fairs, job
posting access). The district’s planned Family Resource Center will be an importance resource
for connecting families with workforce development opportunities and referrals as well.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
61
See also Priority Area 3.
(4) Steps to address achievement gaps for limited English-proficient, special education and
low-income students
The district will continue to build on its work with local and state partner agencies to ensure
students’ needs are being met so they are able to focus on school. For instance, the district will
build on its existing partnerships with the Executive Office of Housing and Economic
Development and the Department of Housing and Community Development to provide housing
information to families at Holyoke’s full service community schools. The district will continue to
grow its food service programs that assist students in need, such as its breakfast in the
classroom and summer meals programs and its weekend backpack program for food
distribution.
See also Priority Area 3.
While the district strives for high-quality instruction in every classroom, for every student, it is
particularly important that English language learners (ELLs) and students with disabilities have
teachers who are skilled in meeting their diverse needs. The district will provide professional
learning opportunities to strengthen educators’ ability to provide high-quality instruction and
student-specific supports, and will work with ESE to ensure that core content educators are
trained and receive their endorsements in Sheltered English Instruction (SEI).
The district will strengthen the academic program for ELLs in all grades, ensuring that its
program fosters rapid English language acquisition and academic growth. Pathways to support
building higher levels of English proficiency in each school will minimize the possibility of long-
term ELLs remaining in the program more than six years throughout the students’ time in
school. The district will also review its curricula, assessments, and instructional strategies to
ensure they are fully effective for ELLs. The district is committed to ensuring all its educators
are prepared to teach ELLs, including through SEI endorsement course offerings, and will
monitor instruction to ensure that these strategies are being implemented correctly.
In order to identify best practices, inconsistencies, and gaps related to the provision of special
education services to students with IEPs, the district will conduct a review of the policies,
procedures, and practices currently in place for its special education program; this review will
result in recommendations for action steps to address any gaps or challenge areas. Students
will have increased opportunities to receive quality instructional time in inclusive settings. The
district will also increase educators’ and direct service providers’ time spent in direct service of
students.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
62
See also Priority Area 1.
(5) Alternative English language learning programs for English language learners
The district already has a dual-language program at Metcalf School; in school year 2015–2016,
that pilot will continue, expanding the dual-language offering to include kindergarten and grade
1. The district will assess the effectiveness of the dual -language program at Metcalf to
determine whether it is an exemplary model of dual-language education. During school year
2015–2016, the district will make a determination about the future parameters of the program.
During school year 2015–2016, the district will investigate alternate ELL program models that
can build bilingualism and bi-literacy for its students. The district will explore possible models in
school year 2015–2016 to determine which of these models it may implement beginning in
school year 2016–2017. Potential models may include a newcomers program and a
maintenance bilingual program. During school year 2015–2016, the district will assess its
internal data about its newcomer students to determine whether different and/or augmented
services are needed and develop a plan to further support these students in school year 2016–
2017 and beyond.
See also Priority Area 1.
(6) A budget for the district including any additional funds to be provided by the
Commonwealth, federal government, or other sources
The Fiscal Year 2016 budget was adopted by the Holyoke City Council in June 2015.
See also Appendix C.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
63
Appendix A: Required Contract and Policy Changes
SECTION 1: REQUIRED TERMS FOR COLLECTIVE BARGAINING AGREEMENTS
Pursuant to G.L. c. 69, §1K, the Commissioner and the Receiver must create a turnaround plan
intended to maximize the rapid improvement of the academic achievement of students in the
district. The Commissioner and the Receiver will take all appropriate steps necessary to support
the goals of the turnaround plan. Among other things, the Commissioner and the Receiver may
expand, alter or replace the curriculum and program offerings of the district, or a school in the
district; reallocate the uses of the existing budget of the district; provide funds to increase the
salary of an administrator or teacher working in an underperforming or chronically
underperforming school in order to attract or retain highly qualified administrators or teachers,
or to reward administrators or teachers who work in chronically underperforming districts that
have achieved the annual goals in the turnaround plan; expand the school day or school year or
both of schools in the district; limit, suspend or change one or more provisions of any contract
or collective bargaining agreement in the district; add pre-kindergarten and full-day
kindergarten, if the district does not already have the classes; limit, suspend, or change one or
more school district policies or practices, as such policies or practices related to the
underperforming schools in the district; provide job-embedded professional development for
teachers in the district; provide for increased opportunities for teacher planning time and
collaboration focused on improving student instruction; establish a plan for professional
development for administrators in the district; and establish steps to assure a continuum of
high-expertise teachers by aligning the following processes with the common core of
professional knowledge and skill: hiring, induction, teacher evaluation, professional
development, teacher advancement, school culture, and organizational structure.
Currently, the district’s eight (8) collective bargai ning agreements have expired. The terms
outlined below are necessary to the successful implementation of the turnaround plan and
reflect mandatory changes to the district’s policies, agreements, working rules, and any
practices or policies pursuant to the expired collective bargaining agreements. These terms will
take effect as of the date of the release of the turnaround plan and must be included in any
future collective bargaining agreements. The Receiver will provide a summary of these changes
to each union leader by approximately October 30, 2015. The Receiver reserves the right to
make additional changes to collective bargaining agreements as needed. Nothing contained in
the turnaround plan or the collective bargaining agreements shall be construed to l imit the
rights of the Receiver and/or the Commissioner as they are provided for under G.L. c. 69, §1K.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
64
These terms shall supersede any contrary provisions of the district’s collective bargaining
agreements or any pre-existing district or school committee practices or policies, except that
the provisions in the Morgan Turnaround Plan (including its Appendix A) will remain in effect.
The terms reflect mandatory changes to the district’s policies, agreements, work rules and any
practices or policies, and are implemented pursuant to G.L. c. 69, § 1K. Provisions of collective
bargaining agreements that are inconsistent with or do not otherwise support the goals of the
turnaround plan are suspended.
I. Receiver
Pursuant to G.L. c. 69, § 1K, the Receiver for the Holyoke Public Schools is vested with all the
powers of the superintendent and the school committee. Wherever a reference in a collective
bargaining agreement is made to the “school committee” or the “superintendent,” it will be
interpreted to mean the “Receiver.”
II. Management Rights
Nothing contained in the collective bargaining agreements shall be construed to limit the rights
of the Receiver and/or the Commissioner as provided in G.L. c. 69, § 1K.
III. School-Based Decision-Making
The Receiver will determine what autonomies he will provide to individual district schools.
Through a school-based decision-making process, schools will create annual school operational
plans addressing those autonomies that have been granted to the school, subject to the
Receiver’s approval.
IV. Professional Compensation System
During the 2015-2016 school year, the Receiver will develop a new professional compensation
system, which will be implemented after consultation with the union, and which will contain a
career path which will compensate employees based on individual effectiveness, professional
growth, and student academic growth, and which may allow for school -based variations.
Teachers, from within and outside of the Holyoke Public Schools, may also be eligible to serve in
the vacation academies. Teachers serving in the vacation academies will be paid a stipend
which will be subject to taxes and/or withholdings, will not be added to the base salary, and will
not be counted toward salary for retirement calculation purposes.
The Receiver may review and adjust the salary of an individual employee in order to attract or
retain a highly-qualified employee, or when he otherwise determines that such an adjustment
is in the best interest of the district.V. Teaching & Learning Time
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
65
Professional Obligations
Teachers and other professional staff shall devote whatever time is required to achieve and
maintain high-quality education in the Holyoke Public Schools. For exampl e, unless formally
excused, teachers and other professional staff shall participate in all regular school functions
during or outside of the normal school day, including faculty meetings, parent conferences,
department meetings, curriculum meetings, graduations, and other similar activities. Teachers
will also be afforded regular preparatory time during their work week. Such preparatory time
may include common planning periods and professional development.
School Schedules
For the 2015–2016 school year, current daily school schedules will be continued except as
approved or required by the Receiver. The Receiver may approve any school’s strong plan for
expanding learning time for the school year 2015–2016, including plans for extended time for
Level 4 or Level 5 schools.
Beginning with the 2016–2017 school year, each elementary and middle school’s program of
instruction for students shall be a minimum of 1330 hours per school year.
During the 2015–2016 school year, each principal will engage in a planning process involving
the faculty and staff, parents, students and members of the community to develop a new
school schedule for the 2016–2017 school year based on student needs and school and
community assets. Each plan will address how learning time wil l support (1) high academic
success, especially through personalized support and learning; (2) a well -rounded education
that will provide a broad and rich school day including English language arts, mathematics,
science, social studies, art, music, drama, technology, sports, and social/emotional learning;
and (3) expanded time for teachers to collaborate, use student data, and develop their practice.
Plans should be creative with regard to the use of instructional technologies, staggered teacher
schedules, vacation academies, summer learning and enrichment programs, and outside
partners. Each plan must address opportunities to incorporate community partners and
resources and must include an appropriate and sustainable arrangement about teacher and
staff responsibilities, hours, and compensation. Each plan must include a minimum of 10 days
of professional development, which may be offered in full days or shorter time increments,
totaling at least 10 days.
The principal will recommend the plan to the Receiver after consultation with the faculty and
staff of the school. The Receiver may require any reasonable exceptions to these provisions and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
66
may require changes in any plan to best serve the interests of the students. Plans will be
approved at the Receiver’s discretion.
School Calendar
The Receiver will establish the school calendar each year. The Receiver may approve an
alternate calendar at the request of a school principal, if the principal and Receiver determine
that the alternate calendar is in the best interests of the students in the school.
VI. Evaluation
Educator Evaluation System
Educators and administrators shall be evaluated according to the Massachusetts Department of
Elementary and Secondary Education model system as adapted by the Receiver.
The Receiver will develop and implement evaluation processes for all other district personnel.
The HPS educator evaluation system and the HPS evaluation tools for other staff will include a
“Receiver’s Review.” The Receiver’s Review will be a fair and expedited process to ensure that
teachers, administrators, and other staff of concern are identified and held accountable.
During school year 2015–2016, the Receiver will conduct a prompt review of educators on
Directed Growth Plans, and educators and other staff on Improvement Plans, and those
employees otherwise identified as having poor performance. Teachers, administrators, and
other staff whose performance is determined to be unsatisfactory after receiving feedback and
an opportunity to improve will be dismissed. Teachers, administrators, and other staff whose
performance is determined to needs improvement, will be placed on an appropriate plan.
VII. Staffing
In filling positions, principals have the authority to select the best qualified staff from both
internal and external candidates without regard to seniority. The Receiver may adopt any
procedure(s) that he determines appropriate in filling vacancies.
The Receiver has the right to lay off teachers and other staff because of reductions in force or
reorganizations resulting from declining enrollment or other budgetary or operational reasons.
The Receiver will establish the selection criteria for layoffs of teachers and other staff. Such
selection criteria may include, but are not limited to qualifications, licensure, work history,
multiple measures of student learning, operational need, and the best interests of the students.
Where all other factors are equal, seniority may be used as the deciding factor. The Receiver
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
67
may adopt any procedure(s) that he determines appropriate in the event of a reduction in
force.
The Receiver has the right to reassign educators and other staff, including those who have been
displaced from their positions. After discussion with the affected educator or staff member, the
educator or staff member may be assigned to any open position for which he or she is qualified.
If the educator or staff member is not assigned to a mutually agreeable position, the Receiver
will assign the educator or staff member to a position for which he/she is qualified. Such an
assignment may include instructional support, substitute teaching, or administrative tasks. If no
mutually agreeable position is available, the Receiver may lay off the educator or other staff.
The Receiver may adopt any procedure(s) that he deems appropriate in the
assignment/reassignment of educators or other staff.
The Receiver may formulate job descriptions, duties, and responsibilities for any and all
positions in the district.
All HPS staff are expected to be involved in a variety of educational and administrative activities
that are necessary to fulfill the mission of the district.
The Receiver may outsource work in whole or in part, may transfer bargaining unit work, and
may hire and employ part-time employees.
The Receiver may create nontraditional administrative positions in order to operate the district
efficiently. Such positions will not be covered by any district collective bargaining agreement.
The Receiver may change work schedules for all bargaining units to mirror the time that schools
are in session and offices are open.
VIII. Dismissal
In schools declared underperforming or chronically underperforming, teachers with
professional teacher status and all represented district staff that have completed their
probationary period may be dismissed for good cause.
IX. Grievance and Arbitration
Dispute Resolution:
Any dispute over the application, meaning, or interpretation of an action taken by the
Receiver/HPS in formulating, implementing, or administering any component of the turnaround
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
68
plan shall be subject to the following dispute resolution procedure, which shall be the exclusive
process available for resolving the dispute.
27
Accordingly, the provisions of the grievance and
arbitration articles of all the collective bargaining agreements are suspended and/or modified
relative to such disputes.
Step 1
? The employee may bring a concern to the principal/head of department in writing
within five (5) calendar days of the occurrence of the event giving rise to the concern.
The employee should specifically state the desired resolution.
? The employee may be represented by a union representative at any stage of the dispute
resolution process.
? Within 5 calendar days of the receipt of the concern, the principal/head of department
should meet with the employee to discuss the concern.
? Within 5 calendar days of the meeting, the principal/head of department should issue a
decision in writing to the employee.
Step 2
? If the employee is not satisfied with the resolution issued by the principal/head of
department, s/he may bring the concern to a senior HPS executive, designated by the
Receiver, in writing within 5 calendar days of receiving the principal’s/head of
department’s decision.
? Within 5 calendar days of the receipt of the concern, the HPS executive should meet
with the employee to discuss the concern.
? Within 5 calendar days of the meeting, the senior executive should issue a decision in
writing to the employee.
Step 3
? If the employee is not satisfied with the resolution issued by the senior HPS executive,
s/he may bring the concern to the Receiver (or his designee, if applicable) in writing
within 10 calendar days of receiving the previous decision.
? Within 10 calendar days of the receipt of the concern, the Receiver or his designee
should meet with the employee to discuss the concern.
? Within 10 calendar days of the meeting, the Receiver should issue a decision in writing
to the employee, which shall be final and binding.
27
Thi s di spute resol uti on process does not appl y to di sputes rel ati ng to the di smi ssal of a teacher wi th professi onal
teacher status. Those di sputes wi l l be governed by the arbi trati on process set out i n G.L. c. 69, § 1K(d), or G.L. c.
71 § 24, as appropri ate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
69
General Provisions
? Failure of the employee to advance the grievance to the next level within the time
period shall be deemed to be acceptance of the prior grievance response.
? The Receiver may suspend the time periods in writing with the union.
During the 2015–2016 school year, the Receiver will develop a dispute resolution process that
will be applicable to disputes other than disputes over the application, meaning, or
interpretation of an action taken by the Receiver/HPS in formulating, implementing, or
administering any component of the turnaround plan. Before the implementation of the
dispute resolution process, the current grievance and arbitration system will remain in place for
such other disputes.
X. Handling New Issues
Any changes which the Receiver deems necessary to maximize the rapid improvement of the
academic performance of Holyoke students may be implemented after a ten-day period of
consultation with the appropriate union. These changes may be implemented at the Receiver’s
discretion, consistent with G.L. c. 69, s. 1K.
XI. Existing District Practices
The Receiver may implement changes pursuant to the turnaround plan notwithstanding any
existing district policy, “past practice,” side letters, or extra-contractual agreements. To the
extent that a collective bargaining agreement codifies and/or incorporates existing policies or
practices, such provisions are suspended.
SECTION 2: REQUIRED CHANGES TO EMPLOYMENT CONTRACTS
Certain changes to employment contracts between the district and individual employees are
necessary to achieve the goals of the turnaround plan. The Receiver must have the flexibility to
choose and retain principals and other administrative staff who are effective leaders, have the
appropriate skills, and bring focus and urgency in implementing the terms of the turnaround
plan. Consequently, the end date for all employment contracts for all current principals is
changed to June 30, 2016. Likewise, the end date for all employment contracts with all other
administrators and any staff members with individual contracts is changed to June 30, 2016.
The Receiver may, at his discretion, extend any such employment contract or exercise the
termination provisions of any contract. The changed end date supersedes any contrary
provisions in any individual employment contract between the district and an individual
employee.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
70
SECTION 3: REQUIRED CHANGES TO OTHER CONTRACTS
The district must ensure that its use of all its resources results in increased student learning.
The district will curtail expenditures that do not directly support the priorities identified in the
turnaround plan, and reallocate funds and staff positions for more productive uses. For
example, to the extent permissible, the district will provide schools with the ability to conduct
their own procurements, while ensuring the proper district-level financial controls and
oversight. Likewise, to ensure that its resources support the priorities identified in the
turnaround plan, HPS will review its vendor contracts and will limit, suspend, or change those
contracts where appropriate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
71
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(1) Student attendance,
dismissal rates, and
exclusion rates
Attendance rate (Increase) 92 92 93 94
Percentage of students chronically absent (10%
or more) (Decrease)
29 26 24 22
Out-of-school suspension rate (Decrease) 13 11 10 9
In-school suspension rate (Decrease) 6 5 5 4
Percentage of students suspended more than
10 days (Decrease)
2 1 1 1
Cumulative; replaces
Exclusion rate
Dismissal rate (Decrease) * N/A TBD TBD TBD
New measure; previous
district data not available
(2) Student safety and
discipline
Interpersonal incidents (Decrease) ** 616 565 513 462
Weapons incidents (Decrease) 24 22 20 18
Incidents of substance possession/use/intent to
sell (Decrease)
71 65 59 53
Incidents of theft/vandalism (Decrease) 99 91 83 74
(3) Student promotion
and dropout rates
Grade 9 retention rate (Decrease) 16 14 13 12
Dropout rate – Aggregate (Decrease) 6 6 5 5
Dropout rate – High Needs students (Decrease) 7 7 6 5
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
72
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(3b) Graduation rates Four-year cohort graduation rate - High Needs
students (Increase)
56 59 63 67
Four-year cohort graduation rate - Aggregate
(Increase)
60 64 67 70
Five-year cohort graduation rate - High Needs
students (Increase)
56 59 63 67
Five-Year cohort graduation rate - Aggregate
(Increase)
58 62 65 69
(4) Student achievement
on the Massachusetts
Comprehensive
Assessment System;
(5) Progress in areas of
academic
underperformance;
(6) Progress among
subgroups of students,
including students from
low-income families as
defined by Chapter 70,
English language
learners (ELLs) and
students with
disabilities;
(7) Reduction of
achievement gaps
among different groups
of students
ELA CPI - Aggregate (Increase) *** 65 68 71 74
ELA CPI - High Needs students (Increase) 61 64 67 71
ELA CPI - English language learners (Increase) 51 55 59 63
ELA CPI - Students with disabilities (Increase) 48 52 56 61
Math CPI - Aggregate (Increase) 57 61 65 68
Math CPI - High Needs students (Increase) 54 57 61 65
Math CPI - English language learners (Increase) 45 49 54 59
Math CPI - Students with disabilities (Increase) 42 47 52 57
Science CPI - Aggregate (Increase) 58 61 65 68
Science CPI - High Needs students (Increase) 53 57 61 65
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
73
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
ELA MCAS W/F percentage - Aggregate
(Decrease)
27 25 23 20
ELA MCAS W/F percentage - High Needs
students (Decrease)
31 28 26 23
ELA MCAS W/F percentage - English language
learners (Decrease)
41 38 35 31
ELA MCAS W/F percentage - Students with
disabilities (Decrease)
51 46 42 38
Math MCAS W/F percentage - Aggregate
(Decrease)
38 35 31 28
Math MCAS W/F percentage - High Needs
students (Decrease)
42 39 35 32
Math MCAS W/F percentage - English language
learners (Decrease)
53 48 44 40
Math MCAS W/F percentage - Students with
disabilities (Decrease)
62 57 51 46
Science MCAS W/F percentage - Aggregate
(Decrease)
35 32 29 26
Science MCAS W/F percentage - High Needs
students (Decrease)
40 37 34 30
ELA MCAS Advanced percentage - Aggregate
(Increase)
5 5 6 7
ELA MCAS Advanced percentage - High Needs
students (Increase)
2 2 3 3
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
74
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
Math MCAS Advanced percentage - Aggregate
(Increase)
8 9 10 12
Math MCAS Advanced percentage - High
Needs students (Increase)
5 5 6 7
Science MCAS Advanced percentage -
Aggregate (Increase)
3 4 4 5
Science MCAS Advanced percentage - High
Needs students (Increase)
1 2 2 2
ELA Median Student Growth Percentile (SGP) -
Aggregate (Increase)
43 51 51 51
ELA Median SGP - High Needs students
(Increase)
41 51 51 51
ELA Median SGP - English language learners
(Increase)
43 51 51 51
ELA Median SGP - Students with disabilities
(Increase)
33 51 51 51
Math Median SGP - Aggregate (Increase) 40 51 51 51
Math Median SGP - High Needs students
(Increase)
40 51 51 51
Math Median SGP - English language learners
(Increase)
37 51 51 51
Math Median SGP - Students with disabilities
(Increase)
35 51 51 51
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
75
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
ACCESS for ELLs Median SGP on ACCESS - All
ELLs (Increase)
46 51 51 51
ACCESS for ELLs Median SGP on ACCESS - Long
Term ELLs (Increase)
34 51 51 51
(8) Student acquisition
and mastery of 21st
century skills
Percentage of high school graduates
completing MassCore requirements (Increase)
22 25 29 32
Baseline data to be
updated in fall 2015 to
include summer graduates
Percentage of students participating in
computer science programs (courses,
workshops, afterschool programs, etc.) in
grades 6-8****
0 13 25 38
Percentage of students participating in
computer science programs (courses,
workshops, afterschool programs, etc.) in
grades 9-12****
10 21 32 43
(9) Development of
college readiness,
including at the
elementary and middle
school levels
Percentage of high school students having at
least one early college experience in high
school (includes passing AP or dual-enrollment
course) (Increase)
16 22 27 33
Percentage of students achieving college
readiness benchmark score on PSAT
assessment (Increase)
5 13 20 28
Percentage of students "on track for on-time
graduation" as defined by district
TBD TBD TBD TBD
New measure; to be
updated in plan by spring
2016
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
76
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(10) Parent and family
engagement
Percentage of families, including families whose
home language is not English, reporting that
they have opportunities to learn how to
support their child's learning at home
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of families reporting that they feel
welcome when visiting their child's school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of families reporting that they
receive responses to central office and school
inquiries in a timely way
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of teachers conducting at least
three home visits during the course of year
N/A TBD TBD TBD
New measure; previous
district data not available
(11) Building a culture of
academic success among
students
Percentage of students reporting that most
students in their classes try hard to get good
grades
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that they are
able to get the help they need to be successful
at school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that their
classes really make them think
N/A TBD TBD TBD
New measure; previous
district data not available
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
77
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(12) Building a culture of
student support and
success among school
faculty and staff
Percentage of staff reporting that their
professional development experiences add
value to their work
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of staff reporting that they have a
say in decision-making at their school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that their
culture and native language are respected at
school
N/A TBD TBD TBD
New measure; previous
district data not available
Teacher attendance rate (days attended) 94.3 94.7 95.1 95.5
(13) Developmentally
appropriate child
assessments from pre-
kindergarten through
grade 3
Percentage of students in kindergarten through
grade 2 reaching end-of-year grade level target
on ELA diagnostic assessments
42 47 52 57
Percentage of pre-kindergarten students
identified as being "on track for literacy" based
on district early literacy assessments
N/A TBD TBD TBD
New measure; previous
district data not available
* Di smi ssal rate = Total number of di smi ssals from non-routi ne student-nurse encounters di vi ded by total number of non-routi ne encounters
** Interpersonal i nci dents i ncludes count of offenses for: physi cal attacks, physi cal fi ghts, sexual harassment, and sexual assault (i ncluding rape).
*** Note that assessment goal s are subject to change based on PARCC i mpl ementati on deci si ons and ti mel i nes.
**** For thi s measure, computer sci ence programs must be at l east one academi c quarter i n durati on.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
78
Appendix C: Budget for the District
As a high-need and low-income community, Holyoke must ensure that its use of resources such
as time, funds, human capital, and operational supports results in increased student learning.
The effective use of resources to maximize student achievement is the principle on which all of
the district’s strategies will be based. The Commissioner and the Receiver are fully committed
to aligning the use of resources in support of student learning.
The Receiver recognizes the challenge of allocating resources most effectively when budget
increases are limited. For the last several years, district administration has had to cut personnel
and non-personnel lines to balance the budget and look to reorganization and reallocation to
fund strategic initiatives. Some funding constraints for future fiscal years are already known, so
fully implementing turnaround initiatives requires continuing reorganization and reallocation to
prioritize resource allocations that best support student learning.
The FY16 general funds budget below is an updated version of the June 24 (2015) budget
approved by the Commissioner as acting Receiver. The total remains the same, with
adjustments made as the budget was set up in the district’s financial system with updated
salaries and costs. The Receiver may make further reallocations. The list of FY16 grants is
current as of August 30, 2015, and is subject to change.
Holyoke Public Schools - FY16 Budget Summary
August 30, 2015
District Expenditures
Schools
Dean Tech 3,841,877
Therapeutic Intervention Program 593,563
Donahue 3,703,702
Holyoke High 7,403,874
Kelly 3,238,983
Lawrence School 2,298,657
McMahon 2,980,473
Metcalf 1,638,364
Metcalf Dual-Language Program 90,000
Morgan 2,559,863
Peck 3,286,998
Sullivan 3,359,007
White 2,740,269
Substitutes (all schools) 800,000
SUB-TOTAL - SCHOOLS 38,535,630
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
79
Holyoke Public Schools - FY16 Budget Summary
August 30, 2015
Districtwide Offices
Superintendent/Receiver Office
1,252,346
Assistant Superintendent Office 180,408
Athletics 603,306
District Curriculum Offices 554,761
Finance 1,715,364
Human Resources 308,413
Operations - Food, Buildings and Maintenance, Security 5,003,425
Operations – Transportation* 5,800,000
Professional Development Department
Funded by
grants
School Committee 59,400
School Health 968,642
Special Education (In-District) 5,234,215
Special Education (Out-of-District) 2,615,000
Student Services 905,619
Technology 1,394,015
SUB-TOTAL - DISTRICT-WIDE 26,594,914
DISTRICT TOTAL EXPENDITURES 65,130,544
* The FY16 transportation budget is still under review.
City Expenditures for Education
Administration 69,400
Operations & Maintenance 75,000
City Retirement & Unemployment Compensation 2,648,641
Insurances – Retirees & Active Employee Health & Life; FICA 8,753,210
Insurances - Property 120,000
School Choice Tuition Expense 1,952,896
Charter School Tuition Expense 11,285,629
TOTAL CITY EXPENDITURES 24,904,776
District and City Expenditures for Education 90,035,320
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
80
Holyoke Public Schools - FY16 Budget Summary
FY16 Grants
Entitlements and Grants Approved as of Sept. 4, 2015*
Federal Grants
Title I 5,847,659
Title I Carryover 300,000
Title II-A 676,661
Title III 243,886
Title III Carryover 190,117
Title III Summer Grant 11,235
IDEA: SPED Entitlement Grant 1,910,467
SPED Program Improvement 32,535
Early Childhood SPED Program Improvement 3,500
21st Century Community Learning Centers - SPED Enhanced 25,500
21st Century Community Learning Centers 610,469
Mass Grad Carryover 175,000
Perkins Secondary Allocation Grant 174,314
Fresh Fruit & Vegetable Program 174,105
Teen Pregnancy Prevention 69,300
Race to the Top (Birth to Grade 3) 41,400
McKinney-Vento 40,000
Subtotal Federal 10,526,148
State Grants
Workforce Innovation and Opportunities Act – Youth 150,114
Essential School Health Services 106,600
Community Adult Learning Centers 433,289
School to Work 8,500
Quality Enhancements in After-school/Out of School Time 20,000
Adult Career Pathways 53,740
Academic Support Services 46,300
Quality Full Day Kindergarten 172,050
Morgan School Turnaround Support 410,000
Subtotal State 1,400,593
Private Grants
Carlos Vega Fund for Social Justice 500
Linda Schulman Innovation Grant 1,000
Subtotal Private 1,500
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
81
Holyoke Public Schools - FY16 Budget Summary
TOTAL GRANTS* 11,928,241
* Additional grants have been or will be applied for. The Department of Elementary and Secondary
Education will grant additional funds to the district specifically for turnaround support.
Note: The Holyoke Public Schools also receive a Preschool Expansion Grant of $1,425,000 from the
Department of Early Education and Care; most of the grant is passed through to community partners
providing preschool expansion classes for students who are not enrolled in the Holyoke Public Schools.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
82
Appendix D: Holyoke Public Schools Level 5 District Local Stakeholder Group
Recommendations to the Commissioner and Receiver
Submitted July 10, 2015
The Holyoke Public Schools were designated by the Board of Elementary and Secondary
Education as chronically underperforming (Level 5) on April 28, 2015. Massachusetts law
indicates that within 30 days of a district being designated chronically underperforming, the
Commissioner and Receiver shall convene a local stakeholder group to solicit the group’s
recommendations for the Commissioner’s and Receiver’s Level 5 district turnaround plan.
The Holyoke Public Schools’ Local Stakeholder Group was convened on Wednesday, May 27,
2015. The statute allowed 45 days for the Local Stakeholder Group to complete its work; the
group met five times during this period. The membership of the group, which includes
representation as outlined in G.L. c. 69, §1K(b) is listed on the following pages.
All of the meetings were open to the public. Except for the first meeting, all other meetings
were video recorded and posted on the Holyoke Public Schools’ website. All meetings were led
by facilitators.
The Holyoke Public Schools’ Local Stakeholder Group worked diligently to execute its charge to
provide recommendations to the Commissioner and Receiver as they create the turnaround
plan for the district; these recommendations are designed to maximize the rapid academic
achievement of students.
The Local Stakeholder Group submitted the following letter and recommendations to the
Commissioner and Receiver on July 10, 2015, within the 45 day window required by statute.
The Commissioner and Receiver reviewed and considered all of the recommendations
submitted.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
83
A Letter to Dr. Steven Zrike, Receiver of the Holyoke Public Schools and Dr. Mitchell Chester,
Commissioner of MA Department of Elementary and Secondary Education, from the
Members of the Holyoke Public Schools Local Stakeholder Group
July 10, 2015
Dear Commissioner Chester and Dr. Zrike:
The members of the Local Stakeholder Group (LSG) of the Holyoke Public Schools (HPS) are
pleased to present you with our recommendations. Thank you for the assignment,
Commissioner Chester. And thank you, Dr. Zrike, for your pledge to consider our
recommendations with care. It has been our honor to do this work, and we have taken it very
seriously.
All stakeholders are committed to helping the district and Dr. Zrike in developing and
implementing the turnaround plan. We believe that the needs of our students, families, teachers
and staff are critical, and therefore, we respectfully request that the turnaround plan be created
and implemented with purposeful urgency.
We would welcome an opportunity in the coming weeks to meet with you to discuss and explain
our work. We would ask for and encourage you to maintain ongoing communication with the
members of the Holyoke community. We also ask that this communication employ a variety of
media, not just limited to email and computer-based, so as to reach the maximum number of
people.
Our Process
Over the past 45 days, we met five times for a total of 14.5 hours (the full meeting schedule can
be found below). In rapid succession, we received your charge from MA Department of
Elementary and Secondary Education (ESE) Senior Associate Commissioner Russell Johnston;
established norms to guide our work; asked for and received in-depth data and presentations
from HPS and ESE staff, community partners and our own members; engaged in spirited debate
about the most pressing challenges and promising current and future strategies; proposed and
posted a set of draft recommendations; and developed a carefully prioritized set of final
recommendations for your consideration.
We have sought out a high degree of interaction with the public: all but the first of our
meetings were video-taped. Each meeting’s notes, presentations, and draft documents have
been posted online (http://www.hps.holyoke.ma.us/localstakeholdersgroup.htm). With help
from ESE and HPS, we offered translation services to members of the LSG and the public, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
84
translated core documents into Spanish. We have engaged the public at each of our meetings,
ranging from 40 to 100 people each time, set up our meetings so that each one included a break
to allow for more interaction, and consistently made ourselves available for discourse.
Meeting locations and schedule:
Meeting schedule Location Meeting topic
Wednesday, May 27, 2015
3:00-5:00 pm
The Community Room, Holyoke
Public Library (250 Chestnut Street,
Holyoke)
Introductions, member roles
and expectations
Monday, June 1, 2015
3:00-6:00 pm
Kittredge Center, Holyoke
Community College (303
Homestead Avenue, Holyoke)
Student supports and special
populations
Wednesday, June 10, 2015
3:00-6:00 pm
Leslie Phillips Theater, Holyoke
Community College (303
Homestead Avenue, Holyoke)
Family and community
engagement
Wednesday, June 17, 2015
3:00-6:00 pm
Picknelly Adult & Family Education
Center (206 Maple Street, Holyoke)
Secondary schools
Wednesday, July 1, 2015
2:30-6:00 pm
Picknelly Adult & Family Education
Center (206 Maple Street, Holyoke)
Final wrap-up and review of
recommendations
Arriving at Our Recommendations
Through this work together, we have identified ten “areas of work” that we believe offer the
greatest promise for the future of Holyoke students. We value each of these areas of work
highly and do not rank them in priority. Within each of these, we have crafted our shared vision
statement. We then offer you our “core recommendation” – stating the recommended
approach and strategic direction that sums up our best thinking for that area of work. Then,
under the twin banners of these visions and core recommendations, we have made a set of
specific recommendations, with our highest priority recommendations listed first. LSG members
voted democratically to determine the prioritization of the specific recommendations.
Recommendations containing the same primary numerical label denote an equal amount of
votes. The secondary alphabetical label is used for reference purposes only; it does not indicate
any priority order (e.g. recommendations marked 2a and 2b received the same number of votes,
and were second in the priority ranking of overall recommendations for that section).
On the Issues of Affordability, Sustainability and Scalability
We have observed the following set of norms in doing this work: Encourage full participation
and listen respectfully to all LSG voices; Check for understanding; Balance advocacy with inquiry;
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
85
Make recommendations that are affordable, sustainable, and scal able. Of these, only the last –
to make recommendations that are affordable, sustainable and scalable – has proven difficult.
While we recognize that budgetary constraints within Holyoke Public Schools are real and
persistent, we are also aware that the resources for learning and schooling opportunities in HPS
pale by comparison with the resources of the public school systems of many other
Massachusetts communities. It is imperative that more sustainable financial resources be made
available from the Commonwealth, the City, and through private sources and corporate
fundraising. We have striven to offer recommendations that HPS can implement within tight
budget constraints, so that promising and effective initiatives can become sustainable over
time.
At the same time, we know that high functioning schools and successful students emerge in
contexts of carefully targeted resources and opportunities to innovate. We have therefore
taken every opportunity to recommend strategies that may increase HPS access to partnerships
and resources that all students, educators and families require in order for students to achieve
at high levels. You will note these throughout the document.
Three Core Values
Three strong themes have emerged from our work:
We believe in this community and in its many strengths, and we believe that building on our
strengths is essential for success. In our work, we tackled the hard issues directly, from the
unacceptably low academic achievement of our student body, to the inadequacy of our
response to the non-academic needs of students and families, to the urgent requirement to
recognize and engage the cultural, language and learning differences of students, with high
expectations for students and for schools. At the same time, we repeatedly affirmed the assets,
resources and capacities of HPS and its community. These assets include, first and foremost, our
students, intelligent and brimming with potential; our families, whose determination to do the
right thing for their children has been a guiding light for this LSG team; our educators, whose
efforts on behalf of students are driven by strong commitments to opportunity and by high
levels of professionalism; and the diversity of community and civic institutions surrounding the
schools. These strengths form an excellent foundation on which to build.
The educators, families, and civic and community leaders of Holyoke and the region –
together with their institutions – stand ready to help you. We know that our service as LSG
members concludes with this communication to you. However, we do not expect to quit; to a
person, each of the members of the LSG has a strong willingness, even eagerness, to continue to
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
86
support your efforts and the efforts of the Holyoke Public Schools to successfully advance the
education of all students. The many organizations that we represent share this feeling.
The evidence is clear: high expectations, collaboration, and the willingness to work through
differences are the core ingredients to achieving results. We offer our own experience as
evidence of the power of this approach. As a diverse team, many of whose members did not
know one another before, the LSG is demonstrating what works: intensive, collaborative effort
and a shared sense of urgency, all focused on achieving big improvements. We hope this spirit
of ambitious, inclusive teamwork will be a powerful common theme in the work ahead.
Sincerely,
The Members of the Local Stakeholder Group of the Holyoke Public Schools
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
87
Members of the Local Stakeholder Group
Position, per statute LSG members
The superintendent, or a designee 1) Paul Hyry-Dermith – Assistant Superintendent, Holyoke
Public Schools
School committee chair, or a designee 2) Mayor Alex Morse – Chair, Holyoke Public Schools School
Committee
Local teachers’ union president, or a
designee
3) Gus Morales – President, Holyoke Teachers Association
A selection of administrators from the
district, chosen by the Commissioner
from among volunteers from the district
4) Jacqueline Glasheen – Principal; Kelly Full Service
Community School
5) Vionette Escudero – Associate Principal; Dean Technical
High School
A selection of teachers from the district,
chosen by the local teacher’s union
6) Shelley Whelihan – Lt. Elmer J. McMahon Elementary
School
7) Brigetann Reilly – Dean Technical High School
A selection of parents from the district
chosen by the local parent organization
8) Jennifer Keitt – Maurice A. Donahue Elementary School
9) Marie Auguste – Morgan Full Service Community School
10) Vilma Soto – Peck-Lawrence Full Service Community
School
11) Edgardo Camacho – E.N. White School
Representatives of applicable state and
local social service, health, and child
welfare agencies chosen by the
Commissioner
12) Debra Sicilia – Director of Areas for Holyoke and
Greenfield, Department of Children and Families
13) Yasmin Otero – Regional Director; Department of
Transitional Assistance
Representatives of applicable state and
local workforce development agencies
chosen by the Commissioner, as
applicable
14) David Cruise – President and CEO; Regional Employment
Board of Hampden County, Inc.
15) Bill Ennen – Project Director, Regional Programs;
Innovation Institute at MassTech Collaborative
A representative of an early education
and care provider chosen by the
Commissioner of the Department of Early
Education and Care, or for middle or high
schools, a representative of the higher
education community selected by the
16) Stephen C. Huntley - Executive Director; Valley
Opportunity Council
17) Jeffrey Hayden – Vice President of Community Relations;
Holyoke Community College
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
88
Facilitators:
1. Andrew Bundy, Partner; Community Matters
2. David Castelline, Consultant, Teachers21
3. John D’Auria, President; Teachers21
ESE Staff:
1. Lauren Woo; Educational Specialist
Secretary of Education
A member of the community appointed
by the Chief Executive of the city or town
18) Erin Hebert, Holyoke High School class of 2014; Yale
University class of 2018
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
89
Holyoke Public Schools Local Stakeholder Group
Recommendations to the Commissioner and Receiver
I. Cultural Responsiveness and Competence:
Vision: Students, parents and educators in the HPS feel themselves to be a part of a community
of learners that is knowledgeable about and respectful of each student’s and family’s race,
culture, and language, and taps this knowledge and respect to inform teaching and learning
practices throughout the district.
Core recommendation: In all aspects of its work – from curriculum development, to teaching,
professional development, family and community engagement, and all other core teaching and
learning activities – HPS actively supports all educators and staff to engage in a steady
commitment to culturally sustaining and relevant work.
1. Recognize that achieving and maintaining cultural competence (through PD/trainings)
is a core requirement for all adults working in HPS, including guidance counselors and
case managers. These trainings should focus on all cultures but especially on Latino
children and families.
2a
28
. Acknowledge the significance of the fact that 79% of HPS students are Hispanic, and
only 27% of HPS staff are people of color; 10% of HPS teachers are Hispanic.
2b. Hire more teachers who speak Spanish.
3. Understand that for many parents, “…the most culturally responsive thing an educator
can do is to make the effort to get to know my child and my family.”
4. Further acknowledge that “it is up to us.” All adults who are a part of HPS, now, must
create a positive cultural experience for students and adults. While new and ongoing
efforts to diversify the teaching and administrative staff of HPS are critical (see X.
Talent Recruitment, Development and Retention recommendations, below), in the
near term, the job of creating a culturally responsive classroom, school and district
falls to those adults and students currently in the system.
II. Parent, Family and Community Engagement:
Vision: Every parent in the community feels welcomed and respected in their child’s school, and
has a strong sense of how they can be active supporters of their child’s learning. Community
organizations and regional agencies play an active role in supporting schools, families, students
and educators with programming that is carefully aligned with the mission of HPS and the vision
and priorities of individual schools.
28
Recommendations containing the same primary numerical label denote an equal amount of votes. The secondary
alphabetical label is used for reference purposes only; it does not indicate any priority order (e.g. recommendations
marked 2a and 2b received the same number of votes, and were second in the priority ranking of overall
recommendations for that section).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
90
Core Recommendation: Place family and community engagement at the center of the HPS
Turnaround Plan, regardless of the structures and programs involved.
1a. Create a plan to improve communication with families and hold school leaders
accountable for increased family engagement.
1b. Implement best practices from Holyoke’s Full Service Community Schools program
(FSCS) in all HPS schools, with an emphasis on creating a welcoming environment for
all parents. (We do not recommend that all HPS schools become FSCS schools, just
that the best practices from them be applied across HPS.)
2a. Ensure that out-of-school time programming, including district or community based
summer programming, is focused on activities that are aligned with the district goals
of accelerating student achievement and improving the high school graduation rate.
2b. Create adult learning opportunities for parents/families.
2c. Hire a parent coordinator/advocate in every building.
3a. Understand and capitalize on the critical nature of parent engagement in the
development of language.
3b. Provide teachers with professional development assistance in engaging parents.
4a. Continue to strengthen the connection between home language and school language,
as is done through the Holyoke Early Literacy Initiative (HELI).
4b. Create resources for parents to support their students at home even when their first
language is not English.
5a. Continue the FSCS practice of requiring partner organizations to design or re-design
their programming to align effectively with their HPS school partner(s).
5b. Increase accountability for all HPS professional staff to improve family and community
engagement so that outcomes can be tracked and improvement plans consistently
applied.
5c. Closely examine the role that Lawrence Community Works is fulfilling in the Lawrence
turnaround effort for possible replication in Holyoke. The LSG believes there are many
business and civic organizations who will want to bring resources in support of
Holyoke Public Schools. The Mayor and Superintendent in Lawrence have each
specifically called out the important role Lawrence Community Works is fulfilling,
especially in regards to the coordination and alignment of resources for children and
families which strengthens the conditions for students and families outside of the
typical school day.
6a. Create an overarching structure to help coordinate outside service providers.
6b. Preserve programs that are working in the district.
6c. Continue to encourage parent volunteers and leaders in all schools.
6d. Create a centralized calendar of events that includes culturally relevant holidays and
activities for parents to engage in.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
91
7. Ensure strong alignment between each program and school.
III. Curriculum and Instruction:
Vision: Each HPS school offers its students a full, stimulating, and academically enriching
curriculum which will contain elements unique to each school, but which is fundamentally
aligned, across schools, with a common set of high expectations.
Core Recommendation: Coordinate and implement an effective, research-based and culturally
responsive K-12 curriculum consistently at all schools, implementing, improving and sustaining it
over time.
1. Adequately train teachers and leadership on effective implementation of a culturally
sustaining and relevant curriculum, including accountability measures.
2a. Maintain and expand honors and AP courses.
2b. Support and train teachers on the integration of arts into education.
3. Sustain the current efforts of effective HELI programs (see II. Parent, Family and
Community recommendations, above).
4. Create research-based curriculum consistency across the district.
5. Include teacher leaders in every step of curriculum work.
6. Bolster comprehensive sex education using research-based curriculum.
7. Create a career pathway model K-14 or K-16.
8. Engage teachers in planning professional development.
IV. Instructional Support:
Vision: The District and each school focuses with a laser-like precision on the importance of high
quality pedagogy that engages all learners and stretches them to grow as thinkers. HPS
teachers experience their classrooms, schools and district as supportive adult learning
environments, where high expectations for educators and students thrive in a culture of a
common vision, shared practice and rigorous peer exchange and support.
Core Recommendation: Give educators at all levels access to robust professional development,
models of instruction, opportunities to see exemplars of high quality, and steady support.
1. Focus professional development on targeted and specific areas that respond to the
highest needs of teachers and the greatest potential to positively impact student
learning (cultural competency, support for implementing Sheltered English Immersion
(SEI) instructional strategies, reading instruction, etc.)
2. Bring back use of the professional development Catalog (catalog of “cost free options”
for professional development (after-school, during the summer) that the district
would compile and put out. Educators could elect to take the courses).
3. Increase the capacity of principals to provide effective feedback to teachers in their
implementation of SEI strategies.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
92
4. Examine the consistency of support for educators across all schools.
5. Give school leaders autonomy within their buildings to support teachers as needed,
based on building/population data.
V. Student Support:
Vision: All HPS students have reliable access to the social and emotional support required for
learning.
Core Recommendation: Focus intently on what HPS can control, and commit to it fully. Re-
commit HPS resources to the most successful HPS school -based responses to unmet student
needs. Expand partnerships and grant-funded projects with community and regional resource
organizations that are expressly designed to meet the demand for student support.
1. Develop a plan to increase student attendance and reduce chronic absenteeism. Use
data to address any patterns for sub groups.
2. Recognize, as neither an excuse nor an insurmountable obstacle, the simple reality
that every student has a set of basic needs – many of them non-academic – that must
be met if she or he is to learn successfully.
3. Create an alternative school for students who have difficulties in the typical
environment to meet all their educational, emotional and social needs.
4a. Hire qualified counselors for mental health.
4b. Expand student support to meet the social and emotional needs of students, with
particular focus on high school students.
5a. Develop an effective social skills curriculum, consistently implemented at all schools.
5b. Using multiple sources of data and information, carefully and rigorously examine the
effectiveness of current programs such as Positive Behavioral Interventions and
Supports (PBIS) and Restorative Justice. Where this examination supports work that is
happening, continue, and expand it; where warranted, make changes to improve
supports and results for students.
5c. Expand targeted social skills classes (e.g., Tier 2).
5d. Create a comprehensive social skills curriculum available to all our students that
addresses age level concerns and is taught by a full -time, licensed professional.
5e. Support and establish Parent Teacher Organizations (PTOs) in all schools.
VI. Special Education:
Vision: Educators, families and students have high expectations for the academic and learning
success of all students with disabilities and have access to an array of resources that are
coordinated and aligned to ensure student success.
Core Recommendation: Equip educators with the knowledge, skills and resources to adapt
instruction and curriculum to meet the unique needs of learners while maintaining the highest
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
93
expectations for achievement. This means addressing not only the skill -development needs of
educators and providing the resources needed, but also sharing a clear belief that high levels of
achievement are possible.
1. Ensure that all identified special education students are taught in the least restrictive
and most appropriate educational setting and are provided with a continuum of
instructional programming and an array of supports and services.
2. Re-evaluate students that full-inclusion models who aren’t succeeding – determine
the best educational setting based on these new evaluations.
3a. Review school staffing and budget allocation formula to ensure district-wide equity of
educational programming, staff deployment, and student services and supports.
3b. Provide greater guidance to parents about the options and rights for special education
students. Provide instructions for parents about the types of questions/services they
should be requesting for special education students.
3c. Examine the referral process for access to special education services.
3d. Hire test proctors rather than using special education teachers (see X. Talent
Recruitment, Development and Retention recommendations, below).
4a. Provide a parent coordinator/advocate in every school.
4b. Provide more staff members so students who need it can have 1:1 attention.
VII. English Language Learners:
Vision: All students learning English have a strong, consistent support system for doing so, with
high expectations for English language fluency in reading, speaking and writing; every HPS
student graduates fluent in English; speaking more than one language is widely treated and
experienced – by students, parents and educators alike – as a good thing, as an advantage.
Core Recommendation: Continue to build capacity within HPS, among individual educators and
teams of teachers and school leaders, to actively support English language learners (ELLs) in all
aspects of curriculum and instruction.
1. Recognize and promote bilingualism.
2a. Increase number of teachers completing SEI course to 100 percent; create incentives
for teachers to complete course; partner with area colleges to assist in SEI
implementation.
2b. Create opportunities for parents to learn and interact in English.
2c. Create and implement ELL curriculum for all grade levels.
2d. Support teachers implementing SEI instructional strategies with professional
development and principal feedback.
3. Add World-Class Instructional Design and Assessment (WIDA)/deeper practice in ELL
instruction; add accountability measures for SEI/WIDA.
4. Provide parents the option of placing their children in bilingual programs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
94
VIII. Pre-K and Kindergarten:
Vision: All of Holyoke’s youngest children arrive in HPS early learning centers, Kindergarten and
elementary schools with a high level of readiness – ready to play, ready to be a part of a group,
ready to learn – because of their early and frequent engagement in early learning at home,
early childhood education, and high quality pre-Kindergarten (pre-K) and Kindergarten
programming.
Core Recommendation: HPS increases seats for pre-K and Kindergarten to the maximum
extent possible, partners closely with pre-K and community providers to increase the number of
children served, and vigorously supports regional and statewide efforts to expand age 0-5
supports for families.
1. Achieve universal, dual-language pre-K for all students.
2. Advocate, with other civic leaders, for mandatory Kindergarten.
3. Give pre-K and out of school partners access to student data to measure outcomes.
4. Aim preschool efforts towards key readiness qualities and educational milestones.
5. Create exit survey for pre-K families.
6. Understand screening criteria for Kindergarten; articulate it to partners and families.
IX. Secondary Schools and Workforce Development:
Vision: HPS high school students are immersed in rigorous and stimulating learning
experiences that engage them deeply, prepare them well for college and the workforce, and
challenge them to embrace academic, social and leadership responsibilities both in school and in
their family and community lives.
Core Recommendation: Develop powerful, aligned programs for William J. Dean Technical High
School (Dean) and Holyoke High School (HHS). At Dean, consistently improve a series of career
pathway learning experiences that provide high levels of post-secondary and career readiness
that are linked, through strong partnerships, with local employers and higher learning
institutions. At both Dean and HHS, offer students an increasingly personalized set of rigorous
learning opportunities; more advanced placement, independent study and dual enrollment
opportunities; and consistently rigorous academic experiences tailored to the passions and
interests of students. Strive for alignment of the two schools, creating a shared, high
expectations culture.
1a. Examine the performance and experiences of former HPS students at Holyoke
Community College to learn how HPS schools can better prepare and support
students.
1b. Support a community-wide effort, with strong higher education leadership, to create
an Urban Teacher Academy that would help HPS students become teachers, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
95
develop a pool of HPS graduates who can become HPS teachers. (See this
recommendation in X. Talent Recruitment, Development and Retention, also.)
2. Strengthen connections between Dean and the college and business communities.
3. Conduct an assessment of the Chapter 74 approved technical programs at Dean to
determine its responsiveness to documented local labor market demand.
4a. Rally business engagement to support and strengthen school initiatives.
4b. Create powerful alternative school options for students who need them.
4c. Create a college-going culture for all students; emphasize college for all.
5a. Incorporate work-based learning opportunities as an integral part of a comprehensive
program to increase the high school graduation rate.
5b. Hire attendance officers to work with chronically absent students.
X. Talent Recruitment, Development and Retention:
Vision: Each HPS educator and staff person experiences their school and the district as
stimulating and rewarding learning environments that reliably attract excellent candidates and
vigorously support the hiring, development, continuous learning, leadership and retention of
HPS teachers, administrators, and staff.
Core Recommendation: Create a strong, spelled out plan for how HPS will attract, retain and
develop highly qualified teachers and administrators.
1. Create a robust plan to recruit highly qualified teachers.
2a. Examine the implementation of the teacher evaluation process to ensure the process
and protocols are applied with fidelity.
2b. Create a more effective and efficient system for providing qualified substitute
teachers so that current staff are not pulled away from normal duties to cover for
absences (see this recommendation in VI. Special Education recommendations,
above).
3a. Create an Urban Teacher Academy, in partnership with local universities and colleges,
to increase pipeline of teachers from HPS back to HPS – define goals, measures of
success (see this recommendation in IX. Secondary Schools and Workforce
Development above).
3b. Develop a strategic plan for increasing HPS staff diversity, with concrete benchmarks
for progress, to which HPS holds itself publicly accountable.
4a. Hire more Spanish speaking teachers and create opportunities for English speaking
teachers to learn Spanish.
4b. Create plan to reduce the turnover rate of teachers.
4c. Offer leadership training for teachers to learn how most effectively to engage and
support paraprofessionals to increase student learning.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
96
5a. Strengthen targeted professional development for paraprofessionals and strengthen
pathways for paraprofessionals to become professional educators.
5b. Strengthen paraprofessional and specials/co-curricular teachers’ understanding of
Individual Education Plans (IEPs), accommodations, and how to provide
accommodations.
5c. Create a mentor program, especially for bilingual employees.
6a. Make more intentional use of ELL and special education teachers in their respective
roles, limiting the use of these teachers as substitutes and test proctors (see this
recommendation in VI. Special Education above).
6b. Continue to work with staff on cultural proficiency.
6c. Recruit Holyoke graduates; encourage Holyoke students to pursue a career in
teaching.
7. Create pathways for teachers to become administrators.
Other areas discussed:
The following topics/areas were discussed and debated. The LSG members held a variety of
opinions that did not coalesce into a clear recommendation.
? Views on Full Service Community Schools (FSCS) run from total support to strong
skepticism about their effectiveness.
? Some view the 90-minute block as counterproductive, others support it.
? Some view K-8 schools as problematic, others are not sure. The LSG recommends that
the receiver and Commissioner review the current district grade organizational
configuration to determine the most effective systemic educational delivery model to
accelerate student achievement.
? The team debated about whether and how to strengthen the team/intervention
process, including Tier 2 interventions and links with out of school time partners, prior
to referral for evaluation for possible special education placement.
Appendices:
The following documents were submitted by individual members of the LSG who requested they
be sent with the official Holyoke LSG recommendations. The LSG members agreed to share these
documents as appendices; they were not reviewed formally or voted on by the LSG.
1. Regional Employment Board of Hampden County, Inc. Recommendations
2. HTA’s Recommendations
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
97
Appendix #1: Regional Employment Board of Hampden County, Inc. Recommendations
1. Review the current district grade organizational configuration to determine the most
effective systemic educational delivery model to accelerate student achievement.
2. Review school staffing and budget allocation formula to ensure district-wide equity of
educational programming, staff deployment and student services and supports.
3. Develop a district wide process to increase opportunities to accelerate shared governance
procedures in each school to create culture of collaboration and communication.
4. Examine the implementation of the contracted teacher evaluation process to ensure the
process and protocols are applied with fidelity and in accordance with the intent and
purpose of the language.
5. Ensure that all identified special education students are taught in the least restrictive and
most appropriate educational setting and are provided with a continuum of instructional
programming and an array of supports and services.
6. Incorporate work-based learning opportunities as an integral part of a comprehensive
program to increase the high school graduation rate.
7. Conduct an assessment of the Chapter 74 approved technical programs at William J. Dean
Technical High School to determine their relevancy to respond to documented local labor
market demand.
8. Ensure that the Chapter 74 mandated Program Advisory Committees in each of the Chapter
74 approved technical programs at William J. Dean Technical High School are properly
constituted, reflect the required membership as mandated by DESE regulations, and meet
on a regular and consistent basis.
9. Ensure that out-of-school time programming, including district or community based
summer programming, is focused on activities that are aligned with the districts goals of
accelerating student achievement and improving the high school graduation rate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
98
10. Review the scope, scheduling and content of the district’s teacher professional
development program to allow for district-wide, in-school, or external programming
opportunities that will improve teaching practice.
Respectfully Submitted,
Signed by David Cruise
David M. Cruise
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
99
Appendix #2: HTA’s Recommendations
Holyoke Teachers Association
Turnaround Plan Recommendations for Local Stakeholder Group
In order to ensure that the turnaround plan in the Holyoke school district addresses the complex,
underlying causes of educational underperformance declared by the Board of Education, and in
order to address the real educational, social, health, and economic needs of Holyoke students
and their parents, the Local Stakeholder Group should include the following in i ts
recommendations to the Receiver, provided pursuant to G.L. c. 69, section 1K(c):
(1) Steps to address social service and health needs of students at the school and their families,
to help students arrive and remain at school ready to learn; provided, however, that this may
include mental health substance abuse screening:
(2) Steps to improve or expand child welfare services and, as appropriate, law enforcement
services in the school community, in order to promote a safe and secure learning environment:
(3) Steps to improve workforce development services provided to students and their families at
the school, to provide students and families with meaningful employment skills and
opportunities.
(4) Steps to address achievement gaps for limited English-proficient, special education and low-
income students:
(5) Alternative English Language Learning programs for limited English proficient students,
notwithstanding chapter 71A:
(6) A budget for the district including any additional funds to be provided:
The HTA has grouped their recommendations into the following categories, using the law as
its guiding principle:
I. Health and Well-Being
II. Restructuring Special Education Services
III. Restructuring English language learner (ELL) Services, including the Culture of all our
Learners
IV. Safe and Secure Learning: Student Learning Conditions and Teacher Working
Conditions, one in the same.
V. Community Workforce Development
VI. Budget
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
100
I. Health and Well-Being
Social Service and Health Needs of Students & Families
1. A School Doctor hired to work with and oversee all health care personnel in the District
2. One School Psychologist for each of the following grade spans at each school: PreK-2; 3-
5; 6-8; and 9-12. This person should be experienced in issues for the appropriate
developmental level.
3. One certified, trained Social Worker or more assigned to each school who will oversee
and coordinate the physical, mental, social and emotional health care needs of all
students in that school.
4. One Parent/Community Outreach Worker or more at each school who will oversee and
coordinate the services students and families receive, be responsible for communicating
with parents/guardians, and will work with the Social Worker to help meet all the needs
of the child and family
5. Two Nurses at each school, to handle, coordinate, and communicate about health needs
and issues, scheduled in flexible shifts so that the office is always open during the school
day.
6. One trained Crisis Intervention Specialist at each grade level (PreK-2; 3-5; 6-8; 9-12) to
handle the social/emotional issues that arise.
Improve and Expand Child Welfare Services
1. One certified, trained Social Worker or more assigned to each school who will oversee
and coordinate the physical, mental, social and emotional health care needs of all
students in that school.
2. One Parent/Community Outreach Worker or more at each school who will oversee and
coordinate the services students and families receive, be responsible for communicating
with parents/guardians, and will work with the Social Worker to help meet al l the needs
of the child and family. This person will also do home visits to help with issues that may
be stemming from the home environment.
3. More guidance counselors, adjustment counselors, transition counselors and
intervention specialists.
4. Add Behavior Interventionists to all buildings
5. In order for Holyoke to realize its full potential and help its students achieve at the
highest levels, the Holyoke teachers feel that class size must be addressed. A potential
framework for such a discussion would include setting maximum limits in how many
students are in a class based on grade level, such as, 12-15 in preK-2, 15-18 in 3-6, and
18-22 in 7-12.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
101
6. Part of having a full, well rounded, enriching educational experience, students must
have access to programs such as music, art, extracurricular activities regardless of their
academic performance. ALL students, no matter what their educational challenges or
issues are, MUST have equal access to these important components of a well -rounded
education. The constraints of scheduling or personnel must not dictate whether or not a
certain population of students receives these experiences.
7. Adequately fund and provide extracurricular activities and sports to both high schools,
so that students from each school can fully participate on any team they so chose.
8. Adequately fund and provide extracurricular activities and trips to all students,
regardless of family’s financial ability to pay, to all students, regardless of their
socioeconomic status or the school’s PTO’s ability to raise funds. Example, if one 5th
grade class goes on a trip to Plymouth Plantation, all 5th graders in the district are
afforded the same opportunity.
9. Each school year, each grade level, is provided with an annual, fully funded field trip to a
location, outside of the general Holyoke area to a museum, historical location, etc. to
expose all children to the experiences that are outside the limits of their socioeconomic
status.
10. Reinstate a PTO at each school, no matter what grade level. Actively recruit people to
serve on these committees to support the schools.
II. Restructuring Special Education Services
1. Consolidated, Consistent, Equitable Referral Process for all Services: There should be
one process to follow to get student services such as speech therapy, Special Ed
services, etc. This process, currently known as Building Based Support Teams, or BBST,
must be consistently implemented, composed, and run across all schools. Currently,
there are 13 schools and 13 ways the BBSTs are run.
2. Consistent, Equitable Supports and Staffing in all schools. In order to equitably serve and
educate the students of Holyoke, each school must have consistent and equitable
supports, services and staffing. This way, if a child moves from one school to another
midway through the year, his services will remain the same. (i.e. all schools, at all grade
levels MUST have RISE, functional, TIP and Replacement model classrooms to serve
students with a variety of needs.)
3. Staffing for special education services should include staffing levels that allow for co-
teachers to be assigned full-time to each classroom.
4. Employ, train and assign sufficient paraprofessional staff to provide dedicated classroom
and 1:1 support for all students on IEPs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
102
5. Educate the Special Education and ELL parents as to their rights under the law. Offer
free classes to the Special Education and ELL parents about advocating for their
students.
6. Provide the parents with the “Know your Rights” pamphlet at every meeting. These
have not been given out in the last 5 years or more. Provide these in both languages.
7. Mandatory Educational Advocates provided for Special Education and ELL parents for all
IEP meetings.
8. Additional school psychologists so the testing does not take too long. Special Education
teachers should not be doing the testing or running their own meetings.
9. Develop a district-wide special education referral process that simplifies paperwork. All
Special Education referrals should be monitored for timely responses, i.e. within 10
days.
10. Provide ongoing, district wide professional development opportunities for all staff to
develop shared understanding and strategies for working with students who have
experienced trauma, homelessness, transiency, mental health issues, substance abuse,
or other issues as identified by the faculty and staff.
11. Provide ongoing, multi-lingual workshops for parents and caregivers on services,
strategies and supports for issues such as trauma, homelessness, transiency, mental
health issues, substance abuse, rights under Special Education laws, rights for students
in ELL programs and accessing district and community services.
12. Limit the ratio of SPED and ELL students to regular education students in each
classroom, regardless of the number of staff assigned to the classroom.
13. Return to the full Inclusion model. Caseload management is NOT working.
14. Consistent, equitable supports across all grade levels, at all schools. Return to the co-
teaching model with one regular education teacher and one special education teacher in
the classroom.
15. Expedite the referral process. Teachers should not have to implement all parts of the
DCAP before a referral is started. The process is too cumbersome, too detailed. Many
teachers are so overwhelmed with paperwork that they do not know how to complete
nor have been trained to complete.
16. Provide appropriate support staff and services for all students.
17. Ensure that ELL and Special Education teachers are ONLY used to provide direct services
to their students. They are not used for duties, study halls, testing, substituting, etc.
Meetings and paperwork times are scheduled into their day. They do not take place
during times that teachers are scheduled to service the students.
18. Do not schedule all ELL and Special Education students all into one class. These learning
issues cannot occur within the same constraints.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
103
19. Recreate the Central Office Team that was eliminated in 2007. The team included the
OTs, PTs, psychologists, evaluators and all Special Education personnel, with a secretary
dedicated to them, to handle testing, referrals, etc. There were two district wide
evaluators, one bilingual and one monolingual, who handled all the testing. The team
was centralized. They handled all aspects of testing. The team met and discussed
students on a regular basis. All files, referrals, etc. went through this office. All Special
Education referrals handled by the same staff, in a consistent manner, following a
specific protocol. (For more information, see Norma Casillas, who was the bilingual
evaluator.)
20. Appropriately service students with the specialized teacher who will better serve his/her
need. For example, if the student needs a Bilingual Special Education teacher, then that
is what should be provided.
21. Additional funding for ELL and Special Education teachers to meet the needs of all the
populations.
22. Explicitly define the services provided by the Tiered Support Specialists. Let all teachers
know what services that these TSSs provide.
23. Explicitly define what type of services that students need during periods such as the
Intensive Learning Center, pull out services or Enhancement classes. This time should
have a structured task list or curricula to follow. Behaviorally-challenged students
should not be sent to these services.
III. Restructuring ELL Services, including the Culture of all our Learners
1. Establish a procedure to regularly review existing ELL programs at a building level to
ensure teachers and students get appropriate supports and staffing.
2. Staff each school with sufficient licensed ESL teacher who are assigned to a single grade
level and who have specific assignments.
3. Establish multiple ELL programs specifically designed to meet the needs of newcomers,
long-term ELLs, ELLs with disabilities, and academic supports for ELLs who are reaching
English proficient and students who have exited ELL programs (levels 4, 5, and formerly
limited English proficient)
4. Recruit and hire more bilingual educators in all positions, in all areas, in all schools.
5. Services for the Level 4 and 5 ELL students should be provided by an ELL teacher, not a
SEI-certified person. A dually licensed teacher cannot focus on content and language
acquisition at the same time and accomplish either fully.
6. Offer ongoing, no-cost SEI Endorsement and ongoing SEI professional development
opportunities for all educators.
7. See further recommendations for ELLs in next sections.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
104
8. Specialized training provided to staff around issues such as transiency, poverty, trauma,
chronic absences, etc.
9. Provide enrichment experiences, such as field trips, specials, and out of classroom
experiences
10. Follow the English Language Development guidelines. Do not use a teacher with
multiple certifications to cover multiple responsibilities
Culturally responsive recommendations:
1. Include dates, such as Hispanic Heritage month, that will be celebrated along with our
traditional holidays/history.
2. Reach out to parents to set up a centralized calendar, activities, events for schools,
parents and others, but also include activities to help educate students.
3. Roll out a prepared ELA curriculum across grade levels, which include culturally sensitive
literature and resources for the classroom.
4. More resources that students can identify with: LGBTQ literature, Puerto Rican Culture,
etc.
5. Teach students and staff how to overcome obstacles in a positive way.
6. Offer all staff Professional Development such as Spanish for Educators, Ethnic Studies
and Diversity Training.
7. Offer English Language Learning Lessons to parents at all schools.
8. Continue to work with the Latin@ Educational Advisory Group
9. Add a Puerto Rican History and Culture class to our History offerings.
10. Add Puerto Rican Cultural Education to our curriculum.
11. Reinstitute and restructure the schools’ annual celebration of Puerto Rico and the
United States.
12. Transitional bilingual education did not work in Holyoke previ ously because the staff
hired were not bilingual, biliterate. We lost many bilingual teachers when they had to
pass a literacy test. If we hire people who have the skills, the programs could work.
13. Continue the dual-language education programs at Metcalf.
14. Expand dual-language education programs to offer at least one dual -language classroom
at each building and each grade level.
15. Offer dual-language content area courses at both high schools.
16. Offer courses and pathways for educators to qualify for the Transitional Bilingual
Learning Endorsement (603 CMR 7.14)
17. While we realize it was repealed in 2002, we believe that the strongest and most
prudent course of action to address the ELL population in Holyoke would be to
reintroduce bilingual education in the schools.
18. Hire truly bilingual, biliterate teachers to teach the two-way bilingual programs, to
promote literacy in both languages.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
105
19. We favor a two-way program as is being piloted at Metcalf.
IV. Safe and Secure Learning: Student Learning Conditions and Teacher Working Conditions,
one in the same.
A fully serviced and staff alternative school
1. Establish a Pre-K through Grade 12 Alternative School, which services students from
pre-K through 12 grade, which includes the following:
1.1. An Alternative, Therapeutic Setting for our students with Social/Emotional Issues:
The current Therapeutic Intervention Programs (TIP) are not therapeutic. These
students need a quiet, well-established routine, in a safe place, that allows them to
learn and receive the emotional supports and therapies that they need.
1.2. A Behavior Intervention program for students who are consistently off track,
disruptive to the learning environment, and the educational progress who do not
qualify for Special Education Behavioral Support. This program will concentrate on
correcting the disruptive behaviors in order that they might return to the least
restrictive environment.
1.3. A Behavior Alternative program for our students who cannot comply with the
behavior norms of a regular setting. Currently, most of these students are serviced
in TIP, with our most emotionally fragile students. These students need a separate,
structured program of their own, staffed by Restorative Justice trained personnel to
work with and around their needs. There also needs to be a correctly equipped
program to effectively and separately deal with these children. They need to be
provided with supports and systems that will most effectively facilitate their
learning and correct their behavior.
Social Skills and Discipline
1. A comprehensive Social Skills curriculum taught at each school, which address age level
appropriate issues/concerns taught by a full-time, licensed teacher. (Example of a
Middle School program is available athttp://www.cccoe.net/social/skillslist.htm)
2. Fully enforce and follow through with the Student Code of Conduct as written. Discipline
needs to be consistent in all schools. It is currently the number one complaint for all
teachers at the middle school and high school level.
Safe and Secure Learning Environment
1. An assigned, consistent School Resource Officer assigned to each 6-8 and 9-12 school
daily. Each of the middle and high schools needs a regular SRO presence to handle the
variety of community issues that arise among adolescents and teenagers. The SRO will
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
106
provide students and staff a safe person to go to report such things as bullying, threats
of violence, drugs etc.
2. An assigned, consistent SRO who visits the PreK-2 and 3-5 schools on a weekly basis.
This will help to teach our students that the SRO is another safe adult they can reach out
to. This SRO can also help administration deal with issues, such as bullying and violence,
that arise even in the earliest grades.
3. Offer restraint and de-escalation training to all staff.
4. Well-written, specific, detailed Emergency Management plans that are written for all
emergency type situations. Things such Code Red and Code White should be the same
and handled the same through all the schools. These plans should be distributed to all
staff and reviewed on a regular basis. These plans should include plans for things such as
a fire alarm during inclement weather, blocked exits, delay in fire personnel response,
etc.
Curricula, Schools, and Teaching Staff
1. Consistent, fully funded, well researched curricula for all grade and subject levels.
2. Adopt, implement and provide a curriculum and stick with it.
3. Provide teachers who are teaching curricula with a full, paid training to understand and
implement the curricula, before he/she are expected to teach the curriculum.
4. Provide teachers with all materials, especially student resources, needed to teach the
curricula.
5. Do not use teachers as substitutes, except in an emergency situation. Clearly define
what an emergency is for using teachers as substitutes.
6. Centralize services for providing and obtaining substitutes- employ building-based,
permanent substitutes and set minimum qualifications and compensation for day-to-
day substitutes. (Use Kelly Services, like Chicopee)
7. Eliminate the 90-minute blocks. Students cannot focus for that long.
8. Eliminate K-8. Return to K-5, 6-8, and high school.
9. Return to five schools (K-5), two middle schools (6-8), and two high schools (9-12).
10. Reinstate the K-5 recess of at least 15 minutes or more. This is in addition to their 40
minute (SHOULD be 20 minute eating, 20 minute recess) lunch period. This would be
time to go outside, exercise and socialize. All schools must have this opportunity.
11. Technology is widely discussed when speaking of our students achieving in the 21st
century, but rarely is the money put in place to back such strong words. If we are to
have our students excel in all things, then we have to provide them with the means of
doing so. Each classroom must have fully functioning, up-to-date, supplied equipment to
meet the needs of the learners. Ideally, each student would have access to a computer
for all classes.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
107
12. If we want students in Holyoke to succeed then we have to provide them and their
teachers with the supplies needed. The smallest things being absent from the room can
be detrimental to the learning process. Each classroom must have adequate supplies
such as printer toner, pencils, paper, folders, crayons, scissors, and other necessary
implements. There should not be an extensive lag time between when supplies are
ordered and when the teacher receives them. Currently, teachers often have to wait
months for supplies, such a printer toner, and often wind up buying their own.
13. Eliminate neighborhood schools, get kids out of their neighborhoods and expose them
to other parts of the City.
V. Community Workforce Development
Adult Learning Programs for Families & Community
1. Restore the Worker Training Programs offered at Dean Technical: offer vocational and
career training for parents at the local high schools, especially in the s hops at Dean.
Offer parents and other adults the opportunity to improve their skills and expand their
knowledge to better support themselves and their children.
2. Coordinate services with CareerPoint and other outside community agencies to offer
parents help in training for, interviewing for, getting and keeping better jobs.
3. Target work programs and career services to parenting teens at the middle and high
schools levels.
4. Restore a Career Services and Opportunities Office at each of the High Schools: This
office, which was disbanded in 2000-2001, provided much needed services to all our
high school students. This is the place where students went to work on resumes, write
cover letters, get job applications, complete portfolios of vocational work, etc. This
office also put students at Holyoke High out on work-study and students at Dean out on
co-op. When we lost this office, our students lost a go-to place and person for jobs and
career assistance. When we had this office at its services, our students were much
better prepared to obtain the part-time jobs, which helped their families stay afloat in
many instances.
5. Review the daily schedule at Holyoke High School to better accommodate alternative
learning programs, such as internships, work-study and other career services. Maintain
the rotating schedule of classes for all the underclassmen. Rotate the schedule for the
seniors only. Do not alter the schedule for underclassmen to accommodate this or the
outside partners who may be coming in.
6. Review district policies to allow work-study or work-experience to count towards
graduation credit at both high schools.
7. Coordinate the work placement coordinators at both schools, so that jobs/positions are
made available to all students
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
108
8. Expand English as a Second Language classes to the offerings for parents, at night,
offered at multiple locations throughout the district, free of cost.
9. Expand offerings of parent-education courses that are currently offered through other
local organizations.
10. Field trips to local factories, companies, etc. that revolve around exposing the students
to the variety of employment opportunities available to the community.
11. Teacher internships at local factories (School to Career, connecting Activities, Grant 480)
12. Reinstate popular vocational programs, such as Building and Grounds and HVAC to the
Dean Technical High School.
13. Add additional popular vocational programs, such as Allied Health and Child Care
Services to the Dean Technical High School.
VI. Budget
1. Qualified, full time grant writers, one for each school and one district-wide, to apply,
monitor and report on external grant funding.
2. Training for teachers to help them write grants for their classrooms.
3. Professional development for teachers to help them search out and qualify for grants to
use in their curriculums.
4. Additional funding for ELL teachers to meet the needs of the populations.
5. In accordance with MGL 69J, the turnaround plan should include an adequate, fully
funded budget to fulfill the recommendations that are outlined in this plan.
6. Build a new school. The last new school in Holyoke was Dean in 1989. Seek out money
for new buildings. Some of our schools, such as McMahon are very out of date and in
desperate need of repairs. Money for these repairs keep getting squashed, where does
the money go?
7. Move the School Department Offices out of Suffolk Street into the Lawrence School, the
Lynch School (if the Mayor gives it back to the schools) or another School Department or
City owned location that will not cost the City $350, 000 a year to lease.
8. Return Lynch School to the School department as a School Department owned building.
This building is built to be a school and completely outfitted to be such. Right now it is
sitting vacant and not used.
In closing, in order to ensure that the turnaround plan is being fully implemented and
continuously reassessed to determine where adjustments may need to be made, the HTA
recommends:
1. That the LSG continue to meet on a quarterly basis to discuss progress and make
additional recommendations to the Commissioner and the Receiver. We believe this is
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
109
necessary to ensure that the turnaround process is authentic and sustainable in the long
run.
2. That the turnaround plan should include joint labor-management committees at both
the school and district level to promote continuous teamwork, which will lead to
effective implementation and ongoing two-way feedback to better student
achievement. This will also ensure that teachers’ input is solicited and given meaningful
consideration.
3. That the Receiver should commit to ensuring there is a culture of success for educators
as well as students, which includes respecting them and valuing their expertise.
doc_847166900.pdf
Our paper about holyoke public schools level 5 district turnaround plan.
Holyoke Public Schools Level 5 District Turnaround Plan
October 1, 2015
October 1, 2015
Students, families, educators, staff, partners, community members, and friends of the Holyoke
Public Schools:
We are excited to share with you the following plan for turning around the Holyoke Public
Schools.
Throughout the spring and summer, we listened carefully to the input you provided at informal
venues such as the Community Conversations/las Conversaciones con la Comunidad, through
your feedback on the Receiver’s entry plan, and through more formal processes such as the
Local Stakeholder Group recommendations. By considering your input along with information
from other sources, we have prepared this turnaround plan for the district. Thank you for your
many inspiring ideas for how we can make the Holyoke Public Schools a district that prepares
every student to succeed. As you will read in the following pages, our purpose is to promote
rapid improvement, for the benefit of all Holyoke students. We will create new opportunities
for student learning while building on the promising practices and programs that already exist
in the district.
Throughout the plan, we focus on the following critical action steps to implement Holyoke’s
turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
At the core of this plan is our firm belief that all Holyoke students deserve a world-class
education. For too long, too many Holyoke students have not received a high-quality education
or were allowed to fail. This is unacceptable. While many of Holyoke’s students and families
face distinct challenges, these are not an excuse but rather a reminder that the district must do
more to provide a strong educational program for each and every student. With this plan, we
will raise the bar by improving the instruction and services we offer, and provide students with
the skills and tools they need to be successful in school now, and later in college and their
careers.
The strategies in the pages that follow will require considerable planning, discussion, and
community participation to be effective. We are committed to keeping you informed. Please
continue to find information and learn about opportunities to get involved on the Holyoke
Public Schools website (http://www.hps.holyoke.ma.us/) and through other district
communications. Together we will achieve great things for the students of Holyoke.
The transformation of Holyoke from a district where an excell ent education is the exception to
a district where excellence is the rule will not happen overnight. The plan provides information
about how we will measure our progress along the way. Your active participation will be critical
as we expand learning opportunities during the coming years. We look forward to partnering
with you and encourage you to read the turnaround plan.
Sincerely,
Signed by Receiver Zrike Signed by Commissioner Chester
Stephen Zrike Mitchell D. Chester
Receiver Commissioner
Holyoke Public Schools Department of Elementary & Secondary Education
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
1
Executive Summary
In April 2015, the Massachusetts Board of Elementary and Secondary Education voted to
designate the Holyoke Public Schools chronically underperforming (Level 5), placing the district
in state receivership. In July 2015, by appointment of Commissioner Mitchell Chester, Stephen
Zrike became the Receiver of the Holyoke Public Schools. The receivership provides the
opportunity for a significant, sustained district turnaround in Holyoke.
At the core of this plan is the firm belief that all Holyoke students deserve a world-class
education. For too long, many Holyoke students have not received a high-quality education or
were allowed to fail. With this plan, we will raise the bar, improve the instruction and services
we offer, and provide students with the skills and tools they need to be successful in school
now, and later in college and their careers.
Central to the turnaround plan are the educators
1
who are charged with transforming the
district from one of low performance to one in which student achievement is consistently
strong. Job one is ensuring that we employ an effective teacher in every classroom and that
effective administrators lead our schools. To accomplish this, the district will implement
strategies to retain high-performing staff and to recruit new talent to Holyoke, to ensure that
all students receive strong instruction, interventions, and supports in every classroom, every
day.
Throughout the plan, we focus on the following critical action steps to implement Holyoke’s
turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
1
In thi s turnaround pl an, the term “educator” means teachers, admi ni strators, and other professi onal staff.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
2
The Holyoke Public Schools will be a system of great schools that prepares its students for
college and careers by challenging them to think critically and by providing safe, nurturing,
culturally relevant environments in which they can learn and grow. The district’s efforts will
include a special emphasis on reengaging disconnected or at-risk youth, to bring them back into
the system and provide them with academic and other necessary supports. The district will
invest all its human, financial, and other resources in strategies that support students’ learning,
reallocating resources where appropriate from the central office to schools, in direct support of
students. Guided by a central office designed to effectively support schools at all grade levels,
the district’s educators will participate in making school -level decisions that are tailored to their
students. The Holyoke Public Schools will be a service-oriented district, truly welcoming and
engaging families as active participants in students’ education, and focused on building families’
trust in the school system.
To achieve rapid improvement of academic achievement for all Holyoke’s students, the district
will implement strategies in five Priority Areas. These Priority Areas are aligned with the
recommendations of the Holyoke Level 5 district Local Stakeholder Group (LSG) that were
submitted to Commissioner Chester and Receiver Zrike on July 10, 2015, and are based on
Turnaround Practices in Action: A Practice Guide and Policy Analysis.
2
The guide presents key
turnaround practices to be considered by state leaders, districts, schools, and policymakers
striving to improve and sustain ongoing and future turnaround efforts.
The Holyoke Level 5 district turnaround plan Priority Areas include:
? Priority Area 1: Provide high-quality instruction and student-specific supports for all
students, including students with disabilities and English language learners .
? Priority Area 2: Establish focused practices for improving instruction.
? Priority Area 3: Create a climate and culture that support students and engage families .
? Priority Area 4: Develop leadership, shared responsibility, and professional
collaboration.
? Priority Area 5: Organize the district for successful turnaround.
Holyoke’s turnaround will include concentrated efforts to improve its lowest performing
schools: William J. Dean Vocational Technical High School (Level 4); Morgan Full Service
Community School (Level 5); and schools at risk of falling into Level 4 status.
2
Lane, B., Unger, C., and Souvanna, P. (2014). Turnaround Practices in Action: A Practice Guide and Policy Analysis.
Bal ti more, MD: Insti tute for Strategi c Leadershi p and Learni ng. See Turnaround Practices in Action: A Practice
Guide and Policy Analysis. Thi s document i s based on a detai l ed anal ysi s of the experi ence of the i ni ti al 34
underperformi ng (Level 4) school s duri ng the fi rst 3 years of turnaround (2010–2011 to 2012–2013).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
3
The Receiver and the Commissioner will monitor these Priority Areas closely, to ensure that
strategies are being implemented effectively and are yielding the desired results. Changes will
be made as needed to ensure that these strategies are having the desired impact on students’
learning. Holyoke will invest its resources in strategies and tools that maximize student
achievement; where strategies and tools do not demonstrate an impact on student learning,
funds will be reallocated.
As a high-need and low-income community, Holyoke must ensure that its use of resources
results in increased student learning. Staffing costs account for the bulk of expenditures in the
school district’s budget. The district must ensure that those expenditures are made in the most
effective manner to increase student learning; therefore, principals will have the authori ty to
ensure that the most effective staff are selected and retained. In turn, professional learning and
staff support are essential investments in staff. In every budget, the district will curtail
expenditures that do not directly support the priorities identified in the turnaround plan, and
reallocate funds and staff positions for more productive uses.
For the last several years, district administrators have had to cut personnel and non-personnel
lines to balance the budget, and look to reorganization and reallocation to make funds available
for key improvement initiatives. Some funding constraints of fiscal year 2017 are already
known, so the challenge of fully implementing turnaround initiatives is to continue with
reorganization and reallocation that prioritizes adequate funding for instruction.
The Commissioner and the Receiver will take all appropriate steps necessary to support the
goals of the turnaround plan. Ensuring that great schools are available for all of Holyoke’s
students will not happen overnight. Decades of decline have led to Holyoke’s chronic
underperformance. The strategies in the following pages will require considerable planning,
discussion, and community participation in order for them to be effective. The plan includes
information about how we will measure our progress along the way. The district will exit from
receivership once gains are sufficient and positive change has been institutionalized to ensure
continued growth and sustainable results.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
4
Summary of Key Issues and Priority Areas
Background
In March 2015, the Massachusetts Board of Elementary and Secondary Education (BESE)
reviewed and discussed ESE’s 2015 District Review Report about the Holyoke Public Schools
(HPS). The report described a district that ranked at or near the bottom of the state on nearly
every academic and non-academic indicator. “Student achievement and growth in the Holyoke
Public Schools are among the lowest in the state overall and for student subgroups…From 2011
to 2014, student academic achievement and growth declined in nearly every grade and
subject.”
3
In addition to the 2015 Holyoke District Review Report, BESE was concerned about
the history of underperformance that showed that the district’s proficiency rates in English
language arts (ELA), math, and science were all significantly below the state rate for the district
as a whole and in each tested grade. The district’s four-year graduation rate was also
significantly below the state rate, with its drop-out rate notably above the state rate. BESE also
reviewed the extensive history of accountability and assistance that the Department of
Elementary and Secondary Education (ESE) has provided to HPS, including support in planning,
implementation, and funding of turnaround efforts for Holyoke’s di strict and school
improvement strategies. After providing an opportunity for community input on April 27, 2015,
at the recommendation of Commissioner Mitchell Chester, BESE voted to designate the
Holyoke Public Schools chronically underperforming (Level 5) on April 28, 2015, placing the
district into state receivership.
This state receivership provides an important opportunity for a significant, sustained district
turnaround in Holyoke. Under state receivership, the governance of the district has been
streamlined, with all operational powers of the superintendent and school committee held by
the district’s receiver. In July 2015, by appointment of Commissioner Chester, Stephen Zrike
became the Receiver of the Holyoke Public Schools.
Findings
As of April 2015, when BESE voted to declare HPS chronically underperforming (Level 5), the
district had a long history of difficulty in providing the appropriate systems and structures to
ensure that all students are able to achieve. Some of the key findings from the District Review
Report include the following:
? Graduation and drop-out rates: Despite improvement from a 2011 rate of 49.5 percent,
in 2014, the district’s four-year cohort graduation rate was 60.2 percent, 25.9
percentage points below the state rate of 86.1 percent. The annual drop-out rate for
3
See the Hol yoke Publ i c School s Di strict Revi ew Report, p. 15. Cl i ck F–J (next to Di stri ct Revi ew Reports) and scrol l
to the Hol yoke 2015 Di stri ct Revi ew Report.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
5
Holyoke has consistently been more than three times higher than the state rate, and
was 6.4 percent in 2014, significantly above the statewide rate of 2.0 percent.
? Low proficiency rates: ELA, math, and science proficiency rates in 2014 were
significantly below the state rates for the district as a whole and in each tested grade.
ELA proficiency rates for all students in the district were 34 percent in 2011 and 32
percent in 2014, 37 percentage points below the 2014 state rate of 69 percent. Math
proficiency rates in the district were 27 percent in 2011 and 28 percent in 2014, 32
percentage points below the state rate of 60 percent. And grade 5 science proficiency
rates were 11 percent in 2011 and 9 percent in 2014, 44 percentage points below the
state rate of 53 percent. Proficiency rates varied considerably among schools, indicating
wide disparities in students’ educational experiences from school to school. Holyoke’s
highest performing school, Sullivan, was in the 21
st
percentile of elementary/middle
schools, with a cumulative Progress and Performance Index of 41 for all students; the
target is 75.
? Low levels of student achievement, particularly for subgroups: Based on statewide 2014
accountability results, 8 of Holyoke’s 9 schools with a sufficient amount of data to
report were in the lowest performing 20 percent of schools in their grade spans, with
William J. Dean Vocational Technical High School (Dean) and Morgan Full Service
Community School (Morgan) in the lowest 5 percent of schools in their respective grade
spans statewide. Holyoke’s schools also have subgroups that are among the lowest
performing subgroups statewide. For instance, as a group, English language learners
(ELLs) at White Elementary School are among the lowest performing in the state, and
students with disabilities at Holyoke High School have shown persistently low
graduation rates.
? Attendance and suspension rates: The 2013–2014 student out-of-school suspension
rate, at 20.0 percent per year, was more than 5 times higher than the state average of
3.9 percent; this continued a trend dating back to 2003 in which at least 1 in 5 Holyoke
students received an out-of-school suspension each year. Holyoke students on average
were absent 13.8 days in the 2013–2014 school year, as compared with a state average
of 8.7 days. This represented the eighth consecutive year in which the average number
of days missed for students in Holyoke exceeded the state by at least five days per year.
? Accountability status: Of Holyoke’s 11 schools, Dean was previously designated
underperforming (Level 4) for being among the lowest achieving and least improving
schools in the Commonwealth; and Morgan was designated chronically
underperforming (Level 5) in October 2013 for its continued decline during its 3 years of
Level 4 status, making it one of the first schools in the Commonwealth to be placed in
receivership.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
6
? Low levels of student growth: On the 2014 MCAS assessments, the districtwide median
student growth percentile (SGP) for ELA was 39; for mathematics, it was 45. Growth
rates have been similarly low over the past four years. The statewide median SGP in
both content areas is 50; these SGPs indicate Holyoke students’ growth on the MCAS
assessments on average is slower than that of their academic peers statewide. This
means that students who already are behind are losing further ground compared with
their peers.
Systemic Challenges
The district review findings and other data indicated that the district had multiple systemic
challenges that impeded its ability to accelerate and support students’ academic performance.
At the time of the district’s Level 5 designation in April 2015, some of the challenges as noted
by the district review team included:
? Inconsistent instructional quality: The quality of instruction across Holyoke varied school
to school and classroom to classroom, with inconsistent implementation of standards -
based, rigorous instructional tools and materials. During school year 2014–2015, the
district’s 5 specific instructional practices
4
were in their initial states of implementation
and were not embedded in instruction at the classroom level. During observations
conducted by the district review team, the quality of instruction was inconsistent and
did not demonstrate mastery implementation of the district’s instructional practices.
The review team did not see clear and consistent evidence of rigorous lessons and high
expectations for students in half of classrooms districtwide. Notably, observers saw
evidence of instructional modifications that would enhance learning by Holyoke’s
students with disabilities and ELLs in only 35 percent of classrooms.
? Incomplete assessment system: The district did not have in place a complete system of
formative assessments, and different schools were using different types of assessments,
administered at inconsistent frequencies across the district. As of the end of school year
2014–2015, the assessment system had not been completed. The absence of a
comprehensive assessment system limited educators from using assessment data to
improve instruction and tailor supports to students’ needs.
? Challenges at the secondary level: Holyoke’s two high schools were not consistently
preparing all students for college and careers. As stated above, Holyoke’s four-year
cohort graduation rate was only 60.2 percent in 2014, more than 25 percentage points
below the state rate, and its drop-out rate was more than 3 times higher than the state
4
In school year 2014-2015, Hol yoke i denti fi ed 5 i nstructi onal practi ces on whi ch i t woul d focus: 1) student
di scourse, 2) vocabul ary, 3) cl ose readi ng, 4) text-based questi ons, and 5) school -specifi c cl imate and cul ture
strategi es (to be determi ned by school l eaders).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
7
rate. The district did not have a strategic, coordinated series of activities and supports to
prepare middle school students for high school and lay the foundation for college and
careers.
? Absence of leadership opportunities for teachers and other staff: The district had not
developed a variety of opportunities for teachers or other staff to serve in leadership
roles that benefit individual schools and the district as a whole. Teachers had little direct
participation or formal collaboration in the overall planning, design, or implementation
of professional development programs and services at the district level. For example,
teachers had previously served on the district’s professional development committee,
but there were no teacher representatives in school year 2014–2015. Non-teaching staff
may have had even fewer opportunities to contribute in leadership roles.
Vision
The Holyoke Public Schools will be a system of great schools that prepares its students for
college and careers by challenging them to think critically and by providing safe, nurturing,
culturally relevant environments in which they can learn and grow. The district will invest all its
human, financial, and other resources in strategies that support students’ learning. Guided by a
central office designed to effectively support schools at all grade levels , the district’s educators
will be empowered to make school-level decisions that are tailored to their students. The
Holyoke Public Schools will be a service-oriented district, truly welcoming and engaging families
as active participants in students’ education.
Throughout this plan, we will focus on the following critical action steps to implement
Holyoke’s turnaround:
? Build on what is working and fix what is not working
? Empower staff to make decisions while holding them accountable for results
? Extend time to increase learning opportunities, for both students and staff
? Provide students with individualized college and/or career plans and multiple pathways
to reach their full potential
? Invest partners’ knowledge and skills strategically
? Engage families as active partners, repairing relationships and building trust in the
district
Turnaround Practices
An Act Relative to the Achievement Gap, signed into law in 2010, provides authority and tools
for school and district leaders and the Commissioner and Board of Elementary and Secondary
Education to bring about rapid improvement in schools and districts that are underperforming
(Level 4) and chronically underperforming (Level 5). In support of this work, ESE engaged The
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
8
Institute for Strategic Leadership and Learning (INSTLL, LLC) to track the progress of
Massachusetts’ underperforming schools once they were in turnaround status, and identify
lessons learned from the schools that made significant achievement gains during their first
three years of turnaround, including the district systems and resources that supported them in
their efforts. The result of this work is Turnaround Practices in Action: A Practice Guide and
Policy Analysis,
5
a document based on a detailed analysis of the experience of the initial 34
Level 4 schools during the first 3 years of turnaround (2010–2011 to 2012–2013). The guide
presents key turnaround practices to be considered by state leaders, districts, schools, and
policymakers striving to improve and sustain ongoing and future turnaround efforts.
Because the findings from the report indicate the types of supports necessary for effective and
rapid acceleration, the Turnaround Practices serve as the basis for the Priority Areas of this
turnaround plan.
Priority Areas
To achieve rapid improvement of academic achievement for all of Holyoke’s students, the
district will implement strategies in five Priority Areas that are aligned with the
recommendations of the Holyoke Level 5 district Local Stakeholder Group (LSG) that were
submitted to Commissioner Chester and Receiver Zrike on July 10, 2015.
6
The plan identifies
where strategies are informed by specific LSG recommendations.
Priority Area 1: Provide high-quality instruction and student-specific supports for all students,
including students with disabilities and English language learners (ELLs).
In order to achieve the rapid improvement of academic achievement for all Holyoke students,
the district must provide high-quality instruction for all students in every classroom, every day.
Students will experience a culture of high expectations with an instructional program designed
to meet their needs and built upon the cultural and linguistic assets they bring to their
education. The district will provide a strong system of high-quality core instruction, and tiered
interventions in every school, for every grade level. In order to tailor educational strategies to
meet students’ needs and result in improved student learning, the district will collect, analyze,
and share data among its educators and other staff. Holyoke’s turnaround will be successful as
it develops and implements comprehensive strategies to address the needs of ELLs and
students with disabilities, both significant HPS populations.
5
See Lane, B., Unger, C., and Souvanna, P. (2014). Turnaround Practices in Action: A Practice Guide and Policy
Analysis. Bal ti more, MD: Insti tute for Strategi c Leadershi p and Learni ng. Retri eved from
www.doe.mass.edu/apa/sss/turnaround/defaul t.html
6
See Appendi x D for the Local Stakehol der Group’s recommendati ons.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
9
Priority Area 2: Establish focused practices for improving instruction.
HPS will design a districtwide early education and elementary program that builds a solid
foundation for students’ educational experiences. To significantly improve students’ progress in
later grades, the district will also design a secondary educational experience in grades 6–12 that
provides students with individualized college and/or career plans and multiple pathways to
reach their full potential, including a specific focus on the instructional program and student
supports in the middle grades. The district will also build structures designed to support
students who are not on track for on-time graduation. The district’s efforts will include a special
emphasis on reengaging disconnected or at-risk youth, to bring them back into the system and
provide them with academic and other necessary supports. To support these focused practices,
the district will ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
Priority Area 3: Create a climate and culture that support students and engage families.
HPS will transform its culture into one of high standards and positive regard, and ensure that
HPS schools provide environments that foster rapid improvement of academic achievement.
District and school staff will work together to build all students’ social/emotional skills to
promote engagement, academic success, and college and career readiness. In order to develop
school environments that foster strong academic achievement, HPS will develop structures and
supports to identify and address holistically students’ strengths and needs. The district will
organize partner supports at schools and the central office to maximize partners’ efforts and
align them to the district’s turnaround strategies. Finally, the district will engage families as
active partners, repairing relationships and building trust in the school system.
Priority Area 4: Develop leadership, shared responsibility, and professional collaboration.
Outstanding educators and staff are critical to the success of all components of this turnaround
plan. Working together, Holyoke educators will implement high-quality instruction and be
responsible for improved student achievement. Therefore, the district will ensure that
Holyoke’s educators and other staff have the knowledge and skills needed to drive student
learning, growth, and achievement. The district will create opportunities to use the staff’s
expertise throughout the system to take on both informal and formal leadership roles in
support of the turnaround. It will be necessary to develop and enhance systems and structures
at the district and school levels designed to encourage and facilitate professional collaboration.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
10
Finally, the district’s employees will be evaluated through a streamlined, fair, and transparent
process that provides all staff with feedback for improvement and opportunities for
professional growth in both knowledge and skills.
Priority Area 5: Organize the district for successful turnaround.
The district will build robust systems to recruit, develop, and retain strong staff members and
deploy them where they are most needed, motivating high-performing staff to remain in
Holyoke and recruiting new talent to the district. The Receiver will grant autonomies so that
school teams can tailor programs for their students’ needs; school teams will be supported by
the central office to use these autonomies effectively. HPS will develop and implement systems
to maximize the use of existing school time and strategically add time where it is needed. The
district’s central office will be redesigned to ensure that it has the best structure for providing
supports to the schools, and its systems will be revised or replaced as necessary to streamline
district services and increase productivity and effectiveness. The district will invest its resources
in strategies that lead to student achievement, and use the Receiver’s authorities to lay the
foundation for a successful turnaround. Finally, the distri ct will help prepare the school
committee to sustain change at the conclusion of receivership.
The Receiver and the Commissioner will monitor these Priority Areas closely, to ensure that
strategies are being implemented effectively and are yielding the desired results; the Receiver
will also designate high-level central office staff to monitor implementation effectiveness
regularly. Changes will be made as needed to ensure that these strategies are having the
desired impact on students’ learning. The plan includes benchmarks within each Priority Area’s
section. For the turnaround plan’s Measurable Annual Goals, see Appendix B.
Holyoke’s Level 4 and Level 5 Schools
Holyoke’s turnaround will include concentrated efforts to improve its lowest performing
schools: Dean and Morgan. The Receiver is developing a tiered system of central office supports
for all of the district’s schools, with a special emphasis on the district’s lowest performing
schools. In addition to the resources the Receiver will provide to al l Holyoke’s schools, he also
plans additional supports for these two schools.
Dean
In June 2010, Dean was designated underperforming (Level 4) accountability status by
Commissioner Mitchell Chester. Dean was approved for three years of School Redesign Grant
(SRG) funding in July 2011 to restart the school with a turnaround operator, Collaborative for
Educational Services (CES). SRG funding was provided to the school for fiscal years 2012, 2013,
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
11
and 2014. In July 2013, a new turnaround operator, Project GRAD USA, partnered with the
district to support Dean; this partnership concluded in June 2015. The school’s original three-
year turnaround plan has expired, and Dean remains in Level 4 status.
Dean, the only Level 4 school in the district, will receive focused support and assistance to
promote the rapid improvement of academic achievement of its students. Dean’s leadership
team will receive frequent coaching, directly from the Receiver, with additional guidance
provided by HPS’s Director of Leadership Effectiveness; in school year 2015–2016, this coaching
will focus on areas such as implementation of intervention blocks to provide supports for
struggling students and using assessment data to improve teaching and learning. The Receiver,
central office department heads, and other district staff will provide on-site observations of and
expertise to the school to improve its instructional practices. The Receiver has already
dedicated additional resources for Dean, such as funding for a literacy coach, a new position
that will provide support to teachers. The district also plans to continue to invest in Dean’s
facility, such as by updating machinery and safety equipment. The Receiver has asked for state
assistance and guidance about Dean’s technical programs, ensuring that the programs are
providing a solid foundation for students as they build their career knowledge and skills. The
district will also partner with the Regional Employment Board, the Chamber of Commerce, and
others to create Dean’s schoolwide and program-specific advisory groups. As indicated in
Priority Area 2, the district will review the career/vocational/technical education programs
currently available to Holyoke’s students, improve the quality of all programs that are
retained, and consider additional programs---including regional and partnership options---
aligned with the demand of the labor market and student interest. The Receiver will review any
Memoranda of Agreement involving Dean, and will adjust those agreements as necessary to be
consistent with the turnaround plan.
Morgan
In June 2010, Morgan was designated underperforming (Level 4) accountability status by
Commissioner Mitchell Chester. Morgan was approved for three years of SRG funding in July
2011 under the federal transformation model. SRG funding was provided to the district for
fiscal years 2012, 2013, and 2014. At the expiration of its three-year turnaround plan, based on
its continued low performance and absence of improvement, Morgan was designated as a
chronically underperforming (Level 5) school in October 2013. In January 2014, Commissioner
Chester appointed Project GRAD USA as the receiver for Morgan, and in June 2014 a final
version of the Morgan turnaround plan was issued. Following the Level 5 designati on for the
Holyoke Public Schools in April 2015, Stephen Zrike was appointed the district’s Receiver,
effective in July 2015. In his role as district Receiver, he became responsible for the
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
12
implementation of the turnaround plan for Morgan School; Project GRAD USA concluded its
receivership work in June 2015.
Morgan, the only Level 5 school in the district, will receive focused support and assistance to
promote the rapid improvement of academic achievement of its students. In addition to the
ongoing school monitoring, technical assistance, and professional learning community supports
that ESE will make available, a dedicated central office liaison ensures that questions and needs
are addressed quickly. Morgan’s leadership team will receive frequent coaching, directly from
the Receiver, with additional guidance provided by a central office liaison. In school year 2015–
2016, this coaching will focus on areas such as using student performance data to match
supports to students’ specific needs; developing systems to give meaningful feedback to
teachers about their instructional practices; and identifying challenges to and necessary
supports for the implementation of school priorities. The Receiver, central office department
heads, and other district staff will provide on-site observations of and expertise to the school to
improve its instruction. The school’s turnaround plan provides for additional academic support
staffing, including an ELA coach and a math coach full -time at the school; the school’s schedule
also allows for additional professional development and common planning time. The Receiver
has also allocated additional resources to fund a Director of School Climate and Student
Support as part of the school’s Full Service Community School model, an investment designed
to improve students’ academic progress.
Strategic Use of District Resources
As a high-need and low-income community, Holyoke must ensure that its use of all its resources
results in increased student learning, reallocating resources where appropriate from the central
office to schools, in direct support of students. Holyoke’s current per-student expenditures
exceed a number of comparable districts. The district must ensure that those expenditures are
made in the most effective manner to increase student learning; therefore, principals will have
the authority to ensure that the most effective staff are selected and retained. In turn,
professional learning and staff support are essential investments in staff. In every budget, the
district must curtail expenditures that fail to demonstrate a relationship to strong student
learning, and reallocate funds and staff positions to more productive uses.
For the last several years, district administrators have had to cut personnel and non-personnel
lines to balance the budget, and look to reorganization and reallocation to make funds available
for key improvement initiatives. Some funding constraints of fiscal year 2017 are already
known, so the challenge of fully implementing turnaround initiatives is to continue with
reorganization and reallocation that prioritizes adequate funding for instruction.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
13
Statutory Basis for the Implementation of the Turnaround Plan
Pursuant to G.L. c. 69, §1K, the Commissioner and the Receiver must create a turnaround plan
intended to maximize the rapid improvement of the academic achievement of students in the
district. The Commissioner and the Receiver will take all appropriate steps necessary to
support the goals of the turnaround plan. Among other things, through the turnaround plan,
the Commissioner and the Receiver may expand, alter or replace the curriculum and program
offerings of the district; reallocate the uses of the existing budget of the district; provide funds
to increase the salary of an administrator or teacher working in an underperforming school in
order to attract or retain highly qualified administrators or teachers, or to reward
administrators or teachers who work in chronically underperforming districts that have
achieved the annual goals in the turnaround plan; expand the school day or school year or both
of schools in the district; limit, suspend or change one or more provisions of any contract or
collective bargaining agreement in the district; add pre-kindergarten and full-day kindergarten
classes; following consultation with applicable local unions, require the principal and all
administrators, teachers and staff to reapply for their positions; limit, suspend, or change one
or more school district policies or practices, as such policies or practices relate to the
underperforming schools in the district; provide job-embedded professional development for
teachers in the district; provide increased opportunities for teacher planning time and
collaboration focused on improving student instruction; establish a plan for professional
development for administrators in the district; develop a strategy to search for and study best
practices in areas of demonstrated deficiency in the district; establish strategies to address
mobility and transiency among the student population of the district; and establish steps to
assure a continuum of high-expertise teachers by aligning the following processes with the
common core of professional knowledge and skill: hiring, induction, teacher evaluation,
professional development, teacher advancement, school culture, and organizational structure.
Currently, the district’s eight collective bargaining agreements have expired. The terms outlined
in Appendix A are necessary to the successful implementation of the turnaround plan and
reflect mandatory changes to the district’s policies, agreements, and working rules and to any
practices or policies pursuant to the expired collective bargaining agreements. These terms will
take effect as of the date of the release of the turnaround plan and must be included in any
future collective bargaining agreements. The Receiver will provide a summary of these changes
to each union leader by approximately October 30, 2015. The Commissioner and the Receiver
reserve the right to make additional changes to collective bargaining agreements as needed.
Nothing contained in the turnaround plan or the collective bargaining agreements shall be
construed to limit the rights of the Receiver and/or the Commissioner as they are provided for
under G.L. c. 69, §1K.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
14
The turnaround plan is authorized for a period of three years. The Commissioner and the
Receiver may develop additional components of the plan or amend the plan, as appropriate.
The district will exit from receivership once gains are sufficient and positive change has been
institutionalized to ensure continued growth and sustainable results.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
15
Priority Area 1: Provide High-Quality Instruction and Student-Specific Supports for All
Students Including Students with Disabilities and English Language Learners.
Challenges
Holyoke schools have demonstrated a consistent pattern of persistent and pervasive low
performance in ELA, mathematics, and science over the past four years. With few exceptions,
most students in the Holyoke Public Schools are not performing at grade level in all tested
subjects and performance for students with disabilities and English language learners is
substantially lower than other students’ performance. Research-based practices are not
uniformly applied across the district, such as providing excellent core instruction and tiered
supports, using inclusive practices, direct, explicit English language instruction (English as a
Second Language, or ESL), and sheltering content for English Language Learners (ELLs).
Most of the classroom instruction observed during the Holyoke district review
7
demonstrated
the absence of rigorous instruction or engaging academic tasks aligned to the expectations
and standards in the Massachusetts Curriculum Frameworks. Further, the majority of
classrooms did not implement a range of research-based instructional strategies, such as
systematic checking for understanding or using data to identify and address students’
individual needs.
During the 2015 district review, the majority of observed classrooms did not show consistent
evidence of the use of appropriate instructional strategies for students with disabilities or for
ELLs, including inclusive practices or sheltering content, to enable all students to improve
proficiency. Although Holyoke’s administrators have earned the SEI endorsement, not all
teachers have met this requirement. For example, 28 percent
8
of the core academic teachers
who are required to be endorsed in Sheltered English Instruction (SEI) had not met that
requirement by the end of school year 2014–2015. Student progress may be limited by the
absence of trained teachers.
According to its most recent Coordinated Program Review,
9
Holyoke’s educators also have not
received adequate training necessary for special education, resulting in inconsistent
understanding and information about special education policy and practice across the district.
This inconsistent understanding may have had an impact on student services and placements.
For instance, the district’s school year 2014–2015 data show that 26.3 percent of students with
7
See the Hol yoke Publ i c School s Di strict Revi ew Report , Appendi x C. Cl i ck F-J next to Di stri ct Revi ew Reports and
scrol l to the Hol yoke 2015 Di stri ct Revi ew Report.
8
These fi gures do not i ncl ude teachers newl y hi red to the di stri ct i n 2015–2016.
9
See the Hol yoke Publ i c School s 2013 Coordi nated Program Revi ew Report. Cl i ck Engl i sh Language Learner (ELL)
CPR Reports. Under Di stri cts cli ck H and scrol l to Hol yoke School Di stri ct 2013.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
16
IEPs were served in substantially separate placements, nearly double the state rate of 14.4
percent for that same period. Overall, 24.1 percent of Holyoke’s students are identified as
students with disabilities, compared to a range of 12.5-24.1 percent in other Gateway Cities in
Massachusetts.
10
Moreover, the district’s 2014–2015 data identify 31.8 percent of the district’s
ELLs as students with disabilities, compared to 16.5 percent of ELLs statewide who are also
students with disabilities. This percentage may indicate that the district may have difficulty
determining when a student’s performance is affected by language and culture rather than by a
disability, thereby limiting the district’s ability to provide appropriate services matched to these
students’ needs.
Rationale
In order to achieve rapid improvement for all Holyoke students, Holyoke Public Schools must
effectively recruit, develop, and retain educators who will provide strong instruction,
interventions, and supports for all students in every classroom, every day. Given the pervasively
flat and extremely low performance in the district, programs and practices must be reviewed
and changed as necessary to improve outcomes for students. Direct services to students,
particularly ELLs and students with disabilities, must be increased. Students must experience a
culture of high expectations with an instructional program designed to meet their needs and
build on the cultural and linguistic assets they bring to their education. Educators and other
staff throughout the district will be more effective when they are provided the tools, time, and
support to meet the needs of Holyoke’s students while holding each other accountable for
continuing to improve outcomes. These foundational strategies are at the heart of successful
teaching and learning and must be the district’s urgent and immediate work.
Strategy A: Provide high-quality instruction and student-specific supports for all students.
? Assess instruction and support system and implement school-based improvements:
With support from the district, each school will assess how its current program meets
expectations for providing high-quality core instruction and tiered supports. Each
school’s operational plan will include focused action steps to improve the systems and
practices that support learning for all students, including providing focused professional
development. See also Priority Area 4 and Priority Area 5.
? Strengthen delivery of strong core instruction (Tier 1), and supplemental (Tier 2) and
intensive (Tier 3) interventions: The district will establish strong school-based systems
for delivering high-quality core instruction. Core instruction will be designed to engage
10
Gateway Ci ti es i n Massachusetts i ncl ude: Attl eboro, Barnstabl e, Brockton, Chel sea, Chi copee, Everett, Fal l Ri ver,
Fi tchburg, Haverhi l l , Hol yoke, Lawrence, Leomi nster, Lowel l , Lynn, Mal den, Methuen, New Bedford, Peabody,
Pi ttsfi el d, Qui ncy, Revere, Sal em, Spri ngfi el d, Taunton, Westfi el d, and Worcester.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
17
and meet the needs of the varied learners in every classroom and will ensure
opportunities for students to learn complex concepts and demonstrate learning in a
variety of ways. To ensure that the needs of ELLs and students with disabilities are
being met in core instruction (Tier 1), research and evidence-based practices will be
embedded into daily classroom instruction, including SEI strategies and strong
inclusionary practices. Using information from the schools’ assessments, the district will
develop strategies for strengthening access to and use of Tier 2 and Tier 3 interventions
that are comprehensive, responsive, flexibly-delivered, and implemented with fidelity.
This strategy is informed by Local Stakeholder Group recommendations IV (all
recommendations), V (5b, 5c), X (4c).
Strategy B: Collect, analyze, and share data to tailor educational and support strategies to
improve student learning.
? Implement effective data use practices: Holyoke educators and other staff will have
access to a wide variety of formative, benchmark and summative data that will allow
them to identify and address specific student needs. Content coaches will assist school
leadership to ensure that district expectations for effective data use for instruction,
collaboration, and monitoring interventions are implemented consistently across
schools. All schools will use or create common planning time to support instructional
planning and the identification and monitoring of both academic and non-academic
interventions. See also Priority Area 4.
? Upgrade the district’s assessment system: The district will review and upgrade its
assessment system to ensure that assessments are culturally appropriate and high-
quality.
? Implement supports and interventions: Based on the analysis of data, schools’
instructional and support teams will develop appropriate responses to ensure student
learning, such as regrouping students according to their needs or identifying specific Tier
2 or Tier 3 interventions. School staffing will be examined to determine if alternate
strategies are needed to strengthen the quality of core instruction in all classrooms. See
also Priority Area 3.
? Building-Based Support Teams (BBSTs): The district will evaluate and adapt Holyoke’s
approach to BBSTs to ensure they systematically identify students’ academic, social, and
emotional needs and identify appropriate strategies to meet those needs. See also
Priority Area 3.
This strategy is informed by Local Stakeholder Group recommendation V (5b).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
18
Strategy C: Develop and implement comprehensive strategies to address the needs of English
language learners throughout the district.
? Strengthen the program for ELLs in all grades: The district will ensure that its English
Language Education/English Language Development (ELE/ELD) program fosters rapid
English language acquisition and academic growth for ELLs. Each school will have clear
pathways for ELLs to gain higher levels of English proficiency throughout their academic
experiences.
? Revise curricula: The district will revise the current curricula to ensure they are aligned
with World-class Instructional Design and Assessment (WIDA) and the Massachusetts
Curriculum Frameworks. See also Priority Area 2.
? Analyze student data and tailor supports accordingly: The district will support teachers
in the analysis of Assessing Comprehension and Communication in English State-to-State
for English Language Learners (ACCESS) data and other relevant data, the development
of formative assessments, and the application of findings to instruction through specific
WIDA training.
? Implement Sheltered English Instruction (SEI) strategies: The district will address ELLs’
needs by implementing SEI strategies effectively. The district will ensure that all core
academic teachers and the administrators who supervise or evaluate them earn the SEI
Endorsement and will provide pathways for non-core educators to complete
professional development designed to help them meet the needs of ELLs. The district
will ensure that its existing cadre of coaches receives appropriate training so they can
support SEI, ESL, and general education teachers.
? Provide high-quality English as a Second Language (ESL) services: The district will
ensure that ESL teachers are adequately prepared to deliver instruction aligned with
WIDA Essential Actions in both English language development classes and during other
time dedicated to English language development.
? Assess effectiveness of Metcalf’s dual-language program: The district will assess the
effectiveness of the dual-language program at Metcalf to determine whether it is an
exemplary model of dual-language education. During school year 2015–2016, the
district will make a determination about the future parameters of the program.
? Investigate alternative ELL program options: Because of the high percentage of ELLs
(28.5 percent) and students whose first language is not English (47.7 percent), the
district will investigate alternative ELL program models that can build bilingualism and
biliteracy for its students. The district will explore possible models in school year 2015–
2016 to determine which it may implement beginning in school year 2016–2017.
Potential models may include a newcomers program, which would be designed to
strengthen the foundational skills of students new to the country and to Holyoke; and a
maintenance bilingual program, an additive educational model in which students would
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
19
develop high levels of language proficiency and literacy in English and Spanish while
developing their understanding of diverse cultures.
This strategy is informed by Local Stakeholder Group recommendations VII (1, 2a, 2d, 3, 4)
and VIII (1).
Strategy D: Develop and implement comprehensive strategies to address the needs of
students with disabilities throughout the district.
? Review the Special Education Program: The district will review its Special Education
Program and services in their entirety and provide comprehensive recommendations to
improve services and programming. The district will use this review to improve its
Special Education Program beginning in spring 2016.
? Provide comprehensive services matched with students’ needs: The district will ensure
that all special education placement options, including out-of-district placements, will
have clear and culturally competent entry and exit criteria, progress measurement
tracking and analysis procedures, guidelines for opportunities for increased student
access to inclusive settings, and appropriate physical spaces.
? Increase student opportunities to learn in inclusive settings: Students will have
increased opportunities to receive quality instructional time in inclusive settings.
? Increase time spent in direct service of students: The district will manage scheduling of
educators and service providers to increase their time spent in direct instruction and
support for students. This will also reduce the reliance on outside providers for speech
and language and occupational therapy services. The district will begin this process in
school year 2015–2016 by reviewing and optimizing current schedules for service
providers as part of the Special Education Program review.
This strategy is informed by Local Stakeholder Group recommendations II (1a) and VI (1, 2, 3a,
3b).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
20
Priority Area 1 implementation benchmarks
Strategy A: Provide high-quality instruction and student-specific supports for all students.
? By November 2015, each school will develop a process by which i t monitors student
progress toward end-of-year outcomes.
? By December 2015, using a framework provided by the district, each school will have
begun to develop a school operational plan outlining essential actions it will take during
school year 2015–2016 to increase its capacity to provide high-quality core instruction
and tiered supports.
Strategy B: Collect, analyze, and share data to tailor educational and support strategies to
improve student learning.
? By November 2015, schools will report to the Receiver their current schedules for using
or creating common planning time for grade/subject teachers (or creating alternate
opportunities for frequent collaboration) in school year 2015–2016.
? By May 2016, the district will complete an inventory of its assessments and will
determine which ones will continue to be used and which other assessments need to be
developed or procured.
Strategy C: Develop and implement comprehensive strategies to address the needs of English
language learners throughout the district.
? By the end of October 2015, the district will have a plan to ensure that core academic
teachers and the administrators who supervise or evaluate them will earn the SEI
endorsement by June 30, 2016. By June 30, 2016, the district will develop a plan for
non-core academic teachers to successfully complete an SEI course.
? By March 1, 2016, the district will have completed a review of current services for ELLs
and develop a plan to maximize availability of quality services for gaining higher levels of
English language proficiency throughout students’ academic program.
? By April 2016, the district will have completed its review of alternative ELL program
options, and will have identified a strategy and timeline for implementing any new
program models beginning in school year 2016–2017.
Strategy D: Develop and implement comprehensive strategies to address the needs of
students with disabilities throughout the district.
? By January 2016, the district will review its Special Education Program, identifying best
practices, inconsistencies, and gaps in services for students with disabilities in the
district.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
21
? By April 2016, the district will have analyzed the findings and recommendations in the
review and will have developed a plan for implementing the essential elements in
subsequent school years.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
22
Priority Area 2: Establish Focused Practices for Improving Instruction.
Challenges
Holyoke Public Schools’ programs and services are not meeting the needs of all students as
evidenced by the district’s low student achievement, with the majority of schools in the bottom
tenth percentile across the state. According to 2015 Massachusetts Comprehensive
Assessment System (MCAS) data, in ELA only 34 percent of Holyoke students scored Proficient
or Advanced and 31 percent scored Warning or Failing. In mathematics, only 27 percent of
students scored Proficient or Advanced and 42 percent were at the Warning or Failing levels. In
science, while 23 percent of students scored Proficient or Advanced, 39 percent scored Warning
or Failing. Core instructional programs are not consistently rigorous, research-based, and
aligned to state standards with a coherent progression from one grade to the next. As
indicated in the 2015 Holyoke District Review Report, the district’s K–12 curriculum is not
complete and the current curriculum does not fully meet the needs of ELLs and students with
disabilities.
11
During the 2014–2015 school year, Holyoke’s pre-kindergarten program had 221 students
enrolled. However, 445 students were enrolled in kindergarten, indicating that there may be
additional students who could benefit from pre-kindergarten in the district. Student learning
gaps measured by the Benchmark Assessment System (BAS) and described in the Holyoke
District Review Report include, “68 percent of kindergarteners were unable to accurately
identify a minimum of 13 letters and their sounds,” and “58 percent did not exhibit a minimum
of five early literacy behaviors that indicate reading readiness.” Additionally, in 2015, only 20
percent of grade 3 students were reading on grade level, as measured by the MCAS ELA
assessment of students performing at the Proficient or Advanced levels.
Holyoke students’ options at the secondary level do not provide sufficient preparation for
college or careers upon graduation. In fact, many students never complete their K–12
educational experience, as evidenced by 2014 data showing a four-year cohort graduation rate
for Holyoke High School (HHS) students of 68.4 percent and an annual drop-out rate of 5
percent. At Dean, the results were even lower with a four-year graduation rate of only 41.5
percent and a drop-out rate of 10.2 percent.
Across the district, instructional materials and technologies are not being fully used to enhance
students’ educational experiences. As noted in classroom observation data in the Holyoke
District Review Report, there was “limited use of technology in the classrooms and limited
11
See the Hol yoke Publ i c School s Di strict Revi ew Report, p. 27. Cl i ck F-J next to Di stri ct Revi ew Reports) and scrol l
to the Hol yoke 2015 Di stri ct Revi ew Report.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
23
availability of resources to meet students’ diverse learning needs.” As a result, all students are
not being prepared for success in careers, college, and a digital society.
Rationale
Students in the Holyoke Public Schools must be provided with a rigorous and engaging pre-
kindergarten through grade 12 educational experience in order to close current academic
achievement gaps. It is critical to begin this experience at an early age, as research shows the
positive impacts of high-quality pre-kindergarten and kindergarten. According to the Center for
Public Education, “Early childhood programs can alleviate learning gaps if children receive
strong instructional and emotional support from teachers.”
12
Additionally, as students progress
through the secondary grades, they require educational experiences that are responsive to the
unique needs of adolescents and build a solid foundation of knowledge and skills that will
prepare them for college and careers. Educational models tailored to students’ needs and high-
quality educational tools and materials will support this effort. To ensure that every student is
successful, Holyoke educators will recognize the unique needs and strengths of every student
and respond with appropriate instruction, support, guidance, resources, and tools to promote
success.
Strategy A: Design a districtwide early education and elementary program that builds a solid
foundation for students’ pre-kindergarten to grade 12 educational experiences.
? Expand pre-kindergarten access: The district will have pre-kindergarten available for
every four-year-old child in Holyoke by the end of the turnaround plan period.
Additionally, the district will use the Holyoke Early Learning Initiative (HELI) partnerships
and resources to support the expansion of pre-kindergarten and build on the successful
family engagement strategies that community-based programs have implemented.
? Align pre-kindergarten and kindergarten: All pre-kindergarten and kindergarten
programs will provide consistent, developmentally appropriate expectations,
environments, curriculum, and instructional practice. Students will engage in dynamic
learning opportunities that will foster growth both academical ly and socially.
? Redesign kindergarten: The district will redesign the kindergarten program so students
are engaged in rich and developmentally appropriate learning that successfully prepares
them for elementary grade level expectations. The curriculum will reflect integration of
literacy and language throughout the content areas with an emphasis on developing
inquiry skills. Professional development will be provided for kindergarten teachers and
staff to support the new curriculum and instructional strategies.
12
See Pre-ki ndergarten: What the Research Shows. The Center for Publ i c Educati on.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
24
? Create a foundational skills block in kindergarten through grade 3: Holyoke’s academic
program will provide all students in kindergarten through grade 3 with targeted time to
strengthen their foundational skills in core academic areas and academi c language
development. Through the process of developing its operational plan, each school will
propose how it will customize the block to meet students’ individual learning needs,
strengthening their literacy skills and reaching the goal of reading on grade level by
grade 3. See also Priority Area 5.
? Accelerate progress for students in grades 3–5: The district will work with its schools to
develop and implement interventions for students in grades 3–5 who have not reached
proficiency in one or more subjects. As part of its efforts to identify and support
students who are not on track for on-time graduation, the district will use multiple
sources of data to help schools identify these students and tailor interventions to meet
their needs.
This strategy is informed by Local Stakeholder Group recommendations III (3), VIII (2), and
VIII (6).
Strategy B: Design a secondary educational experience that prepares all students for success
in college and careers.
? Strengthen middle grades programming: To ensure that students enter high school
with the skills necessary for success, the district will create a rigorous academic
experience for students in the middle grades (6–8). The district will consider several
interventions to better support these students, including: providing course offerings
(such as algebra I, coding, and robotics); adding an advisory period; implementing
Individual Learning Plans (ILPs); adding enrichment activities tailored to students in the
middle grades; and strengthening partnerships between the K–8 schools and the high
schools. One area of focus will be to build targeted programming between grades 8 and
9 to enable a smooth transition to high school.
? Add middle grade options: The district will create at least one additional middle school
option that is specially designed to strengthen the middle school experience.
Configurations for consideration will include a grades 6-12 school and a magnet middle
school. The creation of these additional middle grade options may require redrawing
school assignment boundaries.
? Convene Secondary Education Redesign Working Group: The district will convene a
working group to provide the Receiver with recommendations about a redesigned high
school experience in Holyoke that will be operating beginning in fall 2016. The group
will provide recommendations that will lead to high-quality educational programming
with a focus on college and careers for all students and a continuity of services from
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
25
grades 6–12, with a specific focus on the transition from grade 8 to grade 9. The group
may also provide recommendations about topics such as: the creation of a 9
th
grade
academy; summer programming for at-risk students; models for guidance counselor and
graduation coach support; implementation of ILPs; career exploration activities for
grade 9 students; and high school orientation for all grade 9 students.
? Redesign high school: The district will redesign the high school experience for all
students by creating an innovative system with multiple academic and technical
pathways to college and careers. The district will take full advantage of the assets of
both HHS and Dean, as well as the resources of local institutions of higher education and
the regional workforce development network, to create this integrated and
comprehensive approach to college and career readiness.
? Ensure high-quality career/vocational/technical education (CVTE) options: The district
is committed to ensuring that Holyoke’s students have access to high-quality in-district
career/vocational/technical education. The district will review the CVTE programs
currently available to students, improve the quality of all programs that are
retained, and consider additional programs---including regional and partnership
options---aligned with labor-market demand and student interest.
? Develop Individual Learning Plans (ILPs) for all high school students: By the end of the
2015–2016 school year, all rising grade 9 students will enter high school with ILPs; this
practice will be expanded to students in additional grades during the 2016–2017 school
year.
? Coordinate professional development within and across high schools: Beginning in the
2015–2016 school year, the district will provide professional development that includes
teachers from both district high schools, using the Early Warning Indicator System
(EWIS) as a starting point for this collaboration.
? Convene Dean’s advisory committees: In school year 2015–2016, Dean will convene its
General Advisory Committee and all Program Advisory Committees to advise and assist
in the planning, implementation, and evaluation of each technical program.
This strategy is informed by Local Stakeholder Group recommendations IX (the whole group
of recommendations).
Strategy C: Create strong college and career pathways to close skills gaps and opportunity
gaps.
? Create rigorous pathways in grades 9–12: As a key element of the high school redesign
described above, the district will create a system of rigorous academic and technical
pathways in grades 9–12 that prepare all students for college and careers.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
26
? Align middle grades: The district will align its kindergarten through grade 8 curriculum
with the pathways for grades 9–12 so that students enter high school with the academic
preparation, career awareness, and social/emotional skills necessary for success.
? Conduct a labor-market analysis: In conjunction with workforce development partners,
the district will conduct a labor-market analysis to determine what knowledge and skills
Holyoke’s students will need to be competitive in the local labor market.
? Support informed pathway selection: The district will support students and families in
making informed decisions about pathway selection. The district will review its current
secondary counseling structures and consider holding additional outreach events, such
as parent nights, visits for grade 8 students to high school campuses, and shadowing
days so that students and families can select the best high school pathway for each
student.
? Expand early college programming: The district will collaborate with local higher
education institutions to develop expanded early college opportunities aligned to the
district’s pathways, and to expand existing early college programming in Holyoke.
This strategy is informed by Local Stakeholder Group recommendations III (7) and IX (3).
Strategy D: Build structures designed to support students who are not on track for on-time
graduation and reengage those who have left the system.
? Create vacation academies: Beginning in school year 2015–2016, the district will
develop and implement targeted academies during school vacation periods to provide
intensive support to struggling students. The district will select educators from both
within and outside Holyoke with track records of accelerating student growth to teach in
its academies. See also Priority Area 4 and Appendix A.
? Restructure credit-recovery programs: The district will examine its current credit-
recovery programs to ensure that they are structured in a way that meets students’
needs and encourages their participation. The district will also further develop these
programs to include a blend of computer-based and classroom-based instruction.
? Develop programs for over-aged, under-credited students: The district will provide
pathways for successfully educating students who are over-aged and under-credited for
their grade levels.
? Reengage students who have left the district and those at risk of leaving: The district
will make a concerted effort to reengage disconnected or at-risk youth, to bring them
back into the system, and provide them with academic and other necessary supports.
As part of this effort, the district will pursue options that include staff dedicated to
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
27
reengagement and development of a reengagement center. This effort will also include
students at risk of dropping out, such as those with high rates of absence.
? Identify and support students who are not on track for on-time graduation: The
district will analyze student data frequently for early warning signs of students who may
not be on track for on-time graduation in order to provide those students with
appropriate supports. See also Priority Area 1.
? Expand summer programs: The district will build on its existing summer programs to
develop a comprehensive, districtwide summer program targeted to students who need
accelerated improvement to prepare for the start of the school year.
? Align school day and out-of-school programs: The district will use the infrastructure of
the Holyoke Early Learning Initiative workgroups to align the academic work happening
during the school day with students’ out-of-school activities.
This strategy is informed by Local Stakeholder Group recommendations II (2a, 5a, 7) and IV
(1).
Strategy E: Ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
? Develop an engaging, standards-based, aligned curriculum: The district will engage in a
multi-year, multi-phase process to evaluate and strengthen as needed the current
curriculum in ELA/literacy, mathematics, science and technology/engineering, history
and social science, foreign language, the arts, physical education, and health/wellness.
? Support instructional planning: The district will support schools in the development of
collaborative teacher teams and site-based scheduling that promote frequent
professional collaboration to improve instructional practices. See also Priority Area 4.
? Use aligned, culturally relevant instructional materials and tools: Teachers will use
culturally relevant materials, resources, and texts aligned to the Massachusetts
Curriculum Frameworks so that all students are able to engage in meaningful learning
experiences that build on their strengths, background, and perspectives. Instructional
materials and resources will include those that provide tailored supports to ELLs and
students with disabilities to address their unique learning needs and close achievement
gaps.
? Provide curriculum and tools to improve students’ writing skills: The district will work
with schools to provide teachers with the tools they need to improve students’ writing
skills. During school year 2015–2016, the district will explore curriculum and scheduling
options to ensure that each school has structures in place to develop students as
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
28
proficient writers who meet or exceed expectations for opinion/argument, information,
and narrative writing as outlined in the Massachusetts curriculum standards.
? Increase access to instructional technology: The district will provide all students with
access to technology tools. Technology will be used to differentiate instruction and
provide targeted supports for students with disabilities, ELLs, and other students. See
also Priority Area 5.
This strategy is informed by Local Stakeholder Group recommendations III (4) and VII (3).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
29
Priority Area 2 implementation benchmarks
Strategy A: Design a districtwide early education and elementary program that builds a solid
foundation for students’ pre-kindergarten to grade 12 educational experiences.
? By December 31, 2015, the district will complete a review of its current kindergarten
curriculum, instructional practices, and master scheduling practices, along with an initial
exploration of best kindergarten practices in high-performing schools and districts in
Massachusetts. By March 31, 2016, the district will determine its direction for the
development of kindergarten programming and ensure that this work is appropriately
integrated into the school year 2016–2017 budget.
? By June 2016, the district will have reviewed current pre-kindergarten models and
developed a plan to expand access to a high-quality pre-kindergarten experience to
every four-year-old child in Holyoke by the end of the turnaround plan.
Strategy B: Design a secondary educational experience that prepares all students for success
in college and careers.
? By January 31, 2016, the district will convene both the General Advisory Committee and
each Program Advisory Committee at Dean to advise and assist in the planning,
implementation, and evaluation of each technical program. By March 31, 2016, the
district will submit its Annual Perkins Report about the district’s progress on all 8 core
indicators.
? By March 1, 2016, the district will create a plan for the implementation of
recommendations made by the Secondary Education Redesign Working Group;
implementation will begin in school year 2016–2017.
? By June 1, 2016, 100 percent of rising grade 9 students will be ready to enter high school
with ILPs.
Strategy C: Create strong college and career pathways to close skills gaps and opportunity
gaps.
? By December 31, 2015, the district will hold initial meetings with local higher education
institutions about the establishment of early college programming.
? By March 1, 2016, the district will develop a plan for potential pathways and options to
be launched in school year 2016–2017, including the creation new academic and/or
technical pathways for implementation in grades 9–12.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
30
Strategy D: Build structures designed to support students who are not on track for on-time
graduation and reengage those who have left the system.
? By April 2016, the district will develop a measure to determine whether students are on
track for on-time graduation.
? By April 30, 2016, the district will have implemented at least one vacation academy
during a school vacation period that provided intensive, customized academic support
to struggling students.
Strategy E: Ensure that Holyoke’s educational tools and materials are high-quality and will
prepare students with 21
st
century knowledge and skills.
? By March 1, 2016, the district will conduct an audit of existing technological and other
educational tools and materials at both school and district levels, to determine where
additional investments may be needed to fill gaps; the audit will include a focused look
at tools and materials targeted for ELLs and students with disabilities. This audit will
inform the district’s technology plan for school year 2016–2017 and beyond.
? During school year 2015–2016, the district will explore curriculum and scheduling
options to ensure that by June 30, 2016, the district has structures in place to develop
students as proficient writers who meet or exceed expectations for opinion/argument,
information, and narrative writing as outlined in the Massachusetts curriculum
standards.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
31
Priority Area 3: Create a Climate and Culture that Support Students and Engage Families.
Challenges
HPS data demonstrate that there are significant improvements needed in Holyoke related to a
distinct absence of a culturally affirming climate of high expectations for all students. According
to the Holyoke District Review Report,
13
in observed classes high expectations for all students
were not seen consistently across the district. For instance, observers saw clear and consistent
evidence that students were engaged in challenging academic tasks in only 50 percent of the
elementary, in 55 percent of the middle, and in 31 percent of the high school classes. Across
the district, in only 34 percent of observed classes were teachers seen clearly and consistently
providing multiple opportunities for students to engage in higher-order thinking skills. In
addition, the district review team did not see positive learning environments consistently across
the grade levels.
Multiple years of behavior data also indicate the need for improvements in the district’s
culture. For instance, the 2013–2014 student out-of-school suspension rate, at 20.0 percent per
year, was more than 5 times higher than the state average of 3.9 percent; this continued an
out-of-school suspension rate trend dating back to 2003 where at least 1 in 5 students received
an out-of-school suspension each year. In addition, almost 29 percent of students were
chronically absent (defined as absent 10 percent or more of the days enrolled) during school
years 2013–2014 and 2014–2015. The district does not have a coordinated system to assess
and identify students’ social/emotional challenges and needs and to provide comprehensive
supports to address those needs.
Qualitative data synthesized from a series of parent focus groups in spring/summer 2015
suggest there is a deep level of family mistrust of Holyoke schools and the desire for much
more effective communication between schools and families. Finally, because of deferred
maintenance and other facility issues, the district’s school buildings vary widely in terms of
providing safe, healthy, and welcoming learning environments for Holyoke’s students.
Rationale
Research conducted nationally and among Level 4 and Wraparound Zone schools in
Massachusetts demonstrates that a key factor in effective turnaround is a school climate in
which students feel safe and supported, while they are being challenged and engaged. One
critical dimension to this work is recognizing the direct connection between social/emotional
13
See the Hol yoke Publ i c School s Di strict Revi ew Report , p. 30. Cl i ck F-J (next to Di stri ct Revi ew Reports) and scroll
to the Hol yoke Di stri ct Revi ew Report 2015.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
32
development, academic learning, and success in life.
14
Schools must take ownership for the
social/emotional competence of their students and implement strategies to teach and model
those skills, just as they would for traditional academic content areas. In addition, strategies
must be actively pursued to promote positive relationships among students, educators, staff,
and families. In order to support this new culture of high expectations for both academic and
social/emotional growth, HPS will restructure staff positions and create systems to identify
students’ assets and needs, connect them to appropriate in- and out-of-school supports, and
actively monitor those supports. In addition, it is critical that HPS staff engage with the diverse
student body and their families in a way that is culturally competent and positions families as
active partners in students’ educational experiences.
These areas of work are vital in any school context, but particularly with respect to addressing
the achievement gap and the out-of-school factors that exacerbate it. There is growing
evidence that attention paid to school climate, social/emotional aspects of learning, and
effective family engagement can mitigate the impact of socio-economic context on academic
success
15
and improve achievement and motivation to learn; attendance; parent engagement;
and health and behavioral outcomes.
Strategy A: Transform the district’s culture into one of high standards and positive regard for
all students and staff.
? Set high standards for students and staff: Holyoke Public Schools will establish a culture
of high standards for all students and staff at every school and districtwide. Beginning in
school year 2015–2016, the district will use key back-to-school events to start setting
this new culture of high expectations, including but not limited to: the August leadership
retreat, professional development days before the school year begins, and convocation.
? Promote attendance and engagement: Students and staff will come to school and work
each day ready to engage. The district’s high expectations include expectations around
attendance. The district will redefine its approach and strategies about attendance to
include consistent neighborhood-based outreach and targeted efforts to reengage
students who have become separated from school. The focus of the district’s outreach
and reengagement work will shift from the schools to the community, and the role of
the school-based outreach workers will be clarified to reflect this shift. Outreach
workers will no longer provide primary clerical support to the front office at schools.
14
Domi trovi ch, C., Dusenbury, L. & Hyson, M. (2013): Beyond Academic Competence – The Foundations of School
Success.http://www.nga.org/fi l es/l i ve/si tes/NGA/fi l es/pdf/2013/1303EduPol i cyForumNonCogni ti ve.pdf
15
Astor, R.A., Benbeni sty, R., & Estrada, J.N. (2009). School vi ol ence and theoreti cal l y atypi cal schools: The
pri nci pal’s central ity i n orchestrati ng safe school s. American Educational Research Journal, 46(2), 423–461.http://www.school cl i mate.org/cl i mate/documents/pol i cy/sc-bri ef-v3.pdf
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
33
? Use data to monitor climate and student support needs: Educators and other staff will
use formative and summative data to assess school climate, student supports , and other
factors affecting the conditions for learning in the schools and make improvements as
needed. See also Priority Area 1.
This strategy is informed by Local Stakeholder Group recommendations IV (4c) and V (1).
Strategy B: Build all students’ social/emotional skills in order to promote school engagement,
academic success, and college and career readiness.
? Develop and implement strategies in support of social/emotional learning (SEL): The
district will develop and implement strategies needed to promote students’ social/
emotional learning, using tools such as professional development around the impact of
trauma on learning. These tools and strategies will exist within a tiered system of
supports for students’ learning. See also Priority Area 1.
? Restructure district staffing in support of SEL: The Receiver will assign clear roles and
responsibilities for social/emotional learning throughout the district, both at central
office and at the school level; some assignments may result in new positions. Although
development of students’ social/emotional skills is the responsibility of all staff,
individuals assigned these roles and responsibilities will oversee the implementation of
SEL efforts and ensure that staff are receiving support and feedback.
? Enhance the district’s positive behavior management and disciplinary approach: The
district will review and revamp its current approach to disciplining students, including its
protocols, structures, and facilities (e.g., student support rooms, PBIS). The district will
clarify positive behavioral expectations and will assess existing alternatives to
suspension to determine whether they should be revised, expanded, or discontinued,
and provide training to support staff in these changes. The district will continue to
implement Restorative Circles at Holyoke High School while also exploring the use of
other restorative justice practices across the district.
Strategy C: Ensure that all HPS buildings provide environments that will foster rapid
improvement of academic achievement.
? Develop safe, healthy, and welcoming learning environments: The district will ensure
the creation of safe, healthy, and welcoming learning environments in all its schools and
in district buildings. HPS will establish a districtwide crisis team and ensure that each
school convenes a school-based crisis team. The district team will review and monitor
schools’ crisis plans and will work with public safety and law enforcement agencies as
appropriate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
34
? Create spaces that promote family and community partnership: In addition to the
students and staff who use the schools and district buildings every day, families and
other community stakeholders will be welcomed and encouraged to access and
participate in school and district activities. In school year 2015–2016, the district will
undertake strategies and improvements to provide welcoming and culturally affirming
spaces, such as training front office staff in customer service strategies; providing
interpretation services to facilitate conversation; and identifying space for fami lies and
other stakeholders to meet on site.
? Provide well-maintained facilities that support turnaround strategies: The district will
review and revise protocols and staffing as needed to ensure that all the district’s
buildings are safe places for learning and working. As part of its commitment to provide
well-maintained facilities, the district will create a long-term capital improvement and
facility plan. The district will work with organizations such as the Massachusetts School
Building Authority (MSBA) to plan for longer-range maintenance and other facilities
issues, including but not limited to potentially building a new school centrally located in
the city.
? Expand nutrition programs that support student learning: The district will continue and
expand its food programs that benefit students throughout the year, including breakfast
in the classroom, the USDA Fresh Fruit and Vegetable Program, after-school and
summer programs, nutrition support for homeless families, and the weekend (food)
backpack program. The district will expand its breakfast in the classroom program in a
phased process that will result in all students in pre-kindergarten through grade 8
receiving breakfast in the classroom in school year 2016-2017. The district will also
explore offering breakfast in the classroom for Holyoke’s high school students. District
staff will work to ensure that healthy and culturally relevant foods are a key component
of the district’s food programs.
This strategy is informed by Local Stakeholder Group recommendations II (1a, 1b, 6d) and V
(5b).
Strategy D: Develop structures and supports to identify and address students’ strengths and
needs.
? Assess and support student needs: The district will reformulate Building-Based Support
Teams (BBSTs), both the creation and supervision of these teams at the central office
and implementation at the schools, to ensure that students’ academic, mental health,
enrichment, and other needs are being accurately assessed and properly supported. See
also Priority Area 1.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
35
? Pilot redesigned Full Service Community School model: In school year 2015–2016, the
district will pilot a redesigned Full Service Community School model at 4 of its schools.
The purpose of this redesigned model will be to strengthen school climate and culture,
student support, SEL, and family and community engagement. This pilot will promote
reenvisioned roles for all staff in the participating buildings, including new leadership
responsibilities for some staff. Some structures that will be redesigned include systems
for universal assessment, collection and use of data to inform progress and determine
program effectiveness, and more strategic coordination of services, programs, and
partnerships.
? Provide central office supports for culture and climate: The district will review its
protocols and oversight around school and district culture and climate, and refine
existing structures, staffing, and programs as needed to build strong and supportive
cultures in each of the district’s schools.
This strategy is informed by Local Stakeholder Group recommendations II (1b, 2a, 6b).
Strategy E: Organize partner supports at schools and the central office to maximize partners’
efforts and align them to the district’s turnaround strategies.
? Provide central office support for partnership development: The Receiver will
designate clear ownership at the central office for organization and oversight of the
district’s work with partners that align with and support the turnaround plan strategies.
The district will conduct a school- and district-level analysis of what the most pertinent
needs are, identify partners to address those needs, and support the management of
those partnerships to ensure effectiveness.
? Collaborate with partners: The district will develop and sustain a coalition of HPS’
partners in order to ensure maximum communication, collaboration and effectiveness
across partners’ efforts. To do this, HPS will build on the existing structures that have
been established through the Holyoke Early Learning Initiative and may leverage that
infrastructure to support other school improvement priorities.
? Work with state agencies to provide additional supports: In addition to its work with
the Department of Elementary and Secondary Education, the district will collaborate
with other state agencies to reinvigorate existing partnerships and develop new ones
that can support Holyoke students’ learning. See also Statutory Components of the
Turnaround Plan.
This strategy is informed by Local Stakeholder Group recommendations II (5a) and III (3).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
36
Strategy F: Build relationships with families, repair trust in the school district, and encourage
and support families to be active partners in students’ learning.
? Set family engagement expectations for all HPS staff: In order to promote the rapid
improvement of academic achievement for its students, the district must effectively
engage with Holyoke’s families. The Receiver will work with staff to develop a clear
mission and purpose statement about family engagement that conveys the district’s
responsibility for building relationships with families and repairing trust in the school
district. HPS staff will go into the community to interact with families outside of district
buildings.
? Prioritize and support family engagement: HPS will designate clear central office
leadership for the organization of student and family engagement efforts and will
monitor the effectiveness of those efforts across the district and at each school. In
addition, the district will provide guidance to more cl early define and leverage the roles
of staff who interact with families frequently (e.g., counselors, family liaisons, outreach
workers) and will provide training and support to strengthen the effectiveness of those
interactions.
? Provide opportunities to expand staff cultural competence: The district will provide
opportunities for HPS staff to learn information and skills that may improve their
interactions with the district’s students and families, such as tours of local Holyoke
neighborhoods as part of new staff induction; learning opportunities about poverty or
Puerto Rican culture; and conversational Spanish courses offered in conjunction with
local institutions of higher education.
? Develop a Family Resource Center: The district will develop a Family Resource Center to
serve as a hub for information and services for families, both within and outside of the
district. The student enrollment process will be facilitated through the Family Resource
Center and as part of this integration, the district will review and revise the current
student assignment process as necessary.
? Create school-based structures for family input: The district will ensure that each
school has all organizations required by statute (e.g., School Site Council, ELL Parent
Advisory Committee) and will also consider other venues and structures in which
families can have a voice in the operations and strategic vision of the schools.
? Conduct home visits: Beginning in summer 2015, the district has piloted a home visit
program in order to talk with families about school year 2015-2016, discuss their
aspirations and concerns for their children, and provide families with an opportunity to
get to know school staff. This strategy is also a cultural competence-building activity for
school staff. HPS will broaden this practice and expectation across the district.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
37
? Use multiple strategies to engage with families: The district will employ multiple
strategies to communicate with families to share information and seek their input and
participation. The district will build on a variety of techniques piloted in spring and
summer 2015, including neighborhood-based conversations and information sessions,
social media, and other communication methods. The district will also make HPS
communications available in multiple languages to facilitate communication for all
families. Family volunteer opportunities will be offered, and the district will ensure that
schools create or continue events that support family members’ partnership in student
learning.
? Celebrate students’ heritage: The district will support schools to host events and
promote practices that celebrate students’ cultural heritage. These strategies will be
tailored to each school community and families will be key participants in their planning.
? Develop a Parent University: The district will develop a Parent University for Holyoke
families to provide learning opportunities such as how to access district resources,
language skills programs (e.g., ESL), and adult education courses (building on the work
of the Holyoke Adult Learning Center). The Parent University will better coordinate and
build on existing district offerings for families in English as a Second Language and GED
courses.
This strategy is informed by Local Stakeholder Group recommendations I (1), II (1a, 2b, 3b,
5b, 6c), and III (1).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
38
Priority Area 3 implementation benchmarks
Strategy A: Transform the district’s culture into one of high standards and positive regard for
all students and staff.
? By November 2015, the district will have identified student, staff, and parent surveys to
measure the instructional and social/emotional climate in each school. The district will
also articulate a process for collecting, analyzing and using those data to inform school
and districtwide improvement efforts.
? By January 2016, the district will review its current protocols, data collection, and
staffing related to student attendance in order to enhance its approach.
Strategy B: Build all students’ social/emotional skills in order to promote school engagement,
academic success, and college and career readiness.
? By June 2016, the district will identify tools and establish processes to monitor the
effectiveness of its strategies in support of students’ Social Emotional Learning (SEL).
? By February 2016, the district will review and assess the effectiveness of its current
approach to disciplining students, including protocols, structures, and facilities currently
used in those processes (e.g., positive behavioral expectations, student support rooms,
PBIS, alternatives to suspension); this review will serve as the basis for future decisions
about the district’s approach.
Strategy C: Ensure that all HPS buildings provide environments that will foster rapid
improvement of academic achievement.
? Based on climate data collected during school year 2015–2016 (see Strategy A), each
school will incorporate strategies to create a safer, healthier, and more welcoming
learning environment into the development of its school year 2016–2017 school
operational plan.
Strategy D: Develop structures and supports to identify and address students’ strengths and
needs.
? By April 2016, the district will review and analyze all its behavioral and support
programs to determine whether students’ needs are being met at all grade levels and
will make decisions about consolidation, reconfiguration, discontinuation, and/or
creation of programs as necessary.
? By April 2016, the Receiver will have reviewed the progress and results of the Full
Service Community School pilot and will decide which aspects to replicate in additional
schools.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
39
Strategy E: Organize partner supports at schools and the central office to maximize partners’
efforts and align them to the district’s turnaround strategies.
? By February 2016, the district will conduct a school - and district-level analysis of district
needs and existing partner-provided resources to determine where there are gaps and
redundancies.
? By July 2016, a coalition structure will be established to enable collaboration between
HPS, community partners, and other state and local agencies in support of turnaround
priorities.
Strategy F: Build relationships with families, repair trust in the school district, and encourage
and support families to be active partners in students’ learning.
? By January 2016, the district will designate clear central office leadership for the
organization of student and family engagement efforts in order to support and monitor
those efforts across the district and at each school.
? By May 2016, the district will develop a prospectus for creating a Family Resource
Center and will identify the necessary funding, space, and human capital to support it.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
40
Priority Area 4: Develop Leadership, Shared Responsibility and Professional Collaboration.
Challenges
Holyoke has not developed the leadership, shared responsibility among its staff, and
encouraged professional collaboration sufficiently to support strong academic outcomes for
students. For example, in the 2014 TELL Mass survey, 56 percent of Holyoke’s teachers who
responded disagreed or strongly disagreed with the statement “Teachers have time available to
collaborate with colleagues.”
16
On the same survey, when asked how much time they devoted
in an average week to common planning time, 44 percent of Holyoke’s teachers who responded
indicated that in an average week they devoted an hour or less per week, and another 26
percent of teachers reported that in an average week they devoted no time to common
planning time.
17
Forty-four percent of teachers disagreed or strongly disagreed that an
appropriate amount of time was provided for professional development.
18
Structures for teacher leadership have been inconsistent across the district, with an absence of
meaningful leadership roles; the few opportunities had limited participation in school year
2014–2015 because of scheduling before and after school, instead of during the school day. In
addition, schools are in different stages of developing leadership teams and the teams are not
high functioning. The district has not effectively used data to recognize excellence in teaching
and has not provided model classrooms where teachers can learn from the effective practice of
their peers. Staff voice and input have also been limited, with the central office doing most of
the planning and making most of the decisions.
Implementation of an educator evaluation system to promote the growth and development of
all educators, to place student learning at the center, to recognize excellence in teaching and
leading, to set a high bar for professional teaching status, and to shorten timelines for
improvement
19
has been a challenge for Holyoke. Effective implementation of the educator
evaluation system has been constrained by several factors, including the length of educator
improvement plans, the number of forms required for evaluation, and the limits on who could
serve as an evaluator. Holyoke was required to evaluate all educators in 2013–2014 but did not
submit evaluations for almost 20 percent of those educators. In addition, the evaluation system
did not include evaluation protocols and tools for all groups of staff (e.g., paraprofessionals and
nurses). Holyoke also has specific challenges in identifying measures of educator impact and
16
See TELL Mass 2014 survey of Hol yoke teachers. The Hol yoke Publ i c School s response rate on thi s survey was
62.61 percent.
17
Ibi d.
18
Ibi d.
19
See 603 CMR 35.00.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
41
implementing the Student Impact Ratings in accordance with the timeline outlined in the
Massachusetts regulations on Evaluation of Educators.
20
Rationale
Strong teaching and leadership are critical to the success of all components of this turnaround
plan. Working together, Holyoke educators will provide high-quality instruction and be
responsible for improving student learning, growth, and achievement. Holyoke’s human capital
systems must be able to identify, effectively evaluate, develop, support, and retain educators
and other staff who possess the commitment and demonstrated ability to work effectively with
Holyoke’s students; informal and formal leadership roles will enable the district to leverage
staff expertise. In order to attract and retain the highest quality staff, it will be essential to
revamp the compensation system to ensure that individual effectiveness, professional growth,
and student academic growth are key factors. Further, Holyoke will need educators who are
willing and interested in collaborating with each other and with administrators to bring about
positive change in instruction and results for students. The strategies outlined in this plan
require all HPS employees to work together to define and execute the district’s turnaround
efforts.
Strategy A: Ensure Holyoke’s educators and other staff have the knowledge and skills needed
to drive student learning, growth and achievement.
? Create district structures to support professional learning for all staff: The district will
create an Office of Professional Learning to provide timely, collaborative learning
experiences that strengthen teaching practice and build leadership capacity. Holyoke
will provide indicators of high-quality, district-based professional development (PD) and
will review district and school sponsored PD regularly.
? Provide high-quality professional learning for a thriving workforce: The district will
ensure that staff members have access to a range of professional learning opportunities
including: teacher-led school-based sessions aligned to school goals; peer observations
of model classrooms where teachers can learn from the effective practice of their peers;
job-embedded PD; and district-supported offerings. Through the process of developing
school operational plans, the Receiver will review schools’ proposals for PD. See also
Priority Area 1 and Priority Area 5.
? Add time for professional learning: Teachers will be afforded regular preparatory time
during the work week. Such preparatory time may include common planning and
professional development. Through the process of developing school operational plans,
each school will propose to the Receiver a school schedule that incorporates additional
20
See 603 CMR 35.00
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
42
time for professional learning for all staff, including professional development. The
district will ensure that beginning in school year 2016–2017, at least 10 professional
development days are scheduled for each school. Professional development may be
offered in full days or shorter time increments. See al so Priority Area 5 and Appendix A.
? Use data to drive PD: Holyoke will create a districtwide task force composed of staff
from various roles to analyze student learning and achievement data and assess current
PD offerings. After analyzing available data, this task force will make recommendations
to the Receiver for professional learning opportunities with the goal of improving
professional practice and student outcomes.
? “Holyoke University”: During school year 2015–2016 the district will begin to create a
“Holyoke University” to provide a menu of high-quality PD offerings for staff to select. A
school may also include “Holyoke University” offerings as a component of the school
operational plan that it proposes to the Receiver. Effective educators, as approved by
the Receiver, will take on leadership roles as presenters of PD. See also Priority Area 5.
? Cohort-based induction model: Holyoke will build on its existing induction program of
professional support for new teachers and administrators in accordance with the
Induction and Mentoring Regulations
21
and based on the ESE Guidelines for Induction
and Mentoring Programs.
22
The program will provide targeted PD to meet the needs of
beginning and incoming educators, and will be aligned to district priorities for s tudent
growth, learning, and achievement. Holyoke will also provide a mentoring program for
teachers in their first three years of teaching.
? Coaching for continuous improvement: The district will ensure that all staff benefit
from coaching to improve their performance. The district will work with administrators
to create a culture where coaching is understood as a normal and essential component
of continuous improvement, with clearly stated expectations as to scheduling and
related logistical matters to support coaching. See also Priority Area 1.
This strategy is informed by Local Stakeholder Group recommendations III (8) and IV (all
recommendations).
Strategy B: Create opportunities to use the expertise of staff throughout the system to take
on both informal and formal leadership roles in support of the turnaround.
? Create clearly defined educator leadership roles: The district will create school-based
and districtwide leadership opportunities, such as a teacher cabinet.
? Develop pathways to leadership and additional responsibility: Holyoke will develop
formal paths to school and central office administrator leadership positions for those
21
See 603 CMR 7.00.
22
See Gui del i nes for Inducti on and Mentori ng Programs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
43
educators who are interested in administrative leadership roles. Building on the
expertise of the educators in the district, Holyoke will create new leadership roles at the
school level based on individual school needs and will encourage staff to engage in this
work and to recommend districtwide roles to the Receiver.
? Ensure that schools have effective staff: To ensure that schools have the most effective
staff working in the most productive manner, principals will make staffing decisions
based on the best interests of the students in their schools, including having the
authority to select the best qualified staff from both internal and external candidates
without regard to seniority. The Receiver will make school leadership changes as
appropriate in order to bring focus and urgency to school redesign. See also Appendix A.
? Connect the work of teams to student outcomes: The district will redefine the role and
function of the school Instructional Leadership Teams (ILTs).
This strategy is informed by Local Stakeholder Group recommendation X (7).
Strategy C: Develop and/or enhance systems and structures at the district and school levels
to encourage and facilitate professional collaboration across and within schools.
? Create a culture of collaboration: Holyoke will create a culture of collaboration where
all staff members will be learners. Team structures will bring educators together in
grade level, content area, and/or vertical teams to examine data from common
assessments and refine instruction to improve student growth.
? Collaborate around effective practices: Educators who have demonstrated effective
practice that results in student growth and achievement will be asked to model their
effective practices by making their classrooms available for peer observations and
sharing samples of student work.
? Plan and conduct PD collaboratively: Educators will have additional opportunities for
common planning time and professional learning time. In school year 2015–2016, as
part of the process of developing the school operational plan, each school’s ILT will work
with the district’s teaching and learning team to propose to the Receiver a common
planning time schedule for school year 2016–2017. See also Priority Area 5 and
Appendix A.
? Fulfill professional obligations: Teachers and other professional staff will be expected to
devote the necessary time and effort to achieve and maintain hi gh-quality education,
including fulfilling their professional obligations around common planning and
professional learning time, as defined by the principal and approved by the Receiver.
See also Appendix A.
? Collaborate with industry: At Dean in school year 2015–2016, the district will establish
both schoolwide and program-specific advisory councils designed to foster professional
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
44
collaboration between Dean staff and industry professionals in support of the school’s
programs. See also Priority Area 2.
This strategy is informed by Local Stakeholder Group recommendation X (5c).
Strategy D: Evaluate district employees through a streamlined, fair, and transparent process
that provides staff with feedback for improvement and opportunities for professional growth
in both knowledge and skills.
? Support the growth and development of all educators: Educators shall be evaluated
according to the ESE model system for Educator Evaluation as adapted by the
Receiver.
23
All other staff will be regularly evaluated based on evaluation tools
developed or adapted by the Receiver. The district will create a supervision and
evaluation committee to advise the Receiver on effective implementation of the system.
See also Priority Area 5 and Appendix A.
? Shorten timelines for improvement: The HPS educator evaluation system and the HPS
evaluation processes for other staff will include a “Receiver’s Review.” The Receiver’s
Review will be a fair and expedited process to ensure that educators and other staff of
concern are identified and held accountable. During school year 2015–2016, the
Receiver will conduct a prompt review of educators on Directed Growth Plans, and
educators and other staff on Improvement Plans, and those employees otherwise
identified as having poor performance. Educators and other staff whose performance is
determined to be unsatisfactory after receiving feedback and an opportunity to improve
will be dismissed. Educators and other staff whose performance is determined to need
improvement will be placed on an appropriate plan. See also Appendix A.
? Dispute resolution: HPS will use a dispute resolution process that values employees’
input, allows for the fair, rapid, and effective resolution of employee concerns, and
ensures that the Receiver retains his authority over all components of the turnaround
plan. See also Appendix A.
? Focus on student growth and achievement: The district will develop and disseminate
best practices for supervision, feedback, and coaching that contribute to classroom and
student outcomes. Holyoke will investigate evaluation technology and data
management platforms that will assist the district in implementing evaluation protocols
and facilitating information-sharing between evaluators and staff.
? Recognize excellence in teaching and leading: Evaluation data will help inform the PD
provided to both new and experienced educators while also recognizing effective
educators and rewarding them with leadership opportunities. See also Appendix A.
23
See 603 CMR 35.00.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
45
? Revamp compensation approach: The district will revamp its approach to
compensation to ensure that individual effectiveness, professional growth, and student
academic growth are key factors in a professional compensation system and that
employees have opportunities for additional responsibility and leadership. See Appendix
A.
? Develop actionable feedback to strengthen evaluators’ practice: The district will
analyze summative evaluation data to identify areas for additional professional learning
for administrators in school year 2015–2016, including calibrating appraisal of effective
instruction, conducting observations and providing feedback, and using measures of
student learning, growth, and achievement.
This strategy is informed by Local Stakeholder Group recommendation X (2a).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
46
Priority Area 4 implementation benchmarks
Strategy A: Ensure Holyoke’s educators and other staff have the knowledge and skills needed
to drive student learning, growth, and achievement.
? By December 1, 2015, the district will develop a structure, clear responsibilities, and charge
for an Office of Professional Learning.
? The professional learning task force will convene by December 1, 2015, to begin the work of
developing PD offerings for school year 2016–2017.
? By January 31, 2016, the district will review its current induction and mentoring activities
for new teachers and administrators to determine effectiveness of support; by June 30,
2016, the district will improve its induction and mentoring activities in preparation for
school year 2016–2017.
Strategy B: Create opportunities to use the expertise of staff throughout the system to take
on both informal and formal leadership roles in support of the turnaround.
? By March 15, 2016, the professional learning task force will administer a survey to all staff
to assess the quality of professional learning opportunities and to determine staff’s
interests and needs for school year 2016–2017.
? By June 15, 2016, the district will assess the effectiveness of its use of the Teacher Advisory
Council to determine any modifications that may be needed to improve effectiveness for
school year 2016–2017.
Strategy C: Develop and/or enhance systems and structures at the district and school levels
to encourage and facilitate professional collaboration across and within schools.
? By November 1, 2015, the district will hold the first convening of school ILTs to begin to
evaluate their processes and structures and to share best practices.
? By May 1, 2016, through the process of developing operational plans, each school will
create a schedule for school year 2016–2017 that ensures opportunities for educators and
other staff to collaborate and to learn from each other.
Strategy D: Evaluate district employees through a streamlined, fair, and transparent process
that provides staff with feedback for improvement and opportunities for professional growth
in both knowledge and skills.
? By October 15, 2015, the district will begin to implement the Massachusetts Model
Educator Evaluation System, as adapted by the Receiver, consistent with Massachusetts
regulations on Evaluation of Educators.
24
24
See 603 CMR 35.00
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
47
? The district will begin collecting year one educator impact data from District Determined
Measures for some educators by June 1, 2016.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
48
Priority Area 5: Organize the District for Successful Turnaround.
Challenges
Systemic challenges in the organization of the district have prevented Holyoke schools from
delivering high-quality education for all students. A primary challenge relates to the district’s
approach of strong centralization for decision-making over key factors related to its schools.
Principals and school-based teams have little autonomy to make important decisions to meet
the needs of the individual students in their schools. Instead, most decisions about how to
implement the academic program---such as decisions about professional development---are
made centrally and schools are then required to follow those mandates.
This approach has led to low staff buy-in for crafting the direction for their schools. For
example, in the 2014 TELL Mass survey teachers were asked about the role they had in
determining the content of in-service PD programs at their schools; 82 percent of those who
responded indicated that they had either a small role (38 percent) or no role at all (44
percent).
25
Fifty-nine percent of teachers who responded disagreed or strongly disagreed with
the statement “Teachers have autonomy to make decisions about instructional delivery (i.e.,
pacing, materials, and pedagogy).”
26
Another key challenge is that the district currently has many systems that are confusing or
outdated; in some cases, the district does not have necessary systems in place. For example,
the district does not have technology platforms for managing data and communicating across
departments and schools. The district has been unable to use data to plan effectively because
current systems do not allow data to be compiled and reported easily. Critical district systems
are not integrated, adding to the difficulty in planning holistically across the district. For
example, the absence of coordination among human resources, curriculum, and budget
functions limits the ability of the district to work strategically in support of student learning.
Rationale
In order to maximize the rapid improvement of academic achievement of Holyoke’s students,
the Receiver will organize the district and its systems for successful turnaround. Research on
school and district turnaround efforts indicates that school -based autonomy can be critical for
success, because educators and families are best positioned to understand and meet students’
needs. Successful school and district turnaround efforts also have an explicit focus on building
the capacity of educators and school community members so that they are able to leverage the
25
See TELL Mass 2014 survey of Hol yoke teachers. The Hol yoke Publ i c School s response rate on thi s survey was
62.61 percent.
26
Ibi d.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
49
autonomy to lead to improved student outcomes. The Receiver will grant schools autonomy,
and the central office will support schools in developing their capacity to use the autonomies to
improve student achievement. Clear accountability frameworks will help the district ensure
that schools’ strategies lead to improvements.
In order to reach greater levels of achievement, Holyoke’s students need more instructional
time that is used effectively to deliver high-quality instruction and enrichment opportunities.
The district needs excellent teaching and leadership in every school, and high-performing staff
throughout the district. The Receiver and principals require the authority to make staffing
decisions based on the best interests of students. The Receiver must have the ability to resolve
employee disputes fairly and quickly while maintaining his authority over all components of the
turnaround plan. The Receiver must have the flexibility to reorganize the district staff, and
choose and retain principals and other administrative staff who are effective leaders, have the
appropriate skills, and bring focus and urgency in implementing the terms of the turnaround
plan.
As a high-need and low-income community, Holyoke must ensure that its use of all its resources
results in increased student learning. Holyoke’s current per-student expenditures exceed those
of a number of comparable districts. The district will curtail expenditures that do not directly
support the priorities identified in the turnaround plan, and reallocate funds and staff positions
for more productive uses.
Strategy A: Recruit, retain, and deploy employees strategically to lead and implement
the district’s turnaround strategies.
? Motivate high-performing staff to remain in Holyoke: The district will establish
incentives for the retention of high-performing staff, such as the development of
leadership structures and new opportunities for top performers. See also Priority
Area 4.
? Recruit talent to Holyoke: The district will use innovative strategies, including
but not limited to the use of proven recruitment partners and organizations, to
aggressively recruit and hire talented individuals to work in the Holyoke Public
Schools. The district will establish strong relationships with colleges and
universities, national partners, established teacher-development programs, and
other recruitment networks.
? Transform human resources: The district will transform its human resources
function into a modern service-oriented system, providing a resource for
prospective and current employees and helping the district fulfill its mission.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
50
? Build a diverse Holyoke workforce: HPS will expand its recruitment to further
diversify its workforce, including outreach to groups and organizations that can
assist with this goal.
? Develop internal talent: The district will develop internal talent for teaching and
leadership roles. For instance, the district will consult with local colleges and
universities to develop an urban teachers’ academy within Holyoke and to pilot a
program to develop a paraprofessional-to-teacher pipeline.
? Professional compensation system: During school year 2015–2016, the Receiver
will develop a new professional compensation system including a career path
that will compensate employees based on individual effectiveness, professional
growth, and student academic growth. See Appendix A.
? Evaluate staff: All staff will be regularly evaluated based on evaluation processes
developed or adapted by the Receiver. See also Priority Area 4 and Appendix A.
? Select and retain the most effective staff: In order to ensure that the most
effective staff are selected and retained, the Receiver and principals will have
authority to select the best qualified staff from both internal and external
candidates, without regard to seniority. The Receiver will establish selection
criteria for layoffs which will include the following, as appropriate: qualifications;
licensure; work history; multiple measures of student learning; operational
need; and the best interests of students. The Receiver will have the right to
reassign educators and other staff. See also Appendix A.
This strategy is informed by Local Stakeholder Group recommendations X (1, 2a 3a,
3b, 5a).
Strategy B: Empower schools to tailor turnaround strategies to their school communities and
to develop and share innovations across the district.
? Grant school-level autonomies: Schools in HPS will have the autonomy to tailor
programs to best respond to students’ needs. The Receiver will identify the specific
autonomies that may be granted to schools based on an assessment of their
performance and readiness to use the autonomies effectively. See also Strategy F.
? Develop school operational plans: In school year 2015–2016, each school will develop a
school operational plan for school year 2016–2017. In addition to the school’s
instructional models and tiered supports, each plan will also include information about
how the school will use any autonomies granted by the Receiver and how the school will
use extended learning time, such as PD and common planning time. The principal will
recommend the plan to the Receiver after consultation with the faculty and staff of the
school. The Receiver may require reasonable exceptions to these provisions and may
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
51
require changes in any plan to best serve the interests of students. The Receiver will
review and modify or approve all school plans. See also Strategy C.
? Share best practices among schools: The Receiver will share best practices among
schools in the district.
? Develop an accountability framework: In school year 2015–2016, the district will
develop an accountability framework that clearly identifies what is expected of schools,
how progress will be defined and measured, and how schools can maintain or expand
the autonomies available to them. The district will conduct periodic monitoring of each
school’s progress in meeting its desired outcomes and effectively implementing the
strategies identified in its operational plan. This moni toring enables the district to
identify schools that may need additional support.
Strategy C: Maximize the use of time to improve student achievement.
? Use school operational plans to optimize the use of time: For school year 2015–2016,
current daily school schedules will be continued except as approved or required by the
Receiver. The Receiver may approve any school’s strong plan for expanding learning
time for school year 2015–2016, including plans for extended time for Level 4 or Level 5
schools. Through the process of developing school operational plans for school year
2016–2017, each principal will engage in a planning process involving the faculty and
staff, parents, students, and members of the community to develop a school
operational plan that will include a proposed draft school schedule for school year
2016–2017 and a menu of strategies to more effectively use instructional time to
improve student achievement. These strategies may include, but are not limited to,
changes in the school day, school year, and/or school calendar. For example, the
expanded minimum hours may be accomplished by implementing staggered teacher
schedules and/or using support from outside partners to provide programs and services
to students. See also Strategy B and Appendix A.
? Add time for instruction and enrichment: Beginning with school year 2016–2017, each
elementary and middle school’s program shall be a minimum of 1330 hours per school
year. The increased minimum hours will include time for students to be engaged in
both high-quality instruction and enrichment activities. High school minimum hours will
be established as part of the secondary redesign being conducted in school year 2015–
2016. See also Priority Area 2.
? Establish the district calendar and consider alternate school calendars: The Receiver
will establish the school calendar each year. However, through the process of
developing school operational plans, the Receiver may approve an alternate school
calendar at the request of a principal if the Receiver and the principal determine that
the alternate calendar is in the best interests of students. For example, some principals
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
52
may find that moving to a modified, year-round calendar may best support students in
their schools as a proactive strategy to prevent summer learning loss. See also Strategy
B and Appendix A.
? Use out-of-school time for additional instruction and enrichment: The district and its
schools may develop creative strategies to provide students with opportunities for
additional instruction and enrichment outside of the regular school day. As described in
Priority Area 2, vacation academies will be used to provide struggling students with
focused, data-driven instruction during vacation periods. The district may also choose to
use time after school, on holidays, on Saturdays, and/or during the summer to provide
additional learning opportunities for students. See Appendix A.
? Support schools to use time effectively: The district will provide training and support to
schools in developing effective strategies to maximize use of time. The district may
engage partners with expertise in the use of expanded time to support principals and
their schools teams in the design and execution of their school -based plans. All school
plans for time use will be reviewed and modified or approved by the Receiver through
the process of developing school operational plans. See also Strategy B.
Strategy D: Design a central office that is structured to provide maximum support and
assistance to Holyoke’s schools.
? Redefine and redesign the central office: As school-based teams begin to develop the
needed capacity to fully use autonomies to meet the needs of their students and
improve student achievement, the Receiver will redefine the role and purpose of the
central office. Beginning in fall 2015, the district will review the current structure and
functioning of the central office to ensure that i t supports schools effectively. Existing
positions and programs may be consolidated as needed to ensure strong school
support. See also Strategies B and C and Priority Areas 3 and 4.
? Deploy central office staff to support school capacity to use autonomies: The central
office will support schools in developing their capacity to use autonomies to improve
student achievement. Central office supports will be adjusted over time based on
schools’ increasing capacity. See also Strategy B.
? Reallocate cost savings for school support: Through the review of central office, the
district will also identify potential cost savings that can be reallocated in direct support
of school-level work.
Strategy E: Organize district systems and structures to create efficiencies and streamline
support to schools.
? Refine student enrollment and assignment processes: The district will review and
refine as necessary current enrollment and school assignment patterns to ensure
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
53
equitable educational experiences for all students across grade levels in all
neighborhoods and wards. As part of this review, the district will examine current
enrollment boundaries and assignment patterns.
? Examine grade configurations and school distribution: The district will examine its
current grade configurations, such as the K-8 school model, to determine whether
current district structures are well-suited to educating students at all grade levels. See
also Priority Area 2.
? Analyze and revamp data management systems: The district will conduct an analysis of
current ways in which data are collected, reported, and used throughout the district. As
a result of this analysis, the district may identify the need to revamp existing data
systems or implement a new data management system that will connect and integrate
the district’s existing data systems. See also Priority Area 1.
? Audit technology infrastructure: The district will conduct an audit to determine what
new technology may be needed to gain efficiencies in existing district systems, such as
human resources, payroll, and office systems. The audit will include an examination of
how existing systems can be integrated to improve productivity and data-sharing across
the district.
? Create a districtwide technology strategy: The district will create a districtwide
technology strategy that supports the learning and teaching goals of the district. The
Receiver will convene stakeholders to provide input and recommendations for the
technology strategy. See also Priority Area 2.
Strategy F: Invest the district’s resources in strategies that will lead to improved student
achievement.
? Assess and reallocate district resources: HPS will evaluate the distribution of the
district’s funds and reallocate all available financial resources (district, state, federal and
other) as necessary to support turnaround priorities and schools.
? Grant school autonomy over use of funds: The Receiver may grant schools flexibility
around the overall use of funds designated for their schools. The flexibility may include
decisions about programming and compensation models. See also Strategy B.
? Support schools to use resources effectively: The district will support schools to use
resources effectively.
? Assess management systems: The district will review and streamline operational
systems to reduce costs and improve services districtwide.
Strategy G: Use the Receiver’s authorities to lay the foundation for successful turnaround.
? Use proven partners: To accelerate improvement, the district will contract and
collaborate with proven partners---including charter schools, turnaround operators, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
54
education management organizations---to support district and school improvement
efforts.
? Change policies and union contracts, including collective bargaining agreements:
Certain immediate changes to the district’s policies, union contracts (including collective
bargaining agreements), and working conditions are necessary to achieve the goals of
the turnaround plan. The Receiver must also have the ability to address issues as they
arise, including making additional changes to collective bargaining agreements to
maximize the rapid improvement of the academic performance of Holyoke students.
Appendix A contains changes that will take effect as of the date of the release of the
turnaround plan and must be incorporated into future collective bargaining agreements.
The Receiver and/or the Commissioner, at their discretion, will initiate discussions and
processes as appropriate pursuant to G.L. c. 69, § 1K.
? Change employment contracts: Certain changes to employment contracts between the
district and individual employees are necessary to achieve the goals of the turnaround
plan. The Receiver must have the flexibility to choose and retain principals and other
administrative staff who are effective leaders, have the appropriate skills, and bring
focus and urgency in implementing the terms of the turnaround plan. As a result, the
end date for all employment contracts for all current principals shall be changed to June
30, 2016. Likewise, the end date for all employment contracts with all other
administrators and other staff shall be changed to June 30, 2016. The changed end date
supersedes any contrary provisions in any individual employment contract between the
district and an individual employee. The Receiver may, at his discretion, extend any
employment contract or exercise the termination provisions of any contract.
? Provide flexibility for procurement policies and processes: To the extent permissible,
the district will provide schools with the ability to conduct their own procurements,
while ensuring the proper district-level financial controls and oversight.
? Change vendor contracts: To ensure that its resources support the priorities identified
in the turnaround plan, HPS will review its vendor contracts and will limit, suspend, or
change those contracts where appropriate.
? Dispute resolution: HPS will use a dispute resolution process that values employees’
input, allows for the fair, rapid, and effective resolution of employee concerns, and
ensures that the Receiver retains his authority over all components of the turnaround
plan. See also Appendix A.
Strategy H: Build the capacity of the school committee to sustain change at the conclusion of
receivership.
? Build school committee capacity: The Receiver will provide regular updates to the
school committee about the implementation of the turnaround plan. A PD plan will be
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
55
developed in coordination with the Massachusetts Association of School Committees
that will focus on preparing the committee to resume its duties when the district has
demonstrated sufficient gains and made the changes necessary to meet its goal of
exiting receivership.
? Reallocate resources: The Receiver will reallocate the committee’s staff as necessary to
support school initiatives.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
56
Priority Area 5 implementation benchmarks
Strategy A: Recruit, retain, and deploy employees strategically to lead and implement the
district’s turnaround strategies.
? By December 1, 2015, the district will develop a strategy to identify and contract with
proven partners to support struggling schools.
? By June 30, 2016, the district will develop a professional compensation system.
Strategy B: Empower schools to tailor turnaround strategies to their school communities and
to develop and share innovations across the district.
? By November 15, 2015, the district will identify the specific autonomies that may be
granted by the Receiver to schools through the process of developing school operational
plans.
? By November 15, 2015, the district will develop an accountability framework to evaluate
the readiness of schools to use different Receiver-granted autonomies.
Strategy C: Maximize the use of time to improve student achievement.
? By December 15, 2015, the district will develop the process, templates, and tools that
school-based teams will use to develop school operational plans.
? As part of the process of developing school operational plans, by April 1, 2016, each
Holyoke school will develop a draft school schedule for school year 2016–2017; the
Receiver will review and amend or approve these schedules.
? By April 30, 2016, at least one vacation academy will be planned and successfully
implemented during a school vacation period.
Strategy D: Design a central office that is structured to provide maximum support and
assistance to Holyoke’s schools.
? By February 1, 2016, the district will undergo a review of central office structure and
functions, with a goal of developing recommendations about how to structure the
central office to best support schools to improve student achievement.
Strategy E: Organize district systems and structures to create efficiencies and streamline
support to schools.
? By May 1, 2016, HPS will create a Technology Plan for the district to be implemented
beginning in school year 2016–2017.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
57
Strategy F: Invest the district’s resources in strategies that will lead to improved student
achievement.
? By February 1, 2016, the district will conduct a financial audit and analysis of the central
office’s structure to identify resources that can be redeployed to schools.
Strategy G: Use the Receiver’s authorities to lay the foundation for successful turnaround.
? By April 1, 2016, the district will review existing municipal procurement protocols and
determine any circumstances in which schools may conduct their own procurements. If
there are any circumstances in which schools may conduct their own procurements, the
district will provide pertinent guidance and technical assistance to schools by May 1,
2016.
Strategy H: Build the capacity of the school committee to sustain change at the conclusion of
receivership.
? By June 30, 2016, the district will work with the Massachusetts Association of School
Committees to create a PD plan for the school committee for the upcoming school
years.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
58
Statutory Components of the Turnaround Plan
This section serves to highlight how the turnaround plan addresses the specific student
subgroups and programmatic areas identified in G.L. c. 69, § 1K(c).
The secretaries of health and human services, public safety, labor, and workforce development
and other applicable state and local social service, health and child welfare officials will
coordinate with the Secretary of Education and the Commissioner about the implementation of
strategies related to items 1–3 below, subject to appropriation.
(1) Steps to address social service and health needs of students and their families in order to
help students arrive and remain at school ready to learn
The district has multiple partnerships with area health service organizations, universities, and
local and state agencies such as the Department of Public Health to provide direct health
services, prevention programs, and health information to students and their families. The
district will review its existing partnerships in order to coordinate health services , prevention,
and screening activities taking place throughout the district, at all grade levels.
The district currently works with outside providers to offer school -based psychotherapy in its
schools, matched with individual students’ needs. The distri ct will ensure that students receive
necessary mental health screenings and services and family counseling as appropriate. The
district will improve its coordination of outside health and mental health service providers with
district service providers to maximize student and family access. Providing health and mental
health services on-site is designed to reduce dismissals for outside appointments and increase
student attendance, and to provide increased access to necessary services.
The district will also refine its processes for referring students and families to social service
providers as necessary. For instance, the district will build on relationships with outside
agencies, including state agencies such as the Department of Children and Families (DCF) and
the partnerships developed through HELI, to assess and revise its current protocols for referring
students and families to community social service resources.
See also Priority Area 3.
(2) Steps to improve or expand child welfare services and, as appropriate, law enforcement
services in the community, to promote a safe and secure learning environment
The district’s focus on building a culture of high academic and behavioral expectations will be
central to its ability to foster safe and secure learning environments districtwide. Further
developing the district’s partnerships with child welfare and law enforcement organizations ---
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
59
and incorporating these partners throughout its work---will help to reinforce the culture the
district is working to create. The district recognizes that these partners must be involved in the
work at the early, culture-setting stages in order to identify law enforcement and safety
concerns.
The district has piloted the use of a restorative justice protocol at Holyoke High School. The
district is committed to analyzing the successes and challenges of the pilot to date to determine
whether this protocol has reduced problematic student behaviors. If the program is shown to
be effective, the district will determine how it may expand the pilot to additional schools, at
different grade levels. Some counselors from Holyoke’s K–8 schools have already participated in
an initial restorative justice training.
Educators and other staff will use data to assess school climate, student supports, and other
factors affecting the conditions for learning in the schools. Having readily accessible data that
can be aggregated and analyzed easily will enable the district to identify trends and address any
child welfare and safety issues in the early stages.
In addition, the district will partner with local law enforcement agencies as appropriate to
ensure that all HPS schools are safe places for students to learn and educators to work. In
school year 2015–2016, working with the Holyoke Police Department, the district will ensure
that there are trained officers in place at both high schools, during school hours and at school -
based events. The district will also build on its existing partnerships with the DCF, the
Department of Probation, and the Juvenile Court.
The district’s commitment to developing a Family Resource Center will also ensure that families
have access to information about these resources.
See also Priority Area 3.
(3) Steps to improve workforce development services provided to students in the district and
their families in order to provide students and families with meaningful employment skills
and opportunities
Since the district was placed into chronically underperforming (Level 5) status, many
stakeholders have come forward to support the work of the receivership and to discuss the
impact of the district’s turnaround efforts on Holyoke’s workforce and industry. Municipal
officials, community organizations, local businesses, regional organizations, and state agencies
all recognize the need for Holyoke’s students and families to be prepared to participate fully in
Holyoke’s economy as it grows.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
60
A key component of the district’s turnaround will be redesigning its approach to secondary
education, focusing on developing multiple academic and technical pathways to college and
careers. HPS will take full advantage of the assets of both HHS and Dean, as well as the
resources of local institutions of higher education and the regional workforce development
system, to create an integrated and comprehensive approach to college and career readiness.
In fall 2015, the district will convene a Secondary Education Redesign Working Group to make
recommendations for redesign options for implementation in school year 2016–2017.
Importantly, the district will begin providing students exposure to college and career
information and activities in middle school. Using the recommendations of the Secondary
Education Redesign Working Group, HPS will better support its students in the mi ddle grades;
the group may provide recommendations about topics such as: the creation of a grade 9
academy, summer programming for at-risk students, models for counselor and graduation
coach support, implementation of ILPs, career exploration activities for grade 9 students, and
high school orientation for all grade 9 students.
In school year 2015–2016, the district will reinvigorate the advisory committees at Dean, which
bring outside professional expertise to interact with both staff and students at the school. The
schoolwide advisory committee will be reconstituted, and program-specific advisory
committees will be created. Input and guidance received from industry experts will be used to
ensure that Dean’s programs are effectively preparing students for careers after graduation.
The district is committed to providing additional opportunities for Holyoke High School students
to learn more about a variety of career paths and opportunities. The district also will provide
additional college information and exposure to students at both of Holyoke’s high schools. This
may include field trips to area colleges and universities, information fairs on–site in the district,
and seminars about application and financial aid processes.
See also Priority Area 2.
The district also plans to create a Parent University, offering courses and seminars that will help
Holyoke’s families develop their workforce skills. Offerings may include skill -building topics such
as English as a Second Language, or job search opportunities such as building interview skills.
The district will review its existing partnerships with local workforce development organizations
to determine where referrals and event opportunities can be expanded (e.g., career fairs, job
posting access). The district’s planned Family Resource Center will be an importance resource
for connecting families with workforce development opportunities and referrals as well.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
61
See also Priority Area 3.
(4) Steps to address achievement gaps for limited English-proficient, special education and
low-income students
The district will continue to build on its work with local and state partner agencies to ensure
students’ needs are being met so they are able to focus on school. For instance, the district will
build on its existing partnerships with the Executive Office of Housing and Economic
Development and the Department of Housing and Community Development to provide housing
information to families at Holyoke’s full service community schools. The district will continue to
grow its food service programs that assist students in need, such as its breakfast in the
classroom and summer meals programs and its weekend backpack program for food
distribution.
See also Priority Area 3.
While the district strives for high-quality instruction in every classroom, for every student, it is
particularly important that English language learners (ELLs) and students with disabilities have
teachers who are skilled in meeting their diverse needs. The district will provide professional
learning opportunities to strengthen educators’ ability to provide high-quality instruction and
student-specific supports, and will work with ESE to ensure that core content educators are
trained and receive their endorsements in Sheltered English Instruction (SEI).
The district will strengthen the academic program for ELLs in all grades, ensuring that its
program fosters rapid English language acquisition and academic growth. Pathways to support
building higher levels of English proficiency in each school will minimize the possibility of long-
term ELLs remaining in the program more than six years throughout the students’ time in
school. The district will also review its curricula, assessments, and instructional strategies to
ensure they are fully effective for ELLs. The district is committed to ensuring all its educators
are prepared to teach ELLs, including through SEI endorsement course offerings, and will
monitor instruction to ensure that these strategies are being implemented correctly.
In order to identify best practices, inconsistencies, and gaps related to the provision of special
education services to students with IEPs, the district will conduct a review of the policies,
procedures, and practices currently in place for its special education program; this review will
result in recommendations for action steps to address any gaps or challenge areas. Students
will have increased opportunities to receive quality instructional time in inclusive settings. The
district will also increase educators’ and direct service providers’ time spent in direct service of
students.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
62
See also Priority Area 1.
(5) Alternative English language learning programs for English language learners
The district already has a dual-language program at Metcalf School; in school year 2015–2016,
that pilot will continue, expanding the dual-language offering to include kindergarten and grade
1. The district will assess the effectiveness of the dual -language program at Metcalf to
determine whether it is an exemplary model of dual-language education. During school year
2015–2016, the district will make a determination about the future parameters of the program.
During school year 2015–2016, the district will investigate alternate ELL program models that
can build bilingualism and bi-literacy for its students. The district will explore possible models in
school year 2015–2016 to determine which of these models it may implement beginning in
school year 2016–2017. Potential models may include a newcomers program and a
maintenance bilingual program. During school year 2015–2016, the district will assess its
internal data about its newcomer students to determine whether different and/or augmented
services are needed and develop a plan to further support these students in school year 2016–
2017 and beyond.
See also Priority Area 1.
(6) A budget for the district including any additional funds to be provided by the
Commonwealth, federal government, or other sources
The Fiscal Year 2016 budget was adopted by the Holyoke City Council in June 2015.
See also Appendix C.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
63
Appendix A: Required Contract and Policy Changes
SECTION 1: REQUIRED TERMS FOR COLLECTIVE BARGAINING AGREEMENTS
Pursuant to G.L. c. 69, §1K, the Commissioner and the Receiver must create a turnaround plan
intended to maximize the rapid improvement of the academic achievement of students in the
district. The Commissioner and the Receiver will take all appropriate steps necessary to support
the goals of the turnaround plan. Among other things, the Commissioner and the Receiver may
expand, alter or replace the curriculum and program offerings of the district, or a school in the
district; reallocate the uses of the existing budget of the district; provide funds to increase the
salary of an administrator or teacher working in an underperforming or chronically
underperforming school in order to attract or retain highly qualified administrators or teachers,
or to reward administrators or teachers who work in chronically underperforming districts that
have achieved the annual goals in the turnaround plan; expand the school day or school year or
both of schools in the district; limit, suspend or change one or more provisions of any contract
or collective bargaining agreement in the district; add pre-kindergarten and full-day
kindergarten, if the district does not already have the classes; limit, suspend, or change one or
more school district policies or practices, as such policies or practices related to the
underperforming schools in the district; provide job-embedded professional development for
teachers in the district; provide for increased opportunities for teacher planning time and
collaboration focused on improving student instruction; establish a plan for professional
development for administrators in the district; and establish steps to assure a continuum of
high-expertise teachers by aligning the following processes with the common core of
professional knowledge and skill: hiring, induction, teacher evaluation, professional
development, teacher advancement, school culture, and organizational structure.
Currently, the district’s eight (8) collective bargai ning agreements have expired. The terms
outlined below are necessary to the successful implementation of the turnaround plan and
reflect mandatory changes to the district’s policies, agreements, working rules, and any
practices or policies pursuant to the expired collective bargaining agreements. These terms will
take effect as of the date of the release of the turnaround plan and must be included in any
future collective bargaining agreements. The Receiver will provide a summary of these changes
to each union leader by approximately October 30, 2015. The Receiver reserves the right to
make additional changes to collective bargaining agreements as needed. Nothing contained in
the turnaround plan or the collective bargaining agreements shall be construed to l imit the
rights of the Receiver and/or the Commissioner as they are provided for under G.L. c. 69, §1K.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
64
These terms shall supersede any contrary provisions of the district’s collective bargaining
agreements or any pre-existing district or school committee practices or policies, except that
the provisions in the Morgan Turnaround Plan (including its Appendix A) will remain in effect.
The terms reflect mandatory changes to the district’s policies, agreements, work rules and any
practices or policies, and are implemented pursuant to G.L. c. 69, § 1K. Provisions of collective
bargaining agreements that are inconsistent with or do not otherwise support the goals of the
turnaround plan are suspended.
I. Receiver
Pursuant to G.L. c. 69, § 1K, the Receiver for the Holyoke Public Schools is vested with all the
powers of the superintendent and the school committee. Wherever a reference in a collective
bargaining agreement is made to the “school committee” or the “superintendent,” it will be
interpreted to mean the “Receiver.”
II. Management Rights
Nothing contained in the collective bargaining agreements shall be construed to limit the rights
of the Receiver and/or the Commissioner as provided in G.L. c. 69, § 1K.
III. School-Based Decision-Making
The Receiver will determine what autonomies he will provide to individual district schools.
Through a school-based decision-making process, schools will create annual school operational
plans addressing those autonomies that have been granted to the school, subject to the
Receiver’s approval.
IV. Professional Compensation System
During the 2015-2016 school year, the Receiver will develop a new professional compensation
system, which will be implemented after consultation with the union, and which will contain a
career path which will compensate employees based on individual effectiveness, professional
growth, and student academic growth, and which may allow for school -based variations.
Teachers, from within and outside of the Holyoke Public Schools, may also be eligible to serve in
the vacation academies. Teachers serving in the vacation academies will be paid a stipend
which will be subject to taxes and/or withholdings, will not be added to the base salary, and will
not be counted toward salary for retirement calculation purposes.
The Receiver may review and adjust the salary of an individual employee in order to attract or
retain a highly-qualified employee, or when he otherwise determines that such an adjustment
is in the best interest of the district.V. Teaching & Learning Time
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
65
Professional Obligations
Teachers and other professional staff shall devote whatever time is required to achieve and
maintain high-quality education in the Holyoke Public Schools. For exampl e, unless formally
excused, teachers and other professional staff shall participate in all regular school functions
during or outside of the normal school day, including faculty meetings, parent conferences,
department meetings, curriculum meetings, graduations, and other similar activities. Teachers
will also be afforded regular preparatory time during their work week. Such preparatory time
may include common planning periods and professional development.
School Schedules
For the 2015–2016 school year, current daily school schedules will be continued except as
approved or required by the Receiver. The Receiver may approve any school’s strong plan for
expanding learning time for the school year 2015–2016, including plans for extended time for
Level 4 or Level 5 schools.
Beginning with the 2016–2017 school year, each elementary and middle school’s program of
instruction for students shall be a minimum of 1330 hours per school year.
During the 2015–2016 school year, each principal will engage in a planning process involving
the faculty and staff, parents, students and members of the community to develop a new
school schedule for the 2016–2017 school year based on student needs and school and
community assets. Each plan will address how learning time wil l support (1) high academic
success, especially through personalized support and learning; (2) a well -rounded education
that will provide a broad and rich school day including English language arts, mathematics,
science, social studies, art, music, drama, technology, sports, and social/emotional learning;
and (3) expanded time for teachers to collaborate, use student data, and develop their practice.
Plans should be creative with regard to the use of instructional technologies, staggered teacher
schedules, vacation academies, summer learning and enrichment programs, and outside
partners. Each plan must address opportunities to incorporate community partners and
resources and must include an appropriate and sustainable arrangement about teacher and
staff responsibilities, hours, and compensation. Each plan must include a minimum of 10 days
of professional development, which may be offered in full days or shorter time increments,
totaling at least 10 days.
The principal will recommend the plan to the Receiver after consultation with the faculty and
staff of the school. The Receiver may require any reasonable exceptions to these provisions and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
66
may require changes in any plan to best serve the interests of the students. Plans will be
approved at the Receiver’s discretion.
School Calendar
The Receiver will establish the school calendar each year. The Receiver may approve an
alternate calendar at the request of a school principal, if the principal and Receiver determine
that the alternate calendar is in the best interests of the students in the school.
VI. Evaluation
Educator Evaluation System
Educators and administrators shall be evaluated according to the Massachusetts Department of
Elementary and Secondary Education model system as adapted by the Receiver.
The Receiver will develop and implement evaluation processes for all other district personnel.
The HPS educator evaluation system and the HPS evaluation tools for other staff will include a
“Receiver’s Review.” The Receiver’s Review will be a fair and expedited process to ensure that
teachers, administrators, and other staff of concern are identified and held accountable.
During school year 2015–2016, the Receiver will conduct a prompt review of educators on
Directed Growth Plans, and educators and other staff on Improvement Plans, and those
employees otherwise identified as having poor performance. Teachers, administrators, and
other staff whose performance is determined to be unsatisfactory after receiving feedback and
an opportunity to improve will be dismissed. Teachers, administrators, and other staff whose
performance is determined to needs improvement, will be placed on an appropriate plan.
VII. Staffing
In filling positions, principals have the authority to select the best qualified staff from both
internal and external candidates without regard to seniority. The Receiver may adopt any
procedure(s) that he determines appropriate in filling vacancies.
The Receiver has the right to lay off teachers and other staff because of reductions in force or
reorganizations resulting from declining enrollment or other budgetary or operational reasons.
The Receiver will establish the selection criteria for layoffs of teachers and other staff. Such
selection criteria may include, but are not limited to qualifications, licensure, work history,
multiple measures of student learning, operational need, and the best interests of the students.
Where all other factors are equal, seniority may be used as the deciding factor. The Receiver
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
67
may adopt any procedure(s) that he determines appropriate in the event of a reduction in
force.
The Receiver has the right to reassign educators and other staff, including those who have been
displaced from their positions. After discussion with the affected educator or staff member, the
educator or staff member may be assigned to any open position for which he or she is qualified.
If the educator or staff member is not assigned to a mutually agreeable position, the Receiver
will assign the educator or staff member to a position for which he/she is qualified. Such an
assignment may include instructional support, substitute teaching, or administrative tasks. If no
mutually agreeable position is available, the Receiver may lay off the educator or other staff.
The Receiver may adopt any procedure(s) that he deems appropriate in the
assignment/reassignment of educators or other staff.
The Receiver may formulate job descriptions, duties, and responsibilities for any and all
positions in the district.
All HPS staff are expected to be involved in a variety of educational and administrative activities
that are necessary to fulfill the mission of the district.
The Receiver may outsource work in whole or in part, may transfer bargaining unit work, and
may hire and employ part-time employees.
The Receiver may create nontraditional administrative positions in order to operate the district
efficiently. Such positions will not be covered by any district collective bargaining agreement.
The Receiver may change work schedules for all bargaining units to mirror the time that schools
are in session and offices are open.
VIII. Dismissal
In schools declared underperforming or chronically underperforming, teachers with
professional teacher status and all represented district staff that have completed their
probationary period may be dismissed for good cause.
IX. Grievance and Arbitration
Dispute Resolution:
Any dispute over the application, meaning, or interpretation of an action taken by the
Receiver/HPS in formulating, implementing, or administering any component of the turnaround
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
68
plan shall be subject to the following dispute resolution procedure, which shall be the exclusive
process available for resolving the dispute.
27
Accordingly, the provisions of the grievance and
arbitration articles of all the collective bargaining agreements are suspended and/or modified
relative to such disputes.
Step 1
? The employee may bring a concern to the principal/head of department in writing
within five (5) calendar days of the occurrence of the event giving rise to the concern.
The employee should specifically state the desired resolution.
? The employee may be represented by a union representative at any stage of the dispute
resolution process.
? Within 5 calendar days of the receipt of the concern, the principal/head of department
should meet with the employee to discuss the concern.
? Within 5 calendar days of the meeting, the principal/head of department should issue a
decision in writing to the employee.
Step 2
? If the employee is not satisfied with the resolution issued by the principal/head of
department, s/he may bring the concern to a senior HPS executive, designated by the
Receiver, in writing within 5 calendar days of receiving the principal’s/head of
department’s decision.
? Within 5 calendar days of the receipt of the concern, the HPS executive should meet
with the employee to discuss the concern.
? Within 5 calendar days of the meeting, the senior executive should issue a decision in
writing to the employee.
Step 3
? If the employee is not satisfied with the resolution issued by the senior HPS executive,
s/he may bring the concern to the Receiver (or his designee, if applicable) in writing
within 10 calendar days of receiving the previous decision.
? Within 10 calendar days of the receipt of the concern, the Receiver or his designee
should meet with the employee to discuss the concern.
? Within 10 calendar days of the meeting, the Receiver should issue a decision in writing
to the employee, which shall be final and binding.
27
Thi s di spute resol uti on process does not appl y to di sputes rel ati ng to the di smi ssal of a teacher wi th professi onal
teacher status. Those di sputes wi l l be governed by the arbi trati on process set out i n G.L. c. 69, § 1K(d), or G.L. c.
71 § 24, as appropri ate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
69
General Provisions
? Failure of the employee to advance the grievance to the next level within the time
period shall be deemed to be acceptance of the prior grievance response.
? The Receiver may suspend the time periods in writing with the union.
During the 2015–2016 school year, the Receiver will develop a dispute resolution process that
will be applicable to disputes other than disputes over the application, meaning, or
interpretation of an action taken by the Receiver/HPS in formulating, implementing, or
administering any component of the turnaround plan. Before the implementation of the
dispute resolution process, the current grievance and arbitration system will remain in place for
such other disputes.
X. Handling New Issues
Any changes which the Receiver deems necessary to maximize the rapid improvement of the
academic performance of Holyoke students may be implemented after a ten-day period of
consultation with the appropriate union. These changes may be implemented at the Receiver’s
discretion, consistent with G.L. c. 69, s. 1K.
XI. Existing District Practices
The Receiver may implement changes pursuant to the turnaround plan notwithstanding any
existing district policy, “past practice,” side letters, or extra-contractual agreements. To the
extent that a collective bargaining agreement codifies and/or incorporates existing policies or
practices, such provisions are suspended.
SECTION 2: REQUIRED CHANGES TO EMPLOYMENT CONTRACTS
Certain changes to employment contracts between the district and individual employees are
necessary to achieve the goals of the turnaround plan. The Receiver must have the flexibility to
choose and retain principals and other administrative staff who are effective leaders, have the
appropriate skills, and bring focus and urgency in implementing the terms of the turnaround
plan. Consequently, the end date for all employment contracts for all current principals is
changed to June 30, 2016. Likewise, the end date for all employment contracts with all other
administrators and any staff members with individual contracts is changed to June 30, 2016.
The Receiver may, at his discretion, extend any such employment contract or exercise the
termination provisions of any contract. The changed end date supersedes any contrary
provisions in any individual employment contract between the district and an individual
employee.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
70
SECTION 3: REQUIRED CHANGES TO OTHER CONTRACTS
The district must ensure that its use of all its resources results in increased student learning.
The district will curtail expenditures that do not directly support the priorities identified in the
turnaround plan, and reallocate funds and staff positions for more productive uses. For
example, to the extent permissible, the district will provide schools with the ability to conduct
their own procurements, while ensuring the proper district-level financial controls and
oversight. Likewise, to ensure that its resources support the priorities identified in the
turnaround plan, HPS will review its vendor contracts and will limit, suspend, or change those
contracts where appropriate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
71
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(1) Student attendance,
dismissal rates, and
exclusion rates
Attendance rate (Increase) 92 92 93 94
Percentage of students chronically absent (10%
or more) (Decrease)
29 26 24 22
Out-of-school suspension rate (Decrease) 13 11 10 9
In-school suspension rate (Decrease) 6 5 5 4
Percentage of students suspended more than
10 days (Decrease)
2 1 1 1
Cumulative; replaces
Exclusion rate
Dismissal rate (Decrease) * N/A TBD TBD TBD
New measure; previous
district data not available
(2) Student safety and
discipline
Interpersonal incidents (Decrease) ** 616 565 513 462
Weapons incidents (Decrease) 24 22 20 18
Incidents of substance possession/use/intent to
sell (Decrease)
71 65 59 53
Incidents of theft/vandalism (Decrease) 99 91 83 74
(3) Student promotion
and dropout rates
Grade 9 retention rate (Decrease) 16 14 13 12
Dropout rate – Aggregate (Decrease) 6 6 5 5
Dropout rate – High Needs students (Decrease) 7 7 6 5
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
72
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(3b) Graduation rates Four-year cohort graduation rate - High Needs
students (Increase)
56 59 63 67
Four-year cohort graduation rate - Aggregate
(Increase)
60 64 67 70
Five-year cohort graduation rate - High Needs
students (Increase)
56 59 63 67
Five-Year cohort graduation rate - Aggregate
(Increase)
58 62 65 69
(4) Student achievement
on the Massachusetts
Comprehensive
Assessment System;
(5) Progress in areas of
academic
underperformance;
(6) Progress among
subgroups of students,
including students from
low-income families as
defined by Chapter 70,
English language
learners (ELLs) and
students with
disabilities;
(7) Reduction of
achievement gaps
among different groups
of students
ELA CPI - Aggregate (Increase) *** 65 68 71 74
ELA CPI - High Needs students (Increase) 61 64 67 71
ELA CPI - English language learners (Increase) 51 55 59 63
ELA CPI - Students with disabilities (Increase) 48 52 56 61
Math CPI - Aggregate (Increase) 57 61 65 68
Math CPI - High Needs students (Increase) 54 57 61 65
Math CPI - English language learners (Increase) 45 49 54 59
Math CPI - Students with disabilities (Increase) 42 47 52 57
Science CPI - Aggregate (Increase) 58 61 65 68
Science CPI - High Needs students (Increase) 53 57 61 65
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
73
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
ELA MCAS W/F percentage - Aggregate
(Decrease)
27 25 23 20
ELA MCAS W/F percentage - High Needs
students (Decrease)
31 28 26 23
ELA MCAS W/F percentage - English language
learners (Decrease)
41 38 35 31
ELA MCAS W/F percentage - Students with
disabilities (Decrease)
51 46 42 38
Math MCAS W/F percentage - Aggregate
(Decrease)
38 35 31 28
Math MCAS W/F percentage - High Needs
students (Decrease)
42 39 35 32
Math MCAS W/F percentage - English language
learners (Decrease)
53 48 44 40
Math MCAS W/F percentage - Students with
disabilities (Decrease)
62 57 51 46
Science MCAS W/F percentage - Aggregate
(Decrease)
35 32 29 26
Science MCAS W/F percentage - High Needs
students (Decrease)
40 37 34 30
ELA MCAS Advanced percentage - Aggregate
(Increase)
5 5 6 7
ELA MCAS Advanced percentage - High Needs
students (Increase)
2 2 3 3
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
74
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
Math MCAS Advanced percentage - Aggregate
(Increase)
8 9 10 12
Math MCAS Advanced percentage - High
Needs students (Increase)
5 5 6 7
Science MCAS Advanced percentage -
Aggregate (Increase)
3 4 4 5
Science MCAS Advanced percentage - High
Needs students (Increase)
1 2 2 2
ELA Median Student Growth Percentile (SGP) -
Aggregate (Increase)
43 51 51 51
ELA Median SGP - High Needs students
(Increase)
41 51 51 51
ELA Median SGP - English language learners
(Increase)
43 51 51 51
ELA Median SGP - Students with disabilities
(Increase)
33 51 51 51
Math Median SGP - Aggregate (Increase) 40 51 51 51
Math Median SGP - High Needs students
(Increase)
40 51 51 51
Math Median SGP - English language learners
(Increase)
37 51 51 51
Math Median SGP - Students with disabilities
(Increase)
35 51 51 51
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
75
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
ACCESS for ELLs Median SGP on ACCESS - All
ELLs (Increase)
46 51 51 51
ACCESS for ELLs Median SGP on ACCESS - Long
Term ELLs (Increase)
34 51 51 51
(8) Student acquisition
and mastery of 21st
century skills
Percentage of high school graduates
completing MassCore requirements (Increase)
22 25 29 32
Baseline data to be
updated in fall 2015 to
include summer graduates
Percentage of students participating in
computer science programs (courses,
workshops, afterschool programs, etc.) in
grades 6-8****
0 13 25 38
Percentage of students participating in
computer science programs (courses,
workshops, afterschool programs, etc.) in
grades 9-12****
10 21 32 43
(9) Development of
college readiness,
including at the
elementary and middle
school levels
Percentage of high school students having at
least one early college experience in high
school (includes passing AP or dual-enrollment
course) (Increase)
16 22 27 33
Percentage of students achieving college
readiness benchmark score on PSAT
assessment (Increase)
5 13 20 28
Percentage of students "on track for on-time
graduation" as defined by district
TBD TBD TBD TBD
New measure; to be
updated in plan by spring
2016
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
76
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(10) Parent and family
engagement
Percentage of families, including families whose
home language is not English, reporting that
they have opportunities to learn how to
support their child's learning at home
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of families reporting that they feel
welcome when visiting their child's school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of families reporting that they
receive responses to central office and school
inquiries in a timely way
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of teachers conducting at least
three home visits during the course of year
N/A TBD TBD TBD
New measure; previous
district data not available
(11) Building a culture of
academic success among
students
Percentage of students reporting that most
students in their classes try hard to get good
grades
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that they are
able to get the help they need to be successful
at school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that their
classes really make them think
N/A TBD TBD TBD
New measure; previous
district data not available
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
77
Appendix B: Measurable Annual Goals
Area Specified by
Chapter 69, Section 1K
Measure
SY 2014-
2015
Baseline
SY 2015-
2016
Target
SY 2016-
2017
Target
SY 2017-
2018
Target
Notes
(12) Building a culture of
student support and
success among school
faculty and staff
Percentage of staff reporting that their
professional development experiences add
value to their work
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of staff reporting that they have a
say in decision-making at their school
N/A TBD TBD TBD
New measure; previous
district data not available
Percentage of students reporting that their
culture and native language are respected at
school
N/A TBD TBD TBD
New measure; previous
district data not available
Teacher attendance rate (days attended) 94.3 94.7 95.1 95.5
(13) Developmentally
appropriate child
assessments from pre-
kindergarten through
grade 3
Percentage of students in kindergarten through
grade 2 reaching end-of-year grade level target
on ELA diagnostic assessments
42 47 52 57
Percentage of pre-kindergarten students
identified as being "on track for literacy" based
on district early literacy assessments
N/A TBD TBD TBD
New measure; previous
district data not available
* Di smi ssal rate = Total number of di smi ssals from non-routi ne student-nurse encounters di vi ded by total number of non-routi ne encounters
** Interpersonal i nci dents i ncludes count of offenses for: physi cal attacks, physi cal fi ghts, sexual harassment, and sexual assault (i ncluding rape).
*** Note that assessment goal s are subject to change based on PARCC i mpl ementati on deci si ons and ti mel i nes.
**** For thi s measure, computer sci ence programs must be at l east one academi c quarter i n durati on.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
78
Appendix C: Budget for the District
As a high-need and low-income community, Holyoke must ensure that its use of resources such
as time, funds, human capital, and operational supports results in increased student learning.
The effective use of resources to maximize student achievement is the principle on which all of
the district’s strategies will be based. The Commissioner and the Receiver are fully committed
to aligning the use of resources in support of student learning.
The Receiver recognizes the challenge of allocating resources most effectively when budget
increases are limited. For the last several years, district administration has had to cut personnel
and non-personnel lines to balance the budget and look to reorganization and reallocation to
fund strategic initiatives. Some funding constraints for future fiscal years are already known, so
fully implementing turnaround initiatives requires continuing reorganization and reallocation to
prioritize resource allocations that best support student learning.
The FY16 general funds budget below is an updated version of the June 24 (2015) budget
approved by the Commissioner as acting Receiver. The total remains the same, with
adjustments made as the budget was set up in the district’s financial system with updated
salaries and costs. The Receiver may make further reallocations. The list of FY16 grants is
current as of August 30, 2015, and is subject to change.
Holyoke Public Schools - FY16 Budget Summary
August 30, 2015
District Expenditures
Schools
Dean Tech 3,841,877
Therapeutic Intervention Program 593,563
Donahue 3,703,702
Holyoke High 7,403,874
Kelly 3,238,983
Lawrence School 2,298,657
McMahon 2,980,473
Metcalf 1,638,364
Metcalf Dual-Language Program 90,000
Morgan 2,559,863
Peck 3,286,998
Sullivan 3,359,007
White 2,740,269
Substitutes (all schools) 800,000
SUB-TOTAL - SCHOOLS 38,535,630
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
79
Holyoke Public Schools - FY16 Budget Summary
August 30, 2015
Districtwide Offices
Superintendent/Receiver Office
1,252,346
Assistant Superintendent Office 180,408
Athletics 603,306
District Curriculum Offices 554,761
Finance 1,715,364
Human Resources 308,413
Operations - Food, Buildings and Maintenance, Security 5,003,425
Operations – Transportation* 5,800,000
Professional Development Department
Funded by
grants
School Committee 59,400
School Health 968,642
Special Education (In-District) 5,234,215
Special Education (Out-of-District) 2,615,000
Student Services 905,619
Technology 1,394,015
SUB-TOTAL - DISTRICT-WIDE 26,594,914
DISTRICT TOTAL EXPENDITURES 65,130,544
* The FY16 transportation budget is still under review.
City Expenditures for Education
Administration 69,400
Operations & Maintenance 75,000
City Retirement & Unemployment Compensation 2,648,641
Insurances – Retirees & Active Employee Health & Life; FICA 8,753,210
Insurances - Property 120,000
School Choice Tuition Expense 1,952,896
Charter School Tuition Expense 11,285,629
TOTAL CITY EXPENDITURES 24,904,776
District and City Expenditures for Education 90,035,320
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
80
Holyoke Public Schools - FY16 Budget Summary
FY16 Grants
Entitlements and Grants Approved as of Sept. 4, 2015*
Federal Grants
Title I 5,847,659
Title I Carryover 300,000
Title II-A 676,661
Title III 243,886
Title III Carryover 190,117
Title III Summer Grant 11,235
IDEA: SPED Entitlement Grant 1,910,467
SPED Program Improvement 32,535
Early Childhood SPED Program Improvement 3,500
21st Century Community Learning Centers - SPED Enhanced 25,500
21st Century Community Learning Centers 610,469
Mass Grad Carryover 175,000
Perkins Secondary Allocation Grant 174,314
Fresh Fruit & Vegetable Program 174,105
Teen Pregnancy Prevention 69,300
Race to the Top (Birth to Grade 3) 41,400
McKinney-Vento 40,000
Subtotal Federal 10,526,148
State Grants
Workforce Innovation and Opportunities Act – Youth 150,114
Essential School Health Services 106,600
Community Adult Learning Centers 433,289
School to Work 8,500
Quality Enhancements in After-school/Out of School Time 20,000
Adult Career Pathways 53,740
Academic Support Services 46,300
Quality Full Day Kindergarten 172,050
Morgan School Turnaround Support 410,000
Subtotal State 1,400,593
Private Grants
Carlos Vega Fund for Social Justice 500
Linda Schulman Innovation Grant 1,000
Subtotal Private 1,500
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
81
Holyoke Public Schools - FY16 Budget Summary
TOTAL GRANTS* 11,928,241
* Additional grants have been or will be applied for. The Department of Elementary and Secondary
Education will grant additional funds to the district specifically for turnaround support.
Note: The Holyoke Public Schools also receive a Preschool Expansion Grant of $1,425,000 from the
Department of Early Education and Care; most of the grant is passed through to community partners
providing preschool expansion classes for students who are not enrolled in the Holyoke Public Schools.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
82
Appendix D: Holyoke Public Schools Level 5 District Local Stakeholder Group
Recommendations to the Commissioner and Receiver
Submitted July 10, 2015
The Holyoke Public Schools were designated by the Board of Elementary and Secondary
Education as chronically underperforming (Level 5) on April 28, 2015. Massachusetts law
indicates that within 30 days of a district being designated chronically underperforming, the
Commissioner and Receiver shall convene a local stakeholder group to solicit the group’s
recommendations for the Commissioner’s and Receiver’s Level 5 district turnaround plan.
The Holyoke Public Schools’ Local Stakeholder Group was convened on Wednesday, May 27,
2015. The statute allowed 45 days for the Local Stakeholder Group to complete its work; the
group met five times during this period. The membership of the group, which includes
representation as outlined in G.L. c. 69, §1K(b) is listed on the following pages.
All of the meetings were open to the public. Except for the first meeting, all other meetings
were video recorded and posted on the Holyoke Public Schools’ website. All meetings were led
by facilitators.
The Holyoke Public Schools’ Local Stakeholder Group worked diligently to execute its charge to
provide recommendations to the Commissioner and Receiver as they create the turnaround
plan for the district; these recommendations are designed to maximize the rapid academic
achievement of students.
The Local Stakeholder Group submitted the following letter and recommendations to the
Commissioner and Receiver on July 10, 2015, within the 45 day window required by statute.
The Commissioner and Receiver reviewed and considered all of the recommendations
submitted.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
83
A Letter to Dr. Steven Zrike, Receiver of the Holyoke Public Schools and Dr. Mitchell Chester,
Commissioner of MA Department of Elementary and Secondary Education, from the
Members of the Holyoke Public Schools Local Stakeholder Group
July 10, 2015
Dear Commissioner Chester and Dr. Zrike:
The members of the Local Stakeholder Group (LSG) of the Holyoke Public Schools (HPS) are
pleased to present you with our recommendations. Thank you for the assignment,
Commissioner Chester. And thank you, Dr. Zrike, for your pledge to consider our
recommendations with care. It has been our honor to do this work, and we have taken it very
seriously.
All stakeholders are committed to helping the district and Dr. Zrike in developing and
implementing the turnaround plan. We believe that the needs of our students, families, teachers
and staff are critical, and therefore, we respectfully request that the turnaround plan be created
and implemented with purposeful urgency.
We would welcome an opportunity in the coming weeks to meet with you to discuss and explain
our work. We would ask for and encourage you to maintain ongoing communication with the
members of the Holyoke community. We also ask that this communication employ a variety of
media, not just limited to email and computer-based, so as to reach the maximum number of
people.
Our Process
Over the past 45 days, we met five times for a total of 14.5 hours (the full meeting schedule can
be found below). In rapid succession, we received your charge from MA Department of
Elementary and Secondary Education (ESE) Senior Associate Commissioner Russell Johnston;
established norms to guide our work; asked for and received in-depth data and presentations
from HPS and ESE staff, community partners and our own members; engaged in spirited debate
about the most pressing challenges and promising current and future strategies; proposed and
posted a set of draft recommendations; and developed a carefully prioritized set of final
recommendations for your consideration.
We have sought out a high degree of interaction with the public: all but the first of our
meetings were video-taped. Each meeting’s notes, presentations, and draft documents have
been posted online (http://www.hps.holyoke.ma.us/localstakeholdersgroup.htm). With help
from ESE and HPS, we offered translation services to members of the LSG and the public, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
84
translated core documents into Spanish. We have engaged the public at each of our meetings,
ranging from 40 to 100 people each time, set up our meetings so that each one included a break
to allow for more interaction, and consistently made ourselves available for discourse.
Meeting locations and schedule:
Meeting schedule Location Meeting topic
Wednesday, May 27, 2015
3:00-5:00 pm
The Community Room, Holyoke
Public Library (250 Chestnut Street,
Holyoke)
Introductions, member roles
and expectations
Monday, June 1, 2015
3:00-6:00 pm
Kittredge Center, Holyoke
Community College (303
Homestead Avenue, Holyoke)
Student supports and special
populations
Wednesday, June 10, 2015
3:00-6:00 pm
Leslie Phillips Theater, Holyoke
Community College (303
Homestead Avenue, Holyoke)
Family and community
engagement
Wednesday, June 17, 2015
3:00-6:00 pm
Picknelly Adult & Family Education
Center (206 Maple Street, Holyoke)
Secondary schools
Wednesday, July 1, 2015
2:30-6:00 pm
Picknelly Adult & Family Education
Center (206 Maple Street, Holyoke)
Final wrap-up and review of
recommendations
Arriving at Our Recommendations
Through this work together, we have identified ten “areas of work” that we believe offer the
greatest promise for the future of Holyoke students. We value each of these areas of work
highly and do not rank them in priority. Within each of these, we have crafted our shared vision
statement. We then offer you our “core recommendation” – stating the recommended
approach and strategic direction that sums up our best thinking for that area of work. Then,
under the twin banners of these visions and core recommendations, we have made a set of
specific recommendations, with our highest priority recommendations listed first. LSG members
voted democratically to determine the prioritization of the specific recommendations.
Recommendations containing the same primary numerical label denote an equal amount of
votes. The secondary alphabetical label is used for reference purposes only; it does not indicate
any priority order (e.g. recommendations marked 2a and 2b received the same number of votes,
and were second in the priority ranking of overall recommendations for that section).
On the Issues of Affordability, Sustainability and Scalability
We have observed the following set of norms in doing this work: Encourage full participation
and listen respectfully to all LSG voices; Check for understanding; Balance advocacy with inquiry;
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
85
Make recommendations that are affordable, sustainable, and scal able. Of these, only the last –
to make recommendations that are affordable, sustainable and scalable – has proven difficult.
While we recognize that budgetary constraints within Holyoke Public Schools are real and
persistent, we are also aware that the resources for learning and schooling opportunities in HPS
pale by comparison with the resources of the public school systems of many other
Massachusetts communities. It is imperative that more sustainable financial resources be made
available from the Commonwealth, the City, and through private sources and corporate
fundraising. We have striven to offer recommendations that HPS can implement within tight
budget constraints, so that promising and effective initiatives can become sustainable over
time.
At the same time, we know that high functioning schools and successful students emerge in
contexts of carefully targeted resources and opportunities to innovate. We have therefore
taken every opportunity to recommend strategies that may increase HPS access to partnerships
and resources that all students, educators and families require in order for students to achieve
at high levels. You will note these throughout the document.
Three Core Values
Three strong themes have emerged from our work:
We believe in this community and in its many strengths, and we believe that building on our
strengths is essential for success. In our work, we tackled the hard issues directly, from the
unacceptably low academic achievement of our student body, to the inadequacy of our
response to the non-academic needs of students and families, to the urgent requirement to
recognize and engage the cultural, language and learning differences of students, with high
expectations for students and for schools. At the same time, we repeatedly affirmed the assets,
resources and capacities of HPS and its community. These assets include, first and foremost, our
students, intelligent and brimming with potential; our families, whose determination to do the
right thing for their children has been a guiding light for this LSG team; our educators, whose
efforts on behalf of students are driven by strong commitments to opportunity and by high
levels of professionalism; and the diversity of community and civic institutions surrounding the
schools. These strengths form an excellent foundation on which to build.
The educators, families, and civic and community leaders of Holyoke and the region –
together with their institutions – stand ready to help you. We know that our service as LSG
members concludes with this communication to you. However, we do not expect to quit; to a
person, each of the members of the LSG has a strong willingness, even eagerness, to continue to
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
86
support your efforts and the efforts of the Holyoke Public Schools to successfully advance the
education of all students. The many organizations that we represent share this feeling.
The evidence is clear: high expectations, collaboration, and the willingness to work through
differences are the core ingredients to achieving results. We offer our own experience as
evidence of the power of this approach. As a diverse team, many of whose members did not
know one another before, the LSG is demonstrating what works: intensive, collaborative effort
and a shared sense of urgency, all focused on achieving big improvements. We hope this spirit
of ambitious, inclusive teamwork will be a powerful common theme in the work ahead.
Sincerely,
The Members of the Local Stakeholder Group of the Holyoke Public Schools
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
87
Members of the Local Stakeholder Group
Position, per statute LSG members
The superintendent, or a designee 1) Paul Hyry-Dermith – Assistant Superintendent, Holyoke
Public Schools
School committee chair, or a designee 2) Mayor Alex Morse – Chair, Holyoke Public Schools School
Committee
Local teachers’ union president, or a
designee
3) Gus Morales – President, Holyoke Teachers Association
A selection of administrators from the
district, chosen by the Commissioner
from among volunteers from the district
4) Jacqueline Glasheen – Principal; Kelly Full Service
Community School
5) Vionette Escudero – Associate Principal; Dean Technical
High School
A selection of teachers from the district,
chosen by the local teacher’s union
6) Shelley Whelihan – Lt. Elmer J. McMahon Elementary
School
7) Brigetann Reilly – Dean Technical High School
A selection of parents from the district
chosen by the local parent organization
8) Jennifer Keitt – Maurice A. Donahue Elementary School
9) Marie Auguste – Morgan Full Service Community School
10) Vilma Soto – Peck-Lawrence Full Service Community
School
11) Edgardo Camacho – E.N. White School
Representatives of applicable state and
local social service, health, and child
welfare agencies chosen by the
Commissioner
12) Debra Sicilia – Director of Areas for Holyoke and
Greenfield, Department of Children and Families
13) Yasmin Otero – Regional Director; Department of
Transitional Assistance
Representatives of applicable state and
local workforce development agencies
chosen by the Commissioner, as
applicable
14) David Cruise – President and CEO; Regional Employment
Board of Hampden County, Inc.
15) Bill Ennen – Project Director, Regional Programs;
Innovation Institute at MassTech Collaborative
A representative of an early education
and care provider chosen by the
Commissioner of the Department of Early
Education and Care, or for middle or high
schools, a representative of the higher
education community selected by the
16) Stephen C. Huntley - Executive Director; Valley
Opportunity Council
17) Jeffrey Hayden – Vice President of Community Relations;
Holyoke Community College
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
88
Facilitators:
1. Andrew Bundy, Partner; Community Matters
2. David Castelline, Consultant, Teachers21
3. John D’Auria, President; Teachers21
ESE Staff:
1. Lauren Woo; Educational Specialist
Secretary of Education
A member of the community appointed
by the Chief Executive of the city or town
18) Erin Hebert, Holyoke High School class of 2014; Yale
University class of 2018
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
89
Holyoke Public Schools Local Stakeholder Group
Recommendations to the Commissioner and Receiver
I. Cultural Responsiveness and Competence:
Vision: Students, parents and educators in the HPS feel themselves to be a part of a community
of learners that is knowledgeable about and respectful of each student’s and family’s race,
culture, and language, and taps this knowledge and respect to inform teaching and learning
practices throughout the district.
Core recommendation: In all aspects of its work – from curriculum development, to teaching,
professional development, family and community engagement, and all other core teaching and
learning activities – HPS actively supports all educators and staff to engage in a steady
commitment to culturally sustaining and relevant work.
1. Recognize that achieving and maintaining cultural competence (through PD/trainings)
is a core requirement for all adults working in HPS, including guidance counselors and
case managers. These trainings should focus on all cultures but especially on Latino
children and families.
2a
28
. Acknowledge the significance of the fact that 79% of HPS students are Hispanic, and
only 27% of HPS staff are people of color; 10% of HPS teachers are Hispanic.
2b. Hire more teachers who speak Spanish.
3. Understand that for many parents, “…the most culturally responsive thing an educator
can do is to make the effort to get to know my child and my family.”
4. Further acknowledge that “it is up to us.” All adults who are a part of HPS, now, must
create a positive cultural experience for students and adults. While new and ongoing
efforts to diversify the teaching and administrative staff of HPS are critical (see X.
Talent Recruitment, Development and Retention recommendations, below), in the
near term, the job of creating a culturally responsive classroom, school and district
falls to those adults and students currently in the system.
II. Parent, Family and Community Engagement:
Vision: Every parent in the community feels welcomed and respected in their child’s school, and
has a strong sense of how they can be active supporters of their child’s learning. Community
organizations and regional agencies play an active role in supporting schools, families, students
and educators with programming that is carefully aligned with the mission of HPS and the vision
and priorities of individual schools.
28
Recommendations containing the same primary numerical label denote an equal amount of votes. The secondary
alphabetical label is used for reference purposes only; it does not indicate any priority order (e.g. recommendations
marked 2a and 2b received the same number of votes, and were second in the priority ranking of overall
recommendations for that section).
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
90
Core Recommendation: Place family and community engagement at the center of the HPS
Turnaround Plan, regardless of the structures and programs involved.
1a. Create a plan to improve communication with families and hold school leaders
accountable for increased family engagement.
1b. Implement best practices from Holyoke’s Full Service Community Schools program
(FSCS) in all HPS schools, with an emphasis on creating a welcoming environment for
all parents. (We do not recommend that all HPS schools become FSCS schools, just
that the best practices from them be applied across HPS.)
2a. Ensure that out-of-school time programming, including district or community based
summer programming, is focused on activities that are aligned with the district goals
of accelerating student achievement and improving the high school graduation rate.
2b. Create adult learning opportunities for parents/families.
2c. Hire a parent coordinator/advocate in every building.
3a. Understand and capitalize on the critical nature of parent engagement in the
development of language.
3b. Provide teachers with professional development assistance in engaging parents.
4a. Continue to strengthen the connection between home language and school language,
as is done through the Holyoke Early Literacy Initiative (HELI).
4b. Create resources for parents to support their students at home even when their first
language is not English.
5a. Continue the FSCS practice of requiring partner organizations to design or re-design
their programming to align effectively with their HPS school partner(s).
5b. Increase accountability for all HPS professional staff to improve family and community
engagement so that outcomes can be tracked and improvement plans consistently
applied.
5c. Closely examine the role that Lawrence Community Works is fulfilling in the Lawrence
turnaround effort for possible replication in Holyoke. The LSG believes there are many
business and civic organizations who will want to bring resources in support of
Holyoke Public Schools. The Mayor and Superintendent in Lawrence have each
specifically called out the important role Lawrence Community Works is fulfilling,
especially in regards to the coordination and alignment of resources for children and
families which strengthens the conditions for students and families outside of the
typical school day.
6a. Create an overarching structure to help coordinate outside service providers.
6b. Preserve programs that are working in the district.
6c. Continue to encourage parent volunteers and leaders in all schools.
6d. Create a centralized calendar of events that includes culturally relevant holidays and
activities for parents to engage in.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
91
7. Ensure strong alignment between each program and school.
III. Curriculum and Instruction:
Vision: Each HPS school offers its students a full, stimulating, and academically enriching
curriculum which will contain elements unique to each school, but which is fundamentally
aligned, across schools, with a common set of high expectations.
Core Recommendation: Coordinate and implement an effective, research-based and culturally
responsive K-12 curriculum consistently at all schools, implementing, improving and sustaining it
over time.
1. Adequately train teachers and leadership on effective implementation of a culturally
sustaining and relevant curriculum, including accountability measures.
2a. Maintain and expand honors and AP courses.
2b. Support and train teachers on the integration of arts into education.
3. Sustain the current efforts of effective HELI programs (see II. Parent, Family and
Community recommendations, above).
4. Create research-based curriculum consistency across the district.
5. Include teacher leaders in every step of curriculum work.
6. Bolster comprehensive sex education using research-based curriculum.
7. Create a career pathway model K-14 or K-16.
8. Engage teachers in planning professional development.
IV. Instructional Support:
Vision: The District and each school focuses with a laser-like precision on the importance of high
quality pedagogy that engages all learners and stretches them to grow as thinkers. HPS
teachers experience their classrooms, schools and district as supportive adult learning
environments, where high expectations for educators and students thrive in a culture of a
common vision, shared practice and rigorous peer exchange and support.
Core Recommendation: Give educators at all levels access to robust professional development,
models of instruction, opportunities to see exemplars of high quality, and steady support.
1. Focus professional development on targeted and specific areas that respond to the
highest needs of teachers and the greatest potential to positively impact student
learning (cultural competency, support for implementing Sheltered English Immersion
(SEI) instructional strategies, reading instruction, etc.)
2. Bring back use of the professional development Catalog (catalog of “cost free options”
for professional development (after-school, during the summer) that the district
would compile and put out. Educators could elect to take the courses).
3. Increase the capacity of principals to provide effective feedback to teachers in their
implementation of SEI strategies.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
92
4. Examine the consistency of support for educators across all schools.
5. Give school leaders autonomy within their buildings to support teachers as needed,
based on building/population data.
V. Student Support:
Vision: All HPS students have reliable access to the social and emotional support required for
learning.
Core Recommendation: Focus intently on what HPS can control, and commit to it fully. Re-
commit HPS resources to the most successful HPS school -based responses to unmet student
needs. Expand partnerships and grant-funded projects with community and regional resource
organizations that are expressly designed to meet the demand for student support.
1. Develop a plan to increase student attendance and reduce chronic absenteeism. Use
data to address any patterns for sub groups.
2. Recognize, as neither an excuse nor an insurmountable obstacle, the simple reality
that every student has a set of basic needs – many of them non-academic – that must
be met if she or he is to learn successfully.
3. Create an alternative school for students who have difficulties in the typical
environment to meet all their educational, emotional and social needs.
4a. Hire qualified counselors for mental health.
4b. Expand student support to meet the social and emotional needs of students, with
particular focus on high school students.
5a. Develop an effective social skills curriculum, consistently implemented at all schools.
5b. Using multiple sources of data and information, carefully and rigorously examine the
effectiveness of current programs such as Positive Behavioral Interventions and
Supports (PBIS) and Restorative Justice. Where this examination supports work that is
happening, continue, and expand it; where warranted, make changes to improve
supports and results for students.
5c. Expand targeted social skills classes (e.g., Tier 2).
5d. Create a comprehensive social skills curriculum available to all our students that
addresses age level concerns and is taught by a full -time, licensed professional.
5e. Support and establish Parent Teacher Organizations (PTOs) in all schools.
VI. Special Education:
Vision: Educators, families and students have high expectations for the academic and learning
success of all students with disabilities and have access to an array of resources that are
coordinated and aligned to ensure student success.
Core Recommendation: Equip educators with the knowledge, skills and resources to adapt
instruction and curriculum to meet the unique needs of learners while maintaining the highest
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
93
expectations for achievement. This means addressing not only the skill -development needs of
educators and providing the resources needed, but also sharing a clear belief that high levels of
achievement are possible.
1. Ensure that all identified special education students are taught in the least restrictive
and most appropriate educational setting and are provided with a continuum of
instructional programming and an array of supports and services.
2. Re-evaluate students that full-inclusion models who aren’t succeeding – determine
the best educational setting based on these new evaluations.
3a. Review school staffing and budget allocation formula to ensure district-wide equity of
educational programming, staff deployment, and student services and supports.
3b. Provide greater guidance to parents about the options and rights for special education
students. Provide instructions for parents about the types of questions/services they
should be requesting for special education students.
3c. Examine the referral process for access to special education services.
3d. Hire test proctors rather than using special education teachers (see X. Talent
Recruitment, Development and Retention recommendations, below).
4a. Provide a parent coordinator/advocate in every school.
4b. Provide more staff members so students who need it can have 1:1 attention.
VII. English Language Learners:
Vision: All students learning English have a strong, consistent support system for doing so, with
high expectations for English language fluency in reading, speaking and writing; every HPS
student graduates fluent in English; speaking more than one language is widely treated and
experienced – by students, parents and educators alike – as a good thing, as an advantage.
Core Recommendation: Continue to build capacity within HPS, among individual educators and
teams of teachers and school leaders, to actively support English language learners (ELLs) in all
aspects of curriculum and instruction.
1. Recognize and promote bilingualism.
2a. Increase number of teachers completing SEI course to 100 percent; create incentives
for teachers to complete course; partner with area colleges to assist in SEI
implementation.
2b. Create opportunities for parents to learn and interact in English.
2c. Create and implement ELL curriculum for all grade levels.
2d. Support teachers implementing SEI instructional strategies with professional
development and principal feedback.
3. Add World-Class Instructional Design and Assessment (WIDA)/deeper practice in ELL
instruction; add accountability measures for SEI/WIDA.
4. Provide parents the option of placing their children in bilingual programs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
94
VIII. Pre-K and Kindergarten:
Vision: All of Holyoke’s youngest children arrive in HPS early learning centers, Kindergarten and
elementary schools with a high level of readiness – ready to play, ready to be a part of a group,
ready to learn – because of their early and frequent engagement in early learning at home,
early childhood education, and high quality pre-Kindergarten (pre-K) and Kindergarten
programming.
Core Recommendation: HPS increases seats for pre-K and Kindergarten to the maximum
extent possible, partners closely with pre-K and community providers to increase the number of
children served, and vigorously supports regional and statewide efforts to expand age 0-5
supports for families.
1. Achieve universal, dual-language pre-K for all students.
2. Advocate, with other civic leaders, for mandatory Kindergarten.
3. Give pre-K and out of school partners access to student data to measure outcomes.
4. Aim preschool efforts towards key readiness qualities and educational milestones.
5. Create exit survey for pre-K families.
6. Understand screening criteria for Kindergarten; articulate it to partners and families.
IX. Secondary Schools and Workforce Development:
Vision: HPS high school students are immersed in rigorous and stimulating learning
experiences that engage them deeply, prepare them well for college and the workforce, and
challenge them to embrace academic, social and leadership responsibilities both in school and in
their family and community lives.
Core Recommendation: Develop powerful, aligned programs for William J. Dean Technical High
School (Dean) and Holyoke High School (HHS). At Dean, consistently improve a series of career
pathway learning experiences that provide high levels of post-secondary and career readiness
that are linked, through strong partnerships, with local employers and higher learning
institutions. At both Dean and HHS, offer students an increasingly personalized set of rigorous
learning opportunities; more advanced placement, independent study and dual enrollment
opportunities; and consistently rigorous academic experiences tailored to the passions and
interests of students. Strive for alignment of the two schools, creating a shared, high
expectations culture.
1a. Examine the performance and experiences of former HPS students at Holyoke
Community College to learn how HPS schools can better prepare and support
students.
1b. Support a community-wide effort, with strong higher education leadership, to create
an Urban Teacher Academy that would help HPS students become teachers, and
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
95
develop a pool of HPS graduates who can become HPS teachers. (See this
recommendation in X. Talent Recruitment, Development and Retention, also.)
2. Strengthen connections between Dean and the college and business communities.
3. Conduct an assessment of the Chapter 74 approved technical programs at Dean to
determine its responsiveness to documented local labor market demand.
4a. Rally business engagement to support and strengthen school initiatives.
4b. Create powerful alternative school options for students who need them.
4c. Create a college-going culture for all students; emphasize college for all.
5a. Incorporate work-based learning opportunities as an integral part of a comprehensive
program to increase the high school graduation rate.
5b. Hire attendance officers to work with chronically absent students.
X. Talent Recruitment, Development and Retention:
Vision: Each HPS educator and staff person experiences their school and the district as
stimulating and rewarding learning environments that reliably attract excellent candidates and
vigorously support the hiring, development, continuous learning, leadership and retention of
HPS teachers, administrators, and staff.
Core Recommendation: Create a strong, spelled out plan for how HPS will attract, retain and
develop highly qualified teachers and administrators.
1. Create a robust plan to recruit highly qualified teachers.
2a. Examine the implementation of the teacher evaluation process to ensure the process
and protocols are applied with fidelity.
2b. Create a more effective and efficient system for providing qualified substitute
teachers so that current staff are not pulled away from normal duties to cover for
absences (see this recommendation in VI. Special Education recommendations,
above).
3a. Create an Urban Teacher Academy, in partnership with local universities and colleges,
to increase pipeline of teachers from HPS back to HPS – define goals, measures of
success (see this recommendation in IX. Secondary Schools and Workforce
Development above).
3b. Develop a strategic plan for increasing HPS staff diversity, with concrete benchmarks
for progress, to which HPS holds itself publicly accountable.
4a. Hire more Spanish speaking teachers and create opportunities for English speaking
teachers to learn Spanish.
4b. Create plan to reduce the turnover rate of teachers.
4c. Offer leadership training for teachers to learn how most effectively to engage and
support paraprofessionals to increase student learning.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
96
5a. Strengthen targeted professional development for paraprofessionals and strengthen
pathways for paraprofessionals to become professional educators.
5b. Strengthen paraprofessional and specials/co-curricular teachers’ understanding of
Individual Education Plans (IEPs), accommodations, and how to provide
accommodations.
5c. Create a mentor program, especially for bilingual employees.
6a. Make more intentional use of ELL and special education teachers in their respective
roles, limiting the use of these teachers as substitutes and test proctors (see this
recommendation in VI. Special Education above).
6b. Continue to work with staff on cultural proficiency.
6c. Recruit Holyoke graduates; encourage Holyoke students to pursue a career in
teaching.
7. Create pathways for teachers to become administrators.
Other areas discussed:
The following topics/areas were discussed and debated. The LSG members held a variety of
opinions that did not coalesce into a clear recommendation.
? Views on Full Service Community Schools (FSCS) run from total support to strong
skepticism about their effectiveness.
? Some view the 90-minute block as counterproductive, others support it.
? Some view K-8 schools as problematic, others are not sure. The LSG recommends that
the receiver and Commissioner review the current district grade organizational
configuration to determine the most effective systemic educational delivery model to
accelerate student achievement.
? The team debated about whether and how to strengthen the team/intervention
process, including Tier 2 interventions and links with out of school time partners, prior
to referral for evaluation for possible special education placement.
Appendices:
The following documents were submitted by individual members of the LSG who requested they
be sent with the official Holyoke LSG recommendations. The LSG members agreed to share these
documents as appendices; they were not reviewed formally or voted on by the LSG.
1. Regional Employment Board of Hampden County, Inc. Recommendations
2. HTA’s Recommendations
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
97
Appendix #1: Regional Employment Board of Hampden County, Inc. Recommendations
1. Review the current district grade organizational configuration to determine the most
effective systemic educational delivery model to accelerate student achievement.
2. Review school staffing and budget allocation formula to ensure district-wide equity of
educational programming, staff deployment and student services and supports.
3. Develop a district wide process to increase opportunities to accelerate shared governance
procedures in each school to create culture of collaboration and communication.
4. Examine the implementation of the contracted teacher evaluation process to ensure the
process and protocols are applied with fidelity and in accordance with the intent and
purpose of the language.
5. Ensure that all identified special education students are taught in the least restrictive and
most appropriate educational setting and are provided with a continuum of instructional
programming and an array of supports and services.
6. Incorporate work-based learning opportunities as an integral part of a comprehensive
program to increase the high school graduation rate.
7. Conduct an assessment of the Chapter 74 approved technical programs at William J. Dean
Technical High School to determine their relevancy to respond to documented local labor
market demand.
8. Ensure that the Chapter 74 mandated Program Advisory Committees in each of the Chapter
74 approved technical programs at William J. Dean Technical High School are properly
constituted, reflect the required membership as mandated by DESE regulations, and meet
on a regular and consistent basis.
9. Ensure that out-of-school time programming, including district or community based
summer programming, is focused on activities that are aligned with the districts goals of
accelerating student achievement and improving the high school graduation rate.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
98
10. Review the scope, scheduling and content of the district’s teacher professional
development program to allow for district-wide, in-school, or external programming
opportunities that will improve teaching practice.
Respectfully Submitted,
Signed by David Cruise
David M. Cruise
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
99
Appendix #2: HTA’s Recommendations
Holyoke Teachers Association
Turnaround Plan Recommendations for Local Stakeholder Group
In order to ensure that the turnaround plan in the Holyoke school district addresses the complex,
underlying causes of educational underperformance declared by the Board of Education, and in
order to address the real educational, social, health, and economic needs of Holyoke students
and their parents, the Local Stakeholder Group should include the following in i ts
recommendations to the Receiver, provided pursuant to G.L. c. 69, section 1K(c):
(1) Steps to address social service and health needs of students at the school and their families,
to help students arrive and remain at school ready to learn; provided, however, that this may
include mental health substance abuse screening:
(2) Steps to improve or expand child welfare services and, as appropriate, law enforcement
services in the school community, in order to promote a safe and secure learning environment:
(3) Steps to improve workforce development services provided to students and their families at
the school, to provide students and families with meaningful employment skills and
opportunities.
(4) Steps to address achievement gaps for limited English-proficient, special education and low-
income students:
(5) Alternative English Language Learning programs for limited English proficient students,
notwithstanding chapter 71A:
(6) A budget for the district including any additional funds to be provided:
The HTA has grouped their recommendations into the following categories, using the law as
its guiding principle:
I. Health and Well-Being
II. Restructuring Special Education Services
III. Restructuring English language learner (ELL) Services, including the Culture of all our
Learners
IV. Safe and Secure Learning: Student Learning Conditions and Teacher Working
Conditions, one in the same.
V. Community Workforce Development
VI. Budget
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
100
I. Health and Well-Being
Social Service and Health Needs of Students & Families
1. A School Doctor hired to work with and oversee all health care personnel in the District
2. One School Psychologist for each of the following grade spans at each school: PreK-2; 3-
5; 6-8; and 9-12. This person should be experienced in issues for the appropriate
developmental level.
3. One certified, trained Social Worker or more assigned to each school who will oversee
and coordinate the physical, mental, social and emotional health care needs of all
students in that school.
4. One Parent/Community Outreach Worker or more at each school who will oversee and
coordinate the services students and families receive, be responsible for communicating
with parents/guardians, and will work with the Social Worker to help meet all the needs
of the child and family
5. Two Nurses at each school, to handle, coordinate, and communicate about health needs
and issues, scheduled in flexible shifts so that the office is always open during the school
day.
6. One trained Crisis Intervention Specialist at each grade level (PreK-2; 3-5; 6-8; 9-12) to
handle the social/emotional issues that arise.
Improve and Expand Child Welfare Services
1. One certified, trained Social Worker or more assigned to each school who will oversee
and coordinate the physical, mental, social and emotional health care needs of all
students in that school.
2. One Parent/Community Outreach Worker or more at each school who will oversee and
coordinate the services students and families receive, be responsible for communicating
with parents/guardians, and will work with the Social Worker to help meet al l the needs
of the child and family. This person will also do home visits to help with issues that may
be stemming from the home environment.
3. More guidance counselors, adjustment counselors, transition counselors and
intervention specialists.
4. Add Behavior Interventionists to all buildings
5. In order for Holyoke to realize its full potential and help its students achieve at the
highest levels, the Holyoke teachers feel that class size must be addressed. A potential
framework for such a discussion would include setting maximum limits in how many
students are in a class based on grade level, such as, 12-15 in preK-2, 15-18 in 3-6, and
18-22 in 7-12.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
101
6. Part of having a full, well rounded, enriching educational experience, students must
have access to programs such as music, art, extracurricular activities regardless of their
academic performance. ALL students, no matter what their educational challenges or
issues are, MUST have equal access to these important components of a well -rounded
education. The constraints of scheduling or personnel must not dictate whether or not a
certain population of students receives these experiences.
7. Adequately fund and provide extracurricular activities and sports to both high schools,
so that students from each school can fully participate on any team they so chose.
8. Adequately fund and provide extracurricular activities and trips to all students,
regardless of family’s financial ability to pay, to all students, regardless of their
socioeconomic status or the school’s PTO’s ability to raise funds. Example, if one 5th
grade class goes on a trip to Plymouth Plantation, all 5th graders in the district are
afforded the same opportunity.
9. Each school year, each grade level, is provided with an annual, fully funded field trip to a
location, outside of the general Holyoke area to a museum, historical location, etc. to
expose all children to the experiences that are outside the limits of their socioeconomic
status.
10. Reinstate a PTO at each school, no matter what grade level. Actively recruit people to
serve on these committees to support the schools.
II. Restructuring Special Education Services
1. Consolidated, Consistent, Equitable Referral Process for all Services: There should be
one process to follow to get student services such as speech therapy, Special Ed
services, etc. This process, currently known as Building Based Support Teams, or BBST,
must be consistently implemented, composed, and run across all schools. Currently,
there are 13 schools and 13 ways the BBSTs are run.
2. Consistent, Equitable Supports and Staffing in all schools. In order to equitably serve and
educate the students of Holyoke, each school must have consistent and equitable
supports, services and staffing. This way, if a child moves from one school to another
midway through the year, his services will remain the same. (i.e. all schools, at all grade
levels MUST have RISE, functional, TIP and Replacement model classrooms to serve
students with a variety of needs.)
3. Staffing for special education services should include staffing levels that allow for co-
teachers to be assigned full-time to each classroom.
4. Employ, train and assign sufficient paraprofessional staff to provide dedicated classroom
and 1:1 support for all students on IEPs.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
102
5. Educate the Special Education and ELL parents as to their rights under the law. Offer
free classes to the Special Education and ELL parents about advocating for their
students.
6. Provide the parents with the “Know your Rights” pamphlet at every meeting. These
have not been given out in the last 5 years or more. Provide these in both languages.
7. Mandatory Educational Advocates provided for Special Education and ELL parents for all
IEP meetings.
8. Additional school psychologists so the testing does not take too long. Special Education
teachers should not be doing the testing or running their own meetings.
9. Develop a district-wide special education referral process that simplifies paperwork. All
Special Education referrals should be monitored for timely responses, i.e. within 10
days.
10. Provide ongoing, district wide professional development opportunities for all staff to
develop shared understanding and strategies for working with students who have
experienced trauma, homelessness, transiency, mental health issues, substance abuse,
or other issues as identified by the faculty and staff.
11. Provide ongoing, multi-lingual workshops for parents and caregivers on services,
strategies and supports for issues such as trauma, homelessness, transiency, mental
health issues, substance abuse, rights under Special Education laws, rights for students
in ELL programs and accessing district and community services.
12. Limit the ratio of SPED and ELL students to regular education students in each
classroom, regardless of the number of staff assigned to the classroom.
13. Return to the full Inclusion model. Caseload management is NOT working.
14. Consistent, equitable supports across all grade levels, at all schools. Return to the co-
teaching model with one regular education teacher and one special education teacher in
the classroom.
15. Expedite the referral process. Teachers should not have to implement all parts of the
DCAP before a referral is started. The process is too cumbersome, too detailed. Many
teachers are so overwhelmed with paperwork that they do not know how to complete
nor have been trained to complete.
16. Provide appropriate support staff and services for all students.
17. Ensure that ELL and Special Education teachers are ONLY used to provide direct services
to their students. They are not used for duties, study halls, testing, substituting, etc.
Meetings and paperwork times are scheduled into their day. They do not take place
during times that teachers are scheduled to service the students.
18. Do not schedule all ELL and Special Education students all into one class. These learning
issues cannot occur within the same constraints.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
103
19. Recreate the Central Office Team that was eliminated in 2007. The team included the
OTs, PTs, psychologists, evaluators and all Special Education personnel, with a secretary
dedicated to them, to handle testing, referrals, etc. There were two district wide
evaluators, one bilingual and one monolingual, who handled all the testing. The team
was centralized. They handled all aspects of testing. The team met and discussed
students on a regular basis. All files, referrals, etc. went through this office. All Special
Education referrals handled by the same staff, in a consistent manner, following a
specific protocol. (For more information, see Norma Casillas, who was the bilingual
evaluator.)
20. Appropriately service students with the specialized teacher who will better serve his/her
need. For example, if the student needs a Bilingual Special Education teacher, then that
is what should be provided.
21. Additional funding for ELL and Special Education teachers to meet the needs of all the
populations.
22. Explicitly define the services provided by the Tiered Support Specialists. Let all teachers
know what services that these TSSs provide.
23. Explicitly define what type of services that students need during periods such as the
Intensive Learning Center, pull out services or Enhancement classes. This time should
have a structured task list or curricula to follow. Behaviorally-challenged students
should not be sent to these services.
III. Restructuring ELL Services, including the Culture of all our Learners
1. Establish a procedure to regularly review existing ELL programs at a building level to
ensure teachers and students get appropriate supports and staffing.
2. Staff each school with sufficient licensed ESL teacher who are assigned to a single grade
level and who have specific assignments.
3. Establish multiple ELL programs specifically designed to meet the needs of newcomers,
long-term ELLs, ELLs with disabilities, and academic supports for ELLs who are reaching
English proficient and students who have exited ELL programs (levels 4, 5, and formerly
limited English proficient)
4. Recruit and hire more bilingual educators in all positions, in all areas, in all schools.
5. Services for the Level 4 and 5 ELL students should be provided by an ELL teacher, not a
SEI-certified person. A dually licensed teacher cannot focus on content and language
acquisition at the same time and accomplish either fully.
6. Offer ongoing, no-cost SEI Endorsement and ongoing SEI professional development
opportunities for all educators.
7. See further recommendations for ELLs in next sections.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
104
8. Specialized training provided to staff around issues such as transiency, poverty, trauma,
chronic absences, etc.
9. Provide enrichment experiences, such as field trips, specials, and out of classroom
experiences
10. Follow the English Language Development guidelines. Do not use a teacher with
multiple certifications to cover multiple responsibilities
Culturally responsive recommendations:
1. Include dates, such as Hispanic Heritage month, that will be celebrated along with our
traditional holidays/history.
2. Reach out to parents to set up a centralized calendar, activities, events for schools,
parents and others, but also include activities to help educate students.
3. Roll out a prepared ELA curriculum across grade levels, which include culturally sensitive
literature and resources for the classroom.
4. More resources that students can identify with: LGBTQ literature, Puerto Rican Culture,
etc.
5. Teach students and staff how to overcome obstacles in a positive way.
6. Offer all staff Professional Development such as Spanish for Educators, Ethnic Studies
and Diversity Training.
7. Offer English Language Learning Lessons to parents at all schools.
8. Continue to work with the Latin@ Educational Advisory Group
9. Add a Puerto Rican History and Culture class to our History offerings.
10. Add Puerto Rican Cultural Education to our curriculum.
11. Reinstitute and restructure the schools’ annual celebration of Puerto Rico and the
United States.
12. Transitional bilingual education did not work in Holyoke previ ously because the staff
hired were not bilingual, biliterate. We lost many bilingual teachers when they had to
pass a literacy test. If we hire people who have the skills, the programs could work.
13. Continue the dual-language education programs at Metcalf.
14. Expand dual-language education programs to offer at least one dual -language classroom
at each building and each grade level.
15. Offer dual-language content area courses at both high schools.
16. Offer courses and pathways for educators to qualify for the Transitional Bilingual
Learning Endorsement (603 CMR 7.14)
17. While we realize it was repealed in 2002, we believe that the strongest and most
prudent course of action to address the ELL population in Holyoke would be to
reintroduce bilingual education in the schools.
18. Hire truly bilingual, biliterate teachers to teach the two-way bilingual programs, to
promote literacy in both languages.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
105
19. We favor a two-way program as is being piloted at Metcalf.
IV. Safe and Secure Learning: Student Learning Conditions and Teacher Working Conditions,
one in the same.
A fully serviced and staff alternative school
1. Establish a Pre-K through Grade 12 Alternative School, which services students from
pre-K through 12 grade, which includes the following:
1.1. An Alternative, Therapeutic Setting for our students with Social/Emotional Issues:
The current Therapeutic Intervention Programs (TIP) are not therapeutic. These
students need a quiet, well-established routine, in a safe place, that allows them to
learn and receive the emotional supports and therapies that they need.
1.2. A Behavior Intervention program for students who are consistently off track,
disruptive to the learning environment, and the educational progress who do not
qualify for Special Education Behavioral Support. This program will concentrate on
correcting the disruptive behaviors in order that they might return to the least
restrictive environment.
1.3. A Behavior Alternative program for our students who cannot comply with the
behavior norms of a regular setting. Currently, most of these students are serviced
in TIP, with our most emotionally fragile students. These students need a separate,
structured program of their own, staffed by Restorative Justice trained personnel to
work with and around their needs. There also needs to be a correctly equipped
program to effectively and separately deal with these children. They need to be
provided with supports and systems that will most effectively facilitate their
learning and correct their behavior.
Social Skills and Discipline
1. A comprehensive Social Skills curriculum taught at each school, which address age level
appropriate issues/concerns taught by a full-time, licensed teacher. (Example of a
Middle School program is available athttp://www.cccoe.net/social/skillslist.htm)
2. Fully enforce and follow through with the Student Code of Conduct as written. Discipline
needs to be consistent in all schools. It is currently the number one complaint for all
teachers at the middle school and high school level.
Safe and Secure Learning Environment
1. An assigned, consistent School Resource Officer assigned to each 6-8 and 9-12 school
daily. Each of the middle and high schools needs a regular SRO presence to handle the
variety of community issues that arise among adolescents and teenagers. The SRO will
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
106
provide students and staff a safe person to go to report such things as bullying, threats
of violence, drugs etc.
2. An assigned, consistent SRO who visits the PreK-2 and 3-5 schools on a weekly basis.
This will help to teach our students that the SRO is another safe adult they can reach out
to. This SRO can also help administration deal with issues, such as bullying and violence,
that arise even in the earliest grades.
3. Offer restraint and de-escalation training to all staff.
4. Well-written, specific, detailed Emergency Management plans that are written for all
emergency type situations. Things such Code Red and Code White should be the same
and handled the same through all the schools. These plans should be distributed to all
staff and reviewed on a regular basis. These plans should include plans for things such as
a fire alarm during inclement weather, blocked exits, delay in fire personnel response,
etc.
Curricula, Schools, and Teaching Staff
1. Consistent, fully funded, well researched curricula for all grade and subject levels.
2. Adopt, implement and provide a curriculum and stick with it.
3. Provide teachers who are teaching curricula with a full, paid training to understand and
implement the curricula, before he/she are expected to teach the curriculum.
4. Provide teachers with all materials, especially student resources, needed to teach the
curricula.
5. Do not use teachers as substitutes, except in an emergency situation. Clearly define
what an emergency is for using teachers as substitutes.
6. Centralize services for providing and obtaining substitutes- employ building-based,
permanent substitutes and set minimum qualifications and compensation for day-to-
day substitutes. (Use Kelly Services, like Chicopee)
7. Eliminate the 90-minute blocks. Students cannot focus for that long.
8. Eliminate K-8. Return to K-5, 6-8, and high school.
9. Return to five schools (K-5), two middle schools (6-8), and two high schools (9-12).
10. Reinstate the K-5 recess of at least 15 minutes or more. This is in addition to their 40
minute (SHOULD be 20 minute eating, 20 minute recess) lunch period. This would be
time to go outside, exercise and socialize. All schools must have this opportunity.
11. Technology is widely discussed when speaking of our students achieving in the 21st
century, but rarely is the money put in place to back such strong words. If we are to
have our students excel in all things, then we have to provide them with the means of
doing so. Each classroom must have fully functioning, up-to-date, supplied equipment to
meet the needs of the learners. Ideally, each student would have access to a computer
for all classes.
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
107
12. If we want students in Holyoke to succeed then we have to provide them and their
teachers with the supplies needed. The smallest things being absent from the room can
be detrimental to the learning process. Each classroom must have adequate supplies
such as printer toner, pencils, paper, folders, crayons, scissors, and other necessary
implements. There should not be an extensive lag time between when supplies are
ordered and when the teacher receives them. Currently, teachers often have to wait
months for supplies, such a printer toner, and often wind up buying their own.
13. Eliminate neighborhood schools, get kids out of their neighborhoods and expose them
to other parts of the City.
V. Community Workforce Development
Adult Learning Programs for Families & Community
1. Restore the Worker Training Programs offered at Dean Technical: offer vocational and
career training for parents at the local high schools, especially in the s hops at Dean.
Offer parents and other adults the opportunity to improve their skills and expand their
knowledge to better support themselves and their children.
2. Coordinate services with CareerPoint and other outside community agencies to offer
parents help in training for, interviewing for, getting and keeping better jobs.
3. Target work programs and career services to parenting teens at the middle and high
schools levels.
4. Restore a Career Services and Opportunities Office at each of the High Schools: This
office, which was disbanded in 2000-2001, provided much needed services to all our
high school students. This is the place where students went to work on resumes, write
cover letters, get job applications, complete portfolios of vocational work, etc. This
office also put students at Holyoke High out on work-study and students at Dean out on
co-op. When we lost this office, our students lost a go-to place and person for jobs and
career assistance. When we had this office at its services, our students were much
better prepared to obtain the part-time jobs, which helped their families stay afloat in
many instances.
5. Review the daily schedule at Holyoke High School to better accommodate alternative
learning programs, such as internships, work-study and other career services. Maintain
the rotating schedule of classes for all the underclassmen. Rotate the schedule for the
seniors only. Do not alter the schedule for underclassmen to accommodate this or the
outside partners who may be coming in.
6. Review district policies to allow work-study or work-experience to count towards
graduation credit at both high schools.
7. Coordinate the work placement coordinators at both schools, so that jobs/positions are
made available to all students
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
108
8. Expand English as a Second Language classes to the offerings for parents, at night,
offered at multiple locations throughout the district, free of cost.
9. Expand offerings of parent-education courses that are currently offered through other
local organizations.
10. Field trips to local factories, companies, etc. that revolve around exposing the students
to the variety of employment opportunities available to the community.
11. Teacher internships at local factories (School to Career, connecting Activities, Grant 480)
12. Reinstate popular vocational programs, such as Building and Grounds and HVAC to the
Dean Technical High School.
13. Add additional popular vocational programs, such as Allied Health and Child Care
Services to the Dean Technical High School.
VI. Budget
1. Qualified, full time grant writers, one for each school and one district-wide, to apply,
monitor and report on external grant funding.
2. Training for teachers to help them write grants for their classrooms.
3. Professional development for teachers to help them search out and qualify for grants to
use in their curriculums.
4. Additional funding for ELL teachers to meet the needs of the populations.
5. In accordance with MGL 69J, the turnaround plan should include an adequate, fully
funded budget to fulfill the recommendations that are outlined in this plan.
6. Build a new school. The last new school in Holyoke was Dean in 1989. Seek out money
for new buildings. Some of our schools, such as McMahon are very out of date and in
desperate need of repairs. Money for these repairs keep getting squashed, where does
the money go?
7. Move the School Department Offices out of Suffolk Street into the Lawrence School, the
Lynch School (if the Mayor gives it back to the schools) or another School Department or
City owned location that will not cost the City $350, 000 a year to lease.
8. Return Lynch School to the School department as a School Department owned building.
This building is built to be a school and completely outfitted to be such. Right now it is
sitting vacant and not used.
In closing, in order to ensure that the turnaround plan is being fully implemented and
continuously reassessed to determine where adjustments may need to be made, the HTA
recommends:
1. That the LSG continue to meet on a quarterly basis to discuss progress and make
additional recommendations to the Commissioner and the Receiver. We believe this is
Hol yoke Publ i c School s Level 5 Di stri ct Turnaround Pl an, rel eased October 1, 2015
109
necessary to ensure that the turnaround process is authentic and sustainable in the long
run.
2. That the turnaround plan should include joint labor-management committees at both
the school and district level to promote continuous teamwork, which will lead to
effective implementation and ongoing two-way feedback to better student
achievement. This will also ensure that teachers’ input is solicited and given meaningful
consideration.
3. That the Receiver should commit to ensuring there is a culture of success for educators
as well as students, which includes respecting them and valuing their expertise.
doc_847166900.pdf