IV. MOTION FOR RECONSIDERATION NONE

Please click the link below to join the webinar:

https://worcesterschools.zoom.us/j/86050058438?pwd=SnpKUnNxdXdHM2NhTDJ3

RWIyb1lUQT09

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Webinar ID: 860 5005 8438

CLERK OF THE SCHOOL COMMITTEE

WORCESTER PUBLIC SCHOOLS 20 IRVING STREET

WORCESTER, MASSACHUSETTS 01609

AGENDA #21

on: Thursday June 3, 2021

at: 4:00 p.m. - Budget

6:00 p.m. - Executive Session 7:00 p.m. - Regular Session

virtually in: Esther Howland South Chamber, City Hall

ORDER OF BUSINESS ACTION

I. CALL TO ORDER

INVOCATION

PLEDGE OF ALLEGIANCE

NATIONAL ANTHEM

II. ROLL CALL

III. APPROVAL OF RECORDS

aor #1-17 - Clerk

(May 25, 2021)

To consider approval of the Minutes of the School Committee Meeting of Thursday, May 20, 2021.

IV. MOTION FOR RECONSIDERATION – NONE

V. IMMEDIATE ACTION

gb #1-147.1 - Administration

(May 13, 2021)

To recognize virtually the Seal of Biliteracy recipients.

The Worcester Public Schools is an Equal Opportunity/Affirmative Action Employer/Educational Institution and does not discriminate regardless of race, color, ancestry,

sex, gender, age, religion, national origin, gender identity or expression, marital status, sexual orientation, disability, pregnancy or a related condition, veteran status or homelessness. The Worcester Public Schools provides equal access to employment and the full range of general, occupational and vocational education programs.

For more information relating to Equal Opportunity/Affirmative Action, contact the Human Resource Manager, 20 Irving Street, Worcester, MA 01609, 508-799-3020.

https://worcesterschools.zoom.us/j/86050058438?pwd=SnpKUnNxdXdHM2NhTDJ3RWIyb1lUQT09

https://worcesterschools.zoom.us/j/86050058438?pwd=SnpKUnNxdXdHM2NhTDJ3RWIyb1lUQT09

Page 2 – 6-3-21

IMMEDIATE ACTION (continued) ACTION

gb#1-154 - Administration

(May 20, 2021)

To recognize virtually the following middle and high School students

who were winners in the Massachusetts Science and Engineering Fair Contest their teachers:

Forest Grove Middle School

First Place-MSEF STEM Award

Maya Sushkin - Turning Car Exhaust Into Rocks - Let's Recycle

CO2 (Phase 2)

Honorable Mentions

Despoina Gianitsanaki - Water Purifier for Homes

Harrison Dennett - Cubelight

Kleri Morcka - Efficient and Eco-friendly Tiny Homes Paola Renxa - Efficient and Eco-friendly Tiny Homes

Alicia Simonti – Teacher

North High School

Honorable Mention

Ronnie Amoah - How pH Affects Chromatography - (Paper

Chromatography)

Chris Comeaux, Teacher

Hanover Academy at Burncoat Middle School

Honorable Mentions

Leire Cuberes Barluenga - How do changes in the environment affect birds’ behavior around bird feeders?

Debra Ross - Do Musicians Have Better Memory Than Non-

musicians?

Jane Goodwin - Teacher

VI. REPORT OF THE SUPERINTENDENT - NONE

VII. COMMUNICATIONS AND PETITIONS - NONE

Page 3 – 6-3-21

VIII. REPORTS OF THE STANDING COMMITTEES ACTION

The Standing Committee on Finance and Operations met virtually

on Thursday, May 25, 2021 at 4:37 p.m. in Room 410 of the Durkin

Administration Building.

The Standing Committee on Governance and Employee Issues met

virtually on Wednesday, May 26, 2021 at 4:07 p.m. in Room 410 at

the Durkin Administration Building.

IX. PERSONNEL - NONE

X. GENERAL BUSINESS

gb #0-176.1 - Administration/Mr. Monfredo

(May 26, 2021)

Response of the Administration to the motion to provide a report by

the end of the 2021 school year regarding the strengths and

challenges of ARC Core Literacy Program.

gb #0-286.10 - Administration/Mayor Petty/Miss Biancheria/ Mrs. Clancey/Ms. McCullough/Mr. Monfredo/

Ms. Novick

(May 24, 2021)

To provide a brief update on COVID-19 and remote learning.

gb #1-73.1 - Administration/Ms. Novick/Mrs. Clancey/Mr. Foley/

Ms. McCullough/Mr. Monfredo

(May 26, 2021)

Response of the Administration to the request to plan to begin a remote academy as part of the FY22 Budget.

gb #1-148 - Administration

(May 13, 2021)

To approve the Job Description for the Assistant Manager of

Professional Learning and Curriculum.


(May 13, 2021)

To approve the Job Description for the Assistant Manager of

Instructional Teaching and Digital Learning.

Page 3 – 6-3-21

GENERAL BUSINESS (continued) ACTION


(May 17, 2021)

To consider the proposed FY22 Budget.

gb#1-155 - Mr. Foley

(May 17, 2021)

To set a date to recognize Chief Finance and Operations Officer Brian

Allen for receiving the very prestigious John A. Crafton Lifetime

Achievement Award from the Massachusetts Association of Business

Officers.

gb#1-156 - Ms. McCullough

(May 20, 2021)

Request that the Administration provide a report regarding the

services provided by Lesley University over the past 3 years to include

the cost, results and plans for future services.

gb#1-157 - Miss Biancheria

(May 21, 2021)

Request that the Administration provide an update on the Covid-19 vaccine clinics for the students at the high school locations and include

for each the number of students who participated.

gb#1-158 - Mr. Monfredo

(May 24, 2021)

Request that the Administration forward a letter of appreciation to

Victory Enterprises for their donation of over 2,500 children’s books to

be used in the Bilingual program and for the summer school program.

gb#1-159 - Ms. Novick

(May 25, 2021)

To set a date to recognize the winner of the first annual Burncoat

High School essay contest, Jack Miller, Burncoat class of 2023.

gb#1-160 - Miss Biancheria

(May 25, 2021)

Request that the Administration provide a listing of all existing and

new Chapter 74 courses to include titles and school sites.

Page 4 – 6-3-21

GENERAL BUSINESS (continued) ACTION


(May 25, 2021)

To approve a donation in the amount of $2,500 from Lincoln

Investment to the Worcester Public Schools.

gb#1-162 - Ms. Novick

(May 26, 2021)

Request administration provide details regarding summer 2021 and

after school programming for the 2020-21 school year.


(May 26, 2021)

To approve the Job Description for the Career and Partnership Specialist-Innovation Pathways.

XI. EXECUTIVE SESSION


(May 26, 2021)

To discuss strategy with respect to collective bargaining if an open

meeting may have a detrimental effect on the bargaining position of the public body and the chair so declares – Successor Contract

Negotiations – Educational Association of Worcester Units A & B

(Educators/Administrators); Educational Association of Worcester,

Aides to the Physically Handicapped, Monitors and Drivers; Educational

Association of Worcester, Instructional Assistants; Educational

Association of Worcester, Parent Liaisons; Educational Association of Worcester, Tutors; and Educational Association of Worcester, Therapy

Assistants; NAGE R1-156, 52 Week Secretaries; NAGE R1-16,

Cafeteria Workers; Massachusetts Laborers District Council, Worcester

Public Service Employees Local Union 176, Custodians; Massachusetts

Laborers District Council, Worcester Public Service Employees Local Union 176, Educational Secretaries; Massachusetts Laborers District

Council, Worcester Public Service Employees Local Union 176/Unit D,

Computer Technicians; IUPE Local - 125 Plumbers and Steamfitters;

IUPE Local -135, Tradesmen; Massachusetts Nurses Association,

Worcester School Nurses.

XII. ADJOURNMENT

Helen A. Friel, Ed.D.

Clerk of the School Committee

III. APPROVAL OF RECORDS ITEM - aor #1-17

Clerk S.C. MEETING - 6-3-21

(May 25, 2021)

ITEM:

To consider approval of the Minutes of the School Committee Meeting of Thursday, May 20, 2021.

PRIOR ACTION:

BACKUP:

Annex A (11 pages) contains a copy of the Minutes of the School Committee Meeting

of Thursday, May 20, 2021.

RECOMMENDATION OF MAKER:

RECOMMENDATION OF ADMINISTRATION:

Approve on a roll call.

1

IN SCHOOL COMMITTEE

Worcester, Massachusetts

Thursday, May 20, 2021 Agenda #20

The School Committee of the Worcester Public Schools met virtually in Open Session at 5:00 p.m. in Room 410 of the Durkin Administration Building on

Thursday, May 20, 2021.

There were present at the Call to Order:

Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick and Mayor Petty

Mayor Petty stated that the School Committee would recess into Executive Session to discuss the following items:

1. EXECUTIVE SESSION


(May 12, 2021)

To discuss strategy with respect to collective bargaining if an open meeting may

have a detrimental effect on the bargaining position of the public body and the

chair so declares – Coronavirus/COVID-19 Related Issues – Educational

Association of Worcester Units A & B (Educators/Administrators); Educational

Association of Worcester, Aides to the Physically Handicapped, Monitors and

Drivers; Educational Association of Worcester, Instructional Assistants;

Educational Association of Worcester, Parent Liaisons; Educational Association

of Worcester, Tutors; and Educational Association of Worcester, Therapy

Assistants.

To discuss strategy with respect to litigation if an open meeting may have a

detrimental effect on the litigating position of the public body and the chair so

declares – Educational Association of Worcester and Worcester School

Committee, Massachusetts Department of Labor Relations, MUP-20-8221,

Bargaining Regarding Reopening.

To discuss strategy with respect to collective bargaining if an open meeting may

have a detrimental effect on the bargaining position of the public body and the

chair so declares – Successor Contract Negotiations –Educational Association of

Worcester Units A & B (Educators/Administrators); Educational Association of

Worcester, Aides to the Physically Handicapped, Monitors and Drivers;

Educational Association of Worcester, Instructional Assistants; Educational

Association of Worcester, Parent Liaisons; Educational Association of Worcester,

Tutors; and Educational Association of Worcester, Therapy Assistants; NAGE R1-

156, 52 Week Secretaries; NAGE R1-16, Cafeteria Workers; Massachusetts

Laborers District Council, Worcester Public Service Employees Local Union 176,

Custodians; Massachusetts Laborers District Council, Worcester Public Service

Employees Local Union 176, Educational Secretaries; Massachusetts Laborers

District Council, Worcester Public Service Employees Local Union 176/Unit D,

Computer Technicians; IUPE Local - 125 Plumbers and Steamfitters; IUPE Local

-135, Tradesmen; Massachusetts Nurses Association, Worcester School Nurses.

2

On a roll call, the vote to recess to Executive Session was as follows:

For the motion: Miss Biancheria, Mrs. Clancey,

Mr. Foley, Ms. McCullough,

Mr. Monfredo, Ms. Novick, Mayor Petty 7

Against the motion: 0

7 The motion carried.

The School Committee recessed to Executive Session from 5:05 p.m. to 6:00

p.m.

The School Committee reconvened in Open Session at 6:03 p.m.

There were present at the second Call to Order:

Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms.

Novick and Mayor Petty

1. Pursuant to action taken in Executive Session, it was moved to ratify the

Memorandum of Agreement between the Worcester School Committee acting through

its Superintendent, and the Educational Association of Worcester Units A and B, datedMay 13, 2021 and effective through the last day of the 2020/21 school year or, in the

case of employees whose work year extends beyond the last day of the 2020/21school year (ie., assistant principals, liaisons, etc.), it shall extend as to them through

the last day of their work year, as the case may be.

On a roll call of 7-0, the motion was approved.

2. Pursuant to action taken in Executive Session, it was moved to ratify the

Memorandum of Agreement between the Worcester School Committee acting throughits Superintendent, and the Educational Association of Worcester Parent Liaison Unit,

Therapy Assistant Unit and Tutors Unit, dated May 13, 2021 and effective throughthe last day of the 2020/21 school year or, in the case of employees whose work year

extends beyond the last day of the 20-2/21 school year, it shall extend as to themthrough the last day of their work year, as the case may be.

On a roll call of 6-0-1 (abstained Miss Biancheria), the item was approved.

3. Pursuant to action taken in Executive Session, it was moved to ratify theMemorandum of Agreement between the Worcester School Committee acting through

its Superintendent, and the Educational Association of Worcester InstructionalAssistants Unit, Parent Liaison Unit, Therapy Assistant Unit and Tutors Unit, dated

May 13, 2021 and effective through the last day of the 2020/21 school year or, in thecase of employees whose work year extends beyond the last day of the 20-2/21

school year, it shall extend as to them through the last day of their work year, as thecase may be.

On a roll call of 6-0-1 (abstained Miss Biancheria), the item was approved.

3

2. APPROVAL OF RECORDS

aor #1-16 - Administration

(May 12, 2021)

To consider approval of the Minutes of the School Committee Meeting of

Thursday, May 6, 2021.

On a roll call, the item was approved as follows:


Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick,

Mayor Petty 7

Against the motion: 0 7

The motion carried.

3. IMMEDIATE ACTION


(May 12, 2021)

To consider input from the School Committee’s student representatives.

On a roll call, the item was filed as follows:



Mayor Petty 7



4. REPORT OF THE SUPERINTENDENT

ros #1-8 - Administration

(May 12, 2021)

FINAL SUMMARY OF THE HEARS GRANT

Dr. O’Neil introduced Jan Yost, Ed.D President of the Health Foundation of

Central Massachusetts, Inc. and Mary F. Brolin, Ph.D, Institute for Behavioral Health at the Heller School for Social Policy and Management at Brandeis

University to present the Final Summary of the HEARS Grant.

4

Ms. Yost stated that childhood trauma has a significant impact on learning and

can lead to low attendance, detentions, suspensions and lower grades. The project piloted a program which included community based behavioral health

providers working with students and families after school. WPS and HEARS are

exploring ways to expand that program by working with students during the school day.

Ms. Brolin stated that HEARS received 1.9 million dollars in grant funding.

Educators from five schools (City View, Grafton Street, Rice Square, Roosevelt Elementary and Worcester East Middle School) were trained and supported in

a universal trauma sensitive approach and social emotional learning curricula. By partnering with Clark University, Edward M. Kennedy Community Health

Center, Community Healthlink, Family Health Center of Worcester and YOU,

Inc., the School Based Health Center at Worcester East Middle School was reopened. She stated that due to the mobility of teachers and staff, the HEARS

project was unable to demonstrate significant changes in attendance, chronic absenteeism or discipline. In August 2020, a survey was conducted with 2,777

educators on social and emotional learning and trauma sensitive practices that found that those practices were helpful in working with their students. The final

report recommends that the WPS continue:

- providing ongoing resources to support educators on trauma sensitive

educational practices- providing ongoing social and emotional curricula and training

- providing HEARS support/utilization teams and school basedbehavioral supports

- expanding community partnerships for after-school counseling forstudents and families and

- collecting relevant data to use in grants and WPS budgets to supportstudents with trauma sensitive practices and SEL

Mayor Petty left at 6:15 p.m.

Mr. Foley asked if there were any additional personal development training for teachers in light of potential post pandemic trauma and suggested surveying

the staff regarding the need for more training.

Superintendent Binienda stated that extensive trauma and racial trainings have been taking place on Fridays and the district will continue offering it throughout

the summer and the school year.

Mr. Foley inquired as to the amount of time currently during the school day that

focuses on counseling.

Ms. Novick asked about ways to improve parent involvement and Ms. Brolin stated that they are working on an afterschool model when parents are already

at school to pick up their child/ren.

Mrs. Clancey made the following motion:

Request that the Administration provide updates on the in-house counseling

provided within the WPS.

5

On a roll call of 6-0-1 (absent Mayor Petty) the motion was approved.


For the motion: Miss Biancheria, Mrs. Clancey, Mr. Foley, Ms. McCullough,

Mr. Monfredo, Ms. Novick 6


Absent: Mayor Petty 1 7

The motion carried.

5. GENERAL BUSINESS

gb #0-138.7 - Administration/Miss Biancheria

(May 10, 2021)

Response of the Administration to the following motion from the FY21 Budget:

500152-92000 Facilities Department Non-Salary

Request that the Administration provide a report on how the Environmental Management System will be involved in the Worcester Public Schools for

the next 3 months.

Mr. Allen stated that the district is aware of the evolving science regarding the Needlepoint Ionization System.





Absent: Mayor Petty 1


gb #1-132.1 –Administration/Mr. Monfredo

(May 13, 2021)

Response of the Administration to the request to update the Family Handbook prior to the end of the school year and share the document with the Citywide

Parent Planning Advisory Council.

Mr. Monfredo made the following motion:

Request that the Administration update the Family Handbook yearly and

distribute it to the CPPAC each May.

6

On a roll call of 6-0-1 (absent Mayor Petty), the motion was approved.






The motion carried.

gb #1-138.1 –Administration/Ms. Novick/Mr. Monfredo

(May 13, 2021)

Response of the Administration to the request to provide an update on transportation extending to high school five days a week at the May 20

meeting.

Ms. Novick stated that the WPS is still twenty-one vehicles short and therefore

Durham remains in a state of breach of contract. She also stated that this is causing WPS to run a second tier in order to get high school students to school

resulting in some students being dropped off one half hour before school opens.

Ms. Novick made the following motions:

Request that the Administration forward to the School Committee a copy of the

Breach of Contract Letter to be forwarded to Durham School Services.

Request that the Administration provide an update on the number of out of

state drivers provided by Durham.

On a roll call of 6-0-1 (absent Mayor Petty), the motions were approved.



Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick 6




7

gb #1-141 - Administration (May 6, 2021)

To accept the Mockingbird Foundation Grant in the amount of $2,028.

On a roll call, it was moved to approve the item as follows:







(May 10, 2021)

To approve the following prior fiscal year payments:

- $895.00 to CDW-G for a document camera purchased for Sullivan

Middle School- $299.95 to Musician's Friend for the purchase of musical instruments

for Worcester East Middle School








(May 10, 2021)

To approve the following donations:

-$3.20 from Box Tops for Education to Tatnuck Magnet School

-$23.50 from Box Tops for Education to Lake View School


8


Mr. Foley, Ms. McCullough, Mr. Monfredo, Ms. Novick 6



The motion carried.

Mayor Petty returned at 7:20 p.m.


(May 10, 2021)

To accept the Student Opportunity Act Evidence Based Programs Grant in the amount of $44,717.

On a roll call, the vote to approve the item was as follows:






gb #1-145 - Mr. Monfredo/Mrs. Clancey/Ms. McCullough

(May 11, 2021)

Request that the Administration update the School Committee on present and

future projects on the newly civic engagement activities in our schools and in future in-service projects being encouraged on the high school level.

Mr. Monfredo requested that the updates be provided at the June meeting.

On a roll call, the vote to refer the item to the Administration was as follows:





9


(May 11, 2021)

To accept the Bridge for Resilient Youth in Transition Program (BRYT) Report.

Ms. Novick made the following motion:

Request that the Administration prepare a report on the cost for the entire

district to be part of the BYRT Program and present that information at the Budget meeting in June.







gb #1-147 - Administration (May 13, 2021)

To set a date to recognize the Seal of Biliteracy recipients.

On a roll call, the vote to set the date for Thursday, June 3, 2021 was as follows:







(May 13, 2021)

To approve the Job Description for Assistant Manager of Professional Learning

and Curriculum.

Mr. Foley asked if the salaries for this position and the one in gb 1-149 were included in the administrative budget or from ESSER funding.

Mr. Allen stated that the first year salaries would be from ESSER funding.

10

Mr. Foley made the following motion:

Request that items gb 1-148 and 1-149 be held for the June Budget meeting.

On a roll call, the vote to hold the item was as follows:

For the motion: Mrs. Clancey, Mr. Foley,

Ms. McCullough, Ms. Novick, Mayor Petty 5

Against the motion: Miss Biancheria,

Mr. Monfredo 2 7

The motion carried.


(May 13, 2021)

To approve the Job Description for Assistant Manager of Instructional Teaching and Digital Learning.

On a roll

call, the vote to hold the item was as follows:

For the motion: Mrs. Clancey, Mr. Foley,

Ms. McCullough, Ms. Novick, Mayor Petty 5

Against the motion: Miss Biancheria,

Mr. Monfredo 2 7

The motion carried.


(May 13, 2021)

To approve the Job Description for Childcare Lead Teacher.




Mayor Petty 7


The motion carried.

11


(May 13, 2021)

To approve the Job Description for Childcare Teacher.




Mayor Petty 7


The motion carried.

On a roll call of 7-0, it was moved to adjourn the meeting at 7:34 p.m.



V. IMMEDIATE ACTION CURRENT ITEM - gb #1-147.1

Administration/Administration S.C. MEETING - 6-3-21

(May 13, 2021)

1ST ITEM gb #1-147 S.C.MTG. 5-20-21

2ND ITEM gb #1-147.1 S.C.MTG. 6-3-21

ITEM:

To recognize virtually the Seal of Biliteracy recipients.

ORIGINAL ITEM: Administration (May 13, 2021)

To set a date to recognize the Seal of Biliteracy recipients.

PRIOR ACTION:

5-20-21 - Set the date of Thursday, June 3, 2021.

BACKUP:



Recognize virtually the recipients.

X. GENERAL BUSINESS ITEM - gb #1-154

Administration S.C. MEETING - 6-3-21

(May 20, 2021)

ITEM:

To recognize virtually the following middle and high School students who were

winners in the Massachusetts Science and Engineering Fair Contest their teachers:

Forest Grove Middle School

First Place-MSEF STEM Award

Maya Sushkin - Turning Car Exhaust Into Rocks - Let's Recycle CO2 (Phase 2)

Honorable Mentions Despoina Gianitsanaki - Water Purifier For Homes

Harrison Dennett - Cubelight

Kleri Morcka - Efficient and Eco-friendly Tiny Homes

Paola Renxa - Efficient and Eco-friendly Tiny Homes

Alicia Simonti – Teacher

North High School

Honorable Mention

Ronnie Amoah - How pH Affects Chromatography - (Paper Chromatography)

Chris Comeaux, Teacher

Hanover Academy at Burncoat Middle School Honorable Mentions

Leire Cuberes Barluenga - How do changes in the environment

affect birds’ behavior around bird feeders?

Debra Ross - Do Musicians Have Better Memory Than Non-musicians?

Jane Goodwin - Teacher

PRIOR ACTION:

BACKUP:



Recognize virtually the students and teachers.

Committee Members AGENDA #2

John Foley, Chairman F/O

Molly McCullough, Vice Chairman 5-25-21Dianna Biancheria Page 1

A C T I O N S

The Standing Committee on Finance and Operations met virtually in a Public Budget

Hearing format at 4:37 p.m. on Tuesday, May 25, 2021 in Room 410 at the Dr.

John E. Durkin Administration Building.

There were present: Miss Biancheria, Miss McCullough and Chairman Foley

Representing Administration were: Mr. Allen, Superintendent Binienda and Dr. Friel

ros #1-3 - Administration (January 12, 2021)

FY22 PRELIMINARY BUDGET ESTIMATES

Mr. Allen provided a PowerPoint presentation on the FY22 Budget which is contained

in the following link:

https://view.earthchannel.com/PlayerController.aspx?&PGD=worceschma&eID=827

The following individuals offered testimony regarding the FY22 Budget:

Michaela Bunker Jeremy Shulkin

Miss Biancheria made the following motion:

Request that the Clerk of the School Committee pole School Committee members to

inquire if they would like to receive a hard copy of the Foundation Budget Rates sheet

and the list of the new positions.


On a roll call of 3-0, the meeting adjourned at 5:15 p.m.



Committee Members AGENDA #4

Laura Clancey, Chairman G/EI

John Monfredo, Vice-chairman 5-26-21

Tracy O’Connell-Novick Page 1

A C T I O N S

The Standing Committee on Governance and Employee Issues met virtually at 4:07

p.m. on Wednesday, May 26, 2021 in Room 410 at the Durkin Administration

Building.

There were present: Chairman Clancey, Vice-Chairman Monfredo and Ms. Novick

Representing Administration: Dr. Friel, Dr. O’Neil and Superintendent Binienda

gb #1-35 - Administration (January 25, 2021)

To consider approval of the proposed 2021-22 Student Handbook of the

Worcester Public Schools.

Mrs. Clancey stated that when she made the initial referral, she wanted to make sure

that in the event of disciplining or the removal of a student, that it could be referred

back to the Code of Conduct, not to have legal counsel actually change any of the

wording of the approved policy.


Pages 8 and 9 (Dress Code Policy), accept the addition of the comma and reject

the rest of the changes to the Dress Code Policy.

On a roll call of 2-1 (nay Mr. Monfredo), the motion was approved.

Ms. Novick asked when the Wellness Policy was revised and Superintendent Binienda stated that she would provide that information.

Ms. Novick made the following motions:

Page 56 (Access for Pregnant Students), change “the” to “that” before the

words “every reasonable opportunity.”

G/EI

5-26-21

Page 2

gb #0-135 (continued)

Page 59 (Riding School Buses), change the commas to semi-colons on numbers 3 and 7.

Change the language throughout the Student Handbook from “he/she” to “they” and “his/her” to “their”.

On roll call of 3-0, the motions were approved.

Ms. Novick asked why Massachusetts General Laws are referenced in the Handbook

regarding truancy.

Superintendent Binienda stated that it is a challenge when there's no legal reference

in the Handbook and parents would want to know what could happen if the student

does not go to school.

Ms. Novick stated that the legal reference is contained in Section HJA of the Policy

Manual and does not need to be in the Handbook.


On page 69, strike the MGL references within the Attendance Policy, section CRA

(Child Requiring Assistance) MGL Chapter 119, section 39e, Failure to Send MGL

Chapter 76, and section MGL Chapter 119, Section 51A.

On a roll call of 2-1 (nay Mr. Monfredo), the motion was approved.

Ms. Novick requested that the sentence on page 77 “Beginning with students

who entered the 9th grade in September 2013, the High School Graduation

Requirements were replaced by the Mass Core Requirements” be replaced

with “WPS adheres to the Mass Core Requirements.”

Mrs. Clancey made the following motion:

Replace the words “parent/guardian” with “caregiver” and

“parents/guardians” with “caregivers” throughout the Handbook.


G/EI

5-26-21

Page 3

gb #0-135 (continued)


On page 79, delete the Advanced Placement Exams paragraph and replace it with

“WPS will pay for the AP exams for those students who choose to take

them.”



Page 82 (No School/Delayed School Opening/Early Dismissal Announcements), add

the words “district social media” and add a comma before the word “and’.


Ms. Novick asked if there was a reason that Work for Worcester Youth is specified on the back cover.

Superintendent Binienda suggested deleting “including, but not limited to “Work for Worcester Youth” on the back cover.

Ms. Novick suggested ending the sentence at programs.


On the back cover, make the last sentence of the first paragraph the first sentence of

the paragraph, delete the words “as well as other policies located in this book”

and move the Weapons and Social Media policies to later in the letter.


It was moved and voice voted to approve the proposed changes contained in Annex

A of the backup and the motions in the Action Sheet which resulted in the approval

of the entire Student Handbook.

On a roll call of 3-0, the meeting adjourned at 4:50 p.m.



X. GENERAL BUSINESS CURRENT ITEM - gb #0-176.1

Administration/Mr. Monfredo S.C. MEETING - 6-3-21

(May 26, 2021)

1ST ITEM gb #0-176 S.C.MTG. 5-21-20

2ND ITEM gb #0-176.1 S.C.MTG. 6-3-21

ITEM:

Response of the Administration to the motion to provide a report by the end of the

2021 school year regarding the strengths and challenges of ARC Core Literacy

Program.

ORIGINAL ITEM: Administration (May 12, 2020)

To consider approval of the ARC Core literacy in English and Spanish for elementary

students in grades K-6 Dual Language and Transitional Bilingual Education

classrooms.

PRIOR ACTION:

5-21-20 - On a roll call of 7-0, the item was referred to the Standing Committee

on Teaching, Learning and Student Supports.

5-28-20 - STANDING COMMITTEE ON TEACHING, LEARNING AND STUDENT

SUPPORTS Mrs. Melendez provided an overview of the ARC Core literacy and stated

that the system is still working on the evaluation process with the help

of Dr. Patrick Proctor, a professor from Boston College. She stated that

the ARC program has high quality curriculum materials and will provide

the system with the tools it needs to measure how the students are

progressing in the Spanish language. Chairman McCullough asked whether the ARC program would be

implemented in other schools or remain only in the two pilot schools.

Mrs. Melendez stated that the system is looking to implement the ARC

Core in all dual language programs and also the Spanish Transitional

Bilingual Education (TBE) Program. In the future, the goal is to expand dual language into other schools. (Continued on page 2.)

BACKUP:

Annex A (14 pages) contains a copy of the Administration’s response to the item.



Accept and file.

ITEM: gb #0-176.1

Page 2

PRIOR ACTION (continued)

5-28-20 - Mr. Monfredo inquired as to how the system became aware of the ARC

(continued Core.

Ms. Goldstein stated that the Bilingual Department, with the help of

parents, teachers and the Administration: - visited many school systems to view their curriculum instruction and

resources for their dual language students

- contacted the Multi State Association of Bilingual Education (MABE)

for input on this program and

- also researched different programs throughout the United States

Mr. Monfredo stated that the program in English is for K-12 students and in Spanish only from K-5. He asked what the system is doing to

teach Spanish in grade 6.

Ms. Goldstein stated that grade 6 is an area that is still being discussed

with the company and that there are four major units of study. The first

unit is in both English and Spanish for grade 6. The last 3 units of study have not been developed yet due to the pandemic.

Mr. Monfredo asked what materials are provided to parents to help their

child/ren and questioned how students articulate their own goals.

Ms. Goldstein stated that there is a component called the 100 Book

Challenge where students take 5 books home each week. Parents are encouraged to help their child/ren with these books. The parents are

also provided a skills card that focuses on what the student is learning

at that point in time. It also tells the parents what they can do to help

their child/ren to succeed. She further stated that what it means for

students to articulate their own goal is that the students are involved in their own learning process. ARC helps students to be independent

learners and helps them to understand the skills that they’re working

on.

Mr. Monfredo made the following motion:

Request that the Administration provide a report by the end of the 2021

school year regarding the strengths and challenges of this program. On a roll call of 3-0, the motion was approved

Mr. Foley asked what textbook is currently being used in the middle

school for the dual language program.

Ms. Goldstein stated that the English language learners get the same

access to the general curriculum that everyone else gets. For the Spanish language learners, the classes fall under World Language and

the students are provided text sets for each unit.

Mr. Foley inquired as to what the appropriate lifetime of a curriculum

like this would be.

Ms. Goldstein stated that the filing rights are now different than they were 10 years and the big part of the investment is the text which will

be replaced over time. She also stated that the approach is based on

the most current research on bilinguals and biliteracy.

ITEM: gb #0-176.1

Page 3


5-28-20 - After the discussion, it was moved to approve the ARC Core literacy in

(continued) English and Spanish for elementary students in grades K-6 Dual

Language and Transitional Bilingual Education classrooms.

On a roll call of 3-0, the item was approved. 6-4-20- SCHOOL COMMITTEE MEETING -The School Committee approved the

action of the Standing Committee as stated.

Background

In the 2018-2019 school year, the Department of English Learner Programs embarked on long-term

work to evaluate our bilingual programs, align our bilingual programs to current research, and expand

dual language opportunities for WPS students. As part of this work to evaluate, align, and expand,

we identified a significant need in the area of curricular materials for biliteracy instruction. In order to

address this need, in the 2019-2020 school year, the District piloted three elementary biliteracy

curricula to inform an adoption decision across all WPS elementary bilingual programs including dual

language (DL} and transitional bilingual education (TBE). In the spring of 2020, the Curriculum and

Instruction Subcommittee of a larger DL/TBE Evaluation and Expansion Committee, conducted a

robust evaluation of the pilot program with support from Dr. Patrick Proctor, a Boston College

professor and educational researcher focusing on bilingualism, bilingual education, language, and

literacy. Based on this evaluation, American Reading Company (ARC) Core in English and Spanish

was selected for adoption. The chart below provides a summary of the strengths and challenges of

ARC Core as identified through the pilot evaluation process:

American Reading Company Core Evaluation Summary

Strengths Challenges

• Student-centered program • Requires• Inquiry-based approach commitment to• Engaging, theme-based units with integrated Science and Social professional

Studies learning

• Reading, writing, and oral language development are integrated • Requires• High-quality texts that serve as both mirrors and windows for diverse comprehensive

students implementation• Focus on building student independence as learner plan• 100 Book Challenge and classroom library proven to motivate and • Requires specific

engage students planning for 6th• Flexibility in framework with assessment tools in English and Spanish to grade Spanish

guide small group instruction and Spanish• Similarities in view of pedagogy, access, and equity to Fountas and Toolkit beyond

Pinnell level 2 Red• Alignment to district literacy vision and values• Integrated support for multilingual learners

Evaluation of First Year of ARC Implementation 1

X. GENERAL BUSINESS CURRENT ITEM - gb #0-286.10 Administration/Mayor Petty/ S.C. MEETING - 6-3-21

Miss Biancheria/Mrs. Clancey/

Ms. McCullough/Mr. Monfredo/Ms. Novick

(May 24, 2021)

1ST ITEM gb #286 S.C.MTG. 9-17-20

2ND ITEM gb #286.1 S.C.MTG. 10-1-20

3RD ITEM gb #0-286.2 S.C.MTG. 10-15-20

4TH ITEM gb #0-286.3 S.C.MTG. 11-5-20

5TH ITEM gb #0-286.4 S.C.MTG. 12-3-20

6 TH ITEM gb #0-286.5 S.C.MTG. 2-4-21

7 TH ITEM gb #0-286.6 S. C.MTG 3-4-21

8TH ITEM gb #0-286.7 S.C.MTG. 4-8-21

9TH ITEM gb #0-286.8 S.C.MTG. 4-15-21

10TH ITEM gb #0-286.9 S.C.MTG. 5-6-21

11TH ITEM gb #0-286.10 S.C.MTG. 6-3-21

ITEM:

To provide a brief update on COVID-19 and remote learning.

ORIGINAL ITEM: Mayor Petty/Miss Biancheria/Mrs. Clancey/Ms. McCullough/

Mr. Monfredo/Ms. Novick (September 8,2020)

To provide a brief update on COVID-19 and remote learning and file all other outstanding items pertaining to these topics.

PRIOR ACTION:

5-6-21 - SCHOOL COMMITTEE MEETING

Superintendent Binienda provided an update by stating that staff and students

are happy to be back in the buildings and the transition to in-person learning is

going smoothly. She stated that South High Community School’s J.V. Baseball

team could not play this week due to two students that tested positive for COVID-19. There have been no COVID-19 cases in adults this week. The

following are the COVID-19 numbers: (Continued on page 2.)

BACKUP:

Annex A (2 pages) contains a copy of DESE’s COVID-19 Safety Standards for K-12

Graduation Ceremonies.

Annex B (4 pages) contains a copy of the updates to DESE COVID-19 Guidance.



Discuss and hold the item.

ITEM: gb #0-286.10

Page 2


5-6-21 - Last week’s staff numbers 0 tested positive, 3 quarantined

This week’s staff numbers 0 tested positive, 5 quarantined

Last week’s student numbers 65 (57 remote and 8 within the buildings), 3 quarantined

This week’s student numbers 38 (22 remote and 16 within the buildings), 6 quarantined

The following are the number of students who have responded that they either want to return to in-person learning or stay remote:

School In-person

Learning

Remote

Burncoat High School 480 384

Claremont Academy 88 100

Creamer Center 12 62

Doherty Memorial High

School

625 408

New Citizen Center for young adults

16 3

New Citizen Center,

secondary

28 8

North High School 456 403

REACH Academy 23 7

South High Community

School

358 287

University Park Campus

School

53 32

Worcester Technical High

School

872 491

The bussing schedules will be readjusted this week for the students who will be returning on May

17th to full in-person learning. Parents are asked to frequently check their portal because the bus schedules have changed to accommodate all the students. Durham School Services has 10 drivers

coming from New Orleans and 2 from New York to fill the positions needed for transporting students to and from schools.

On a roll call of 7-0, the item was held.

Annex A gb #0-286.10

Page 1

DESE COVID-19 Safety Standards for K-12 Graduation Ceremonies

Effective as of May 29, 2021

These COVID-19 safety standards are issued to establish minimum standards for K-12 graduation ceremonies for spring 2021, effective May 29, 2021.

I. Capacity Limits and Operations

Capacity Limit:

Graduations are not subject to a capacity limit based on the venue. Distancing and guest limits outlined below must be followed.

Guest and Ticketing Operations:

The following protocols are required for indoor ceremonies and recommended for outdoor ceremonies: Guests are limited to no more than 6 guests per graduate.

Guests must register in advance of the graduation, and only those who register may attend.Registration/ticketing helps ensure attendees have been screened for COVID-19 symptoms.

Staff must confirm that all guests entering the graduation have complied with registration and

ticketing requirements. Graduates and guests, as well as staff and speakers, must attest at the time of

registration/ticketing that they will not attend the graduation if: They are experiencing any symptoms such as fever (100.0° and above) or chills, cough, shortness

of breath, sore throat, fatigue, headache, muscle/body aches, runny nose/congestion, new lossof taste or smell, or nausea, vomiting, or diarrhea.

They have had “close contact” with an individual diagnosed with COVID-19 and have notcompleted the required quarantine period. “Close contact” means living in the same household as

a person who has tested positive for COVID-19, caring for a person who has tested positive for

COVID-19, being within 6 feet of a person who has tested positive for COVID-19 for 15 minutesor more, or coming in direct contact with secretions (e.g., sharing utensils, being coughed on)

from a person who has tested positive for COVID-19. They are currently required to self-isolate or quarantine by their doctor or a local public health

official. Districts may also consider implementing contactless registration/ticketing, though it is not

required.

Event Operations:

The following protocols are required for indoor ceremonies and recommended for outdoor ceremonies: Ceremonies should be kept as brief as possible.

No food or drink permitted. No communal gathering or reception either before or after the commencement.

Attendance must be limited to staff, speakers, and graduates and their guests only. Staff or attendants should monitor entries and exits and limit occupancy in alignment with masking

and distancing requirements. Graduates may be invited to walk across the stage individually and turn their tassel and directly

receive diplomas and awards at indoor and outdoor ceremonies.

If multiple commencements are occurring in the same location, stagger event times to avoidcongregation of guests and graduates in different groups.

Contact Tracing:

The following protocol is required for all ceremonies, whether indoor or outdoor. Graduates and guests, including faculty, administrators, and speakers, will be required to disclose

to the school if they test positive for COVID-19 after the graduation for purposes ofcleaning/disinfecting and contact tracing.

Annex A gb #0-286.10 Page 2

If the school is notified of any positive case following the graduation, the school must immediatelynotify the local Board of Health (LBOH) in the city or town where the school is located and the city

or town as well as the facility at which the graduation took place. Schools must assist the LBOHwith contact tracing efforts, including advising likely contacts to isolate and self-quarantine.

Testing of other guests or graduates may be recommended consistent with guidance and/or at therequest of the LBOH.

II. Distancing and Mask Requirements

Distancing and Mask Requirements for Indoor Ceremonies

If graduating students are indoors, they must be masked and maintain 6 feet of distance. If attendees and staff are indoors, they must be masked and maintain 6 feet of distance from

individuals not in their household. Commencement speakers at indoor ceremonies may remove their face coverings during their

remarks only, provided there is at least 6 feet between the speaker and the audience. Singing is not allowed at indoor graduation ceremonies.

If brass or wind instruments are played indoors, they must maintain at least 10 feet of distance

between performers and at least 25 feet of distance between performers and the first audiencerow.

Distancing and Mask Requirements for Outdoor Ceremonies

If graduating students are outdoors, they do not have to be masked and are encouraged tomaintain distance as feasible.

If attendees and staff are outdoors, they should follow the state masking advisory: Attendees andstaff are not required to wear masks and are encouraged to distance from individuals not in their

household as feasible. Attendees are encouraged to wear masks if they are not fully vaccinated.

Individuals are strongly encouraged to maintain distance between households, and seating shouldbe set up to facilitate this.

Singing and the playing of brass and wind instruments should be distanced as feasible.

III. Hygiene Protocols

Ensure access to handwashing facilities on site, including soap and running water whereverpossible, and encourage frequent handwashing; alcohol-based hand sanitizers with at least 60

percent alcohol may be used as an alternative.

Alcohol-based hand sanitizers with at least 60 percent alcohol shall be made available at

entrances, exits, and throughout the venue for workers, guests, and graduates.

Post visible signage throughout the site to remind workers, guests, and graduates of hygiene and

safety protocols.

IV. Cleaning and Disinfecting

Based on CDC guidance and updated information on the low likelihood of surface transmission,facilities only need to clean high touch surfaces (door handles, bus seats, drinking fountains) and

shared objects within the school and on school transport vehicles once a day, excluding certaincircumstances.

If the facility is located in an area of high transmission of COVID-19, then they may considercleaning more frequently, or cleaning and disinfecting surfaces and objects once a day. Similarly,

for areas where masks are not worn (i.e., lunch areas), facilities may consider cleaning surfacesbetween use.

If a surface or object is visibly soiled, it should be immediately cleaned.

If someone in the facility in the past 24 hours has been confirmed to have COVID-19, the spacesthey were in should be cleaned and disinfected. If disinfecting, ensure safe and correct use and

storage of cleaning products, including storing products securely away from children.

https://www.cdc.gov/coronavirus/2019-ncov/community/disinfecting-building-facility.html

1

Updates to DESE COVID-19 Guidance May 27, 2021

On May 17, 2021, the Baker-Polito Administration announced that state-wide COVID-19 restrictions will be

lifted, gathering limitations will be rescinded, and all industries will be permitted to open effective May 29, 2021.

The State of Emergency will end on June 15, 2021.

As of May 29, with the exception of K-12 schools and a few other settings, those who are fully vaccinated (two

weeks after receiving the second dose of Pfizer or Moderna vaccines or two weeks after receiving the Johnson &

Johnson vaccine) will no longer be required to wear masks or physically distance outdoors or indoors.

Unvaccinated individuals are encouraged to continue to wear masks until they are fully vaccinated.

This document is intended to provide guidance to districts and schools in interpreting these announcements in

school settings across three time periods:

• Through the end of the 2020-21 school year: The core mitigation strategies that districts and

schools have used all year will remain in place through the end of the school year, except for

outdoor masking. Most other guidance also remains in place with a few exceptions. The graduation

guidance has been updated to reduce restrictions in line with the Commonwealth’s updates. In addition,

there are other instances where guidance issued by the Department of Elementary and Secondary

Education (DESE) relies on state-wide guidance that will be rescinded on May 29. In these instances

(outlined later in this document), we recommend but do not require that districts and schools continue to

follow the practices they currently have in place to minimize changes to school operations so close to the

end of the school year.

• Summer school and other summer programs: DESE will not issue separate guidance for summer

school programs. For summer programs, districts and schools are encouraged to follow the health

and safety guidance from DESE currently in place for in-person learning this spring.

• Fall 2021 school reopening: For the fall, all districts and schools will be required to be in-person,

full-time, five days a week, and all DESE health and safety requirements will be lifted. This includes

all physical distancing requirements. We will collaborate with the Department of Public Health (DPH)

to issue any additional health and safety recommendations over the summer (e.g., masks for elementary

school students). We will provide any updates to districts and schools as we receive them.

Guidance for the remainder of the 2020-21 school year

1. Districts and schools are required to continue core mitigation strategies this school year

Thanks to the hard work of districts and schools, all grades have returned to full-time, in-person learning. Key to

our safe reopening has been the implementation of a set of core mitigation strategies. In continued consultation

with medical advisors, the strategies below and other DESE reopening guidance issued this year will remain in

effect through the end of the school year unless otherwise noted.

• Monitor for symptoms and stay home when sick: Staff must monitor themselves for symptoms daily

and students, with the assistance of families, must also be monitored daily for symptoms. Staff and

Annex B gb #0-286.10

Page 1

2

students must stay home if feeling unwell. Everyone must do their part to protect others and not come to

school if they are exhibiting any COVID-19 symptoms or are feeling sick.

• Wear masks: Masking is a critical measure to contain the spread of COVID-19. We require all students

and all staff to wear masks indoors and on school buses unless students receive a medical or behavior

exemption. Masks must completely cover the nose and mouth and fit snugly against the sides of the face

without gaps. When outdoors, students are not required to wear masks, even if they cannot maintain

distance and regardless of the activity.

o Effective May 29, 2021, fully vaccinated educators do not have to wear masks when

outdoors and unvaccinated educators are encouraged to wear masks when outdoors, in

alignment with the state masking advisory.

• Maintain strong hand hygiene: Students and staff are required to exercise hand hygiene (handwashing

or sanitizing) upon arrival to school, before eating, before putting on and taking off masks, and before

dismissal. Handwashing with soap and water for at least 20 seconds is the best practice. However, hand

sanitizer containing at least 60% alcohol should be substituted when handwashing is not available.

• Maintain physical distance: Since June 2020, DESE guidance has consistently noted that three feet in

classrooms is a safe standard for physical distancing when masks are worn and other mitigation strategies

are in place, based on guidelines from the World Health Organization1 and the American Academy of

Pediatrics.2 Our guidance balanced the urgent need to bring students in the Commonwealth back to in-

person learning while minimizing the risk to students, staff, and their families. Three feet continues to be

the minimum distance required between individuals when indoors. When outdoors, individuals should

distance as feasible.

• Cohorts/assigned seating. Students organized in groups/classrooms and other cohorts help mitigate

transmission of the virus. Assigned seating is also important because it effectively creates even smaller

groups within cohorts to minimize transmission and reduce exposure. Wherever possible, seats should be

assigned (including classroom, bus, meals).

2. Districts should review updates to guidance for outdoor activities and high school graduation

Outdoor activities. Outdoor activities. According to CDC guidance, students and adults are less likely to be

exposed to COVID-19 during outdoor activities, even without the use of masks. When outdoors, students can

have lunch, take part in physical education or recess activities, or have chorus or band classes without wearing

masks or strict physical distancing. Students are still encouraged to distance as feasible when outdoors, especially

if they are participating in higher respiration activities (i.e., chorus or wind/brass instrument use) or seated

together (i.e., lunch). As of May 29, 2021, fully vaccinated educators do not have to wear masks when outdoors

and unvaccinated educators are encouraged to wear masks, in alignment with the state masking advisory.

Graduation guidance. The graduation guidance has been revised effective May 29, 2021 for K-12 settings only

and will be posted on the DESE website. This revised guidance updates masking and distancing guidelines,

reduces cleaning and disinfecting guidance, removes graduation capacity limits, and reduces requirements for

outdoor graduations.

1 World Health Organization. (2020). Considerations for school-related public health measures in the context of COVID-19. Available at

https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19 2 American Academy of Pediatrics. (2020). COVID-19 Planning Considerations: Guidance for School Re-entry. Available at

https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-

to-in-person-education-in-schools

Annex B

gb #0-286.10

Page 2

http://www.mass.gov/maskup

https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19

https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools

https://services.aap.org/en/pages/2019-novel-coronavirus-covid-19-infections/clinical-guidance/covid-19-planning-considerations-return-to-in-person-education-in-schools

3

3. DESE recommends that districts continue to follow state-wide COVID-19 guidance in school settings

In some areas, DESE guidance had required districts and schools to follow the Commonwealth's broader COVID-

19 restrictions, such as those in the state theater and performance venue guidance or the state gathering limit.

Effective May 29, 2021, these guidelines (which appear in the DESE documents noted below) will no longer be in

place and will therefore no longer be required for districts and schools. However, in order to minimize changes to

school operations, schools are encouraged to continue following the Commonwealth’s previously-issued guidance

in these areas at their discretion.

• Supplemental Guidance for Student Groups and School Events

This document outlines safety protocols for before and after school activities, school gatherings with

outside participants (e.g., prom or performances), and leaving school grounds (e.g., field trips or

volunteering activities). Effective May 29, 2021, schools are encouraged, but no longer required, to abide

by state gathering limits, state event guidance, and state theater and performance venue guidelines. All

other health and safety protocols outlined in the guidance document still apply.

• Career/Vocational Technical Education Reopening Guidelines

This document outlines safety protocols for vocational technical schools and comprehensive schools

offering vocational technical programs. Effective May 29, 2021, vocational schools and programs are

encouraged, but no longer required, to abide by state COVID-19 employee health protection, guidance,

and prevention; state reopening mandatory safety standards for workplaces; and state reopening sector-

specific protocols and best practices (i.e., restaurants and close contact personal services). All other health

and safety protocols outlined in the guidance document still apply, including early education and care

safety requirements.

The Commonwealth’s guidance cited in the two DESE documents above will be available on the Executive

Office of Housing and Economic Development’s website for reference as needed.

Planning for school year 2021-22

1. Health and safety requirements issued by DESE will be lifted

With the State of Emergency ending June 15, 2021, and as COVID-19 cases, hospitalizations, and deaths continue

to fall as vaccination rates increase, for the fall, all districts and schools will be required to be in-person, full-

time, five days a week and all DESE health and safety requirements will be lifted. This includes all physical

distancing requirements.

DESE encourages schools to maintain ventilation upgrades from this past year as feasible, continue hand hygiene

practices, and extend policies that encourage students and staff to continue to stay home when sick. All current

DESE guidance will be archived on the DESE website. Districts and schools may continue to refer to this

guidance as helpful.

We will collaborate with the Department of Public Health (DPH) to issue any additional health and safety

recommendations (e.g. masks for elementary school students) over the summer, and will provide any updates to

districts and schools as we receive them.

Annex B

gb #0-286.10

Page 3

https://www.doe.mass.edu/covid19/return-to-school/supplement/2020-0831student-groups-school-events.docx

https://www.doe.mass.edu/covid19/ccte/cvte-reopening-guide.docx



https://www.mass.gov/orgs/executive-office-of-housing-and-economic-development

4

2. Districts will no longer be able to offer remote learning as a standard learning model

As noted above, districts and schools will be required to be in-person, full-time, five days a week this fall.

Pathways that existed prior to the pandemic for offering virtual learning to individual students in limited cases

will remain available to districts and schools. These include home/hospital tutoring programs due to a

documented medical condition,3 single district virtual schools, and other narrow circumstances. DESE will share

more information on these pathways on a webinar in early June.

3 More information on the home/hospital tutoring program can be found here: https://www.doe.mass.edu/prs/ta/hhep-qa.html

Annex B

gb #0-286.10

Page 4

https://www.doe.mass.edu/prs/ta/hhep-qa.html

X. GENERAL BUSINESS CURRENT ITEM - gb #1-73.1 Administration/Ms. Novick/Mrs. Clancey/ S.C. MEETING - 6-3-21

Mr. Foley/Ms. McCullough/Mr. Monfredo

(May 26, 2021)

1ST ITEM gb #1-73 S.C.MTG. 3-4-21

2ND ITEM gb #1-73.1 S.C.MTG.

ITEM:

Response of the Administration to the request to plan to begin a remote academy as part

of the FY22 Budget.

ORIGINAL ITEM: Ms. Novick/Mrs. Clancey/Mr. Foley/Ms. McCullough/

Mr. Monfredo (February 26, 2021)

Request administration plan to begin a remote academy as part of the FY22 Budget.

PRIOR ACTION:

3-4-21 - Superintendent Binienda stated that the discussion regarding a remote

academy is at the beginning stages and that there are five urban districts

that have expressed interest in it. If Worcester is accepted, 35 additional

teachers may be needed to run the academy which would cost approximately

7 million dollars. Miss Biancheria asked if there will be a cost analysis done.

Superintendent Binienda stated that there will be a cost analysis done after

the model is chosen and the application is approved.

On a roll call of 7-0, the item was referred to the Administration.

BACKUP:

Annex A (15 pages) contains a copy of the Administration’s response to the item.



Accept and file.

Massachusetts Department of Elementary and Secondary Education

75 Pleasant Street, Malden, Massachusetts 02148-4906 Telephone: (781) 338-3000 TTY: N.E.T. Relay 1-800-439-2370

Jeffrey C. Riley Commissioner

MEMORANDUM

Date: April 2, 2021

Subject: Single District Virtual Schools for School Year 2021-2022 _____________________________________________________________________________________________________________________

As you know, the Department of Elementary and Secondary Education (Department) has

established a required timeline for districts to resume offering full in-person learning for

elementary and middle school grades this spring, with a high school return timeline to be

announced in April. In fall 2021, the Department is expecting a full, in-person return to school

across all grades and districts will no longer be required to offer a district-wide remote learning

option for families. Students and families are eager to return to in-person school. In recent

reopening guidance, the Department also noted that districts should work individually with

parents/guardians of students who cannot attend school in person in the fall due to a medical

condition.

At the same time, as districts and schools resume full-time in-person learning, some students and

families may continue to seek virtual options. Districts may wish to support these families in

accessing state-wide virtual school options and, in some cases, directly respond to family interest

in such programs by starting their own virtual school locally. The Department will continue to

support districts as they consider and respond to the needs of students and families in preparation

for the 2021-2022 school year.

There are different types of public virtual schools permitted in Massachusetts, as established

under the virtual school statute, G.L. c. 71, § 94. At this time, there are two public virtual schools

operating in Massachusetts as statewide Commonwealth Virtual Schools: Greenfield

Commonwealth Virtual School and TEC Connections Academy Commonwealth Virtual School.

Districts are also permitted to establish a Single District Virtual School (SDVS), a public virtual

school that only enrolls students who reside in the school district operating the school. The

guidance which follows provides information to assist school committees, superintendents, and

districts that are considering establishing a SDVS.

It is important to note that, nationally, the performance of virtual schools is decidedly mixed. The

model has yet to demonstrate consistently strong academic results for students. Before

proceeding, districts should carefully weigh the extent to which a full-time district-operated

virtual school would result in strong educational outcomes for students.

In creating a SDVS, your district would be proposing a new school, not a new program. Though


GUIDANCE UPDATED APRIL 2021 2

ultimately a local decision, the Department expects each district proposing to operate a SDVS

will undertake thoughtful and deliberate planning process to ensure the proposed school will run

a well-developed, high-quality virtual program. Further, the district should ensure all

stakeholders and families are appropriately engaged in the development process.

Districts should follow the guidance contained herein and submit a detailed proposal aligned to

expectations. Additionally, if districts intend to proceed with planning for a virtual school, they

should adopt single district virtual school designs that:

Ensure equitable access and services for students with disabilities, English learners,

and other students who have different learning needs;

Respond to actual, documented demand for continued virtual learning from

families and students and propose an appropriately-sized school for the district;

Deliver an educational experience that is of similar or enhanced quality when

compared to in-person options, through innovative and high-quality virtual

curriculum and instruction;

Produce strong academic outcomes that align with the rigorous learning

expectations of the district; and

Address and incorporate input from community stakeholders.

The Department will provide feedback on submitted proposals directly to school committee

members as required by law in accordance with the timeline outlined in the guidance. If you

have any questions, please contact Ruth Hersh, at [email protected] or Alison Bagg at

[email protected].

mailto:[email protected]

mailto:[email protected]



GUIDANCE ON SINGLE DISTRICT VIRTUAL

SCHOOLS IN MASSACHUSETTS

OVERVIEW

This memorandum provides information to assist school committees, superintendents, and

districts that are considering operating a virtual school that only enrolls students who live in the

single school district operating the school. This type of virtual school, a Single District Virtual

School,1 is separate and distinct from Commonwealth of Massachusetts Virtual Schools (CMVS)

that operate under G.L. c. 71, § 94, and 603 CMR 52.00. While virtual schools operated by and

for a single district do not follow the same process as CMVS, there are certain requirements that

do apply and must be followed. This memorandum provides guidance for a single school district

intending to develop and operate a virtual school that only enrolls students from that school

district under G.L. c. 71, § 94(s).

Single districts that wish to open a Single District Virtual School must submit a summary

description of the proposed virtual school to Commissioner of Elementary and Secondary

Education (Commissioner) for review and comment. The district must submit the summary

description at least four (4) months before the opening of the Single District Virtual School. The

purpose of the required submission is to guide and to support districts as they envision, develop,

and open a high-quality virtual school.

PROPOSAL PROCESS FOR DISTRICT VIRTUAL SCHOOLS

School Committees interested in developing and operating a Single District Virtual School must

submit summary description of the proposed virtual school, along and with the information sheet

found in Appendix A. All summary descriptions must include information about the proposed

school’s mission, educational program, instructional methodology, services, how this potential

school will enhance options for students, how this school will make online education as good as

or better than face-to-face delivery, any specialized student focus, and the district’s capacity to

make the school a success. The summary description must also address the key components of a

Single District Virtual School found in Appendix B. For additional information, as your district

considers this option, please also see an abbreviated version of Massachusetts’ Performance

Criteria for CMVS, found in Appendix D. This resource is included to assist the district in its

design and implementation of a high-quality virtual school.

The Department of Elementary and Secondary Education (Department) reviews each summary

1 As established under G.L. c. 71, § 94, there are three types of public virtual schools permitted in Massachusetts.

Virtual school operated by a single school district that enrolls only students who live in that district. Such schools do not require

a certificate, a board of trustees, or an enrollment cap. The district, however, must provide a summary description of the proposed

virtual school to the Commissioner for review and comment at least four months in advance of opening the school.

Statewide CMVS. A statewide CMVS is able to enroll students from across the state. State law authorizes the Board to grant up to ten

certificates to operate such schools, provided that not more than two percent of students statewide attend a CMVS. Applicants for a

statewide CMVS propose, and the Board appoints, the initial members of the school’s board; the Commissioner appoints new

members proposed by the CMVS board.

CMVS operated by a collaborative or through a multi-district agreement. A CMVS operated by a collaborative or through a

multi-district agreement enrolls only students who reside in the member districts. Proposed members of the CMVS board are

nominated by the member school committees or the collaborative board and are subject to the approval of the Commissioner. Like a

statewide CMVS, an applicant must apply to the Board for a certificate to operate the school, and student enrollment in the school is

included under the two percent cap of students statewide attending a CMVS.



description describing the proposed virtual school, along with the information sheet found in

Appendix A, and provides comments based on the criteria found in Appendix B to this

memorandum. Based on the Department’s comments and feedback, the district may decide to

revise the proposal. Once finalized, the local school committee will vote whether to authorize the

district to operate a Single District Virtual School and to submit the final proposal and summary

description to the Department with the Statement of Assurances found in Appendix C.

The Single District Virtual School summary description review process is summarized below in

chronological order.

Summary Description of Proposed School and Information Sheet: Districts submit a

Summary Description that articulates the proposed Single District Virtual School,

including descriptions of how the school will implement Key Components of a Virtual

School, found in Appendix B of this document, along with the Information Sheet found

in Appendix A. The Summary Description and Information Sheet must be submitted to

the Department at least four (4) months prior to the intended opening of the District

Virtual School.

Department and Commissioner Review: The Department and Commissioner will

review the Summary Description and provide comments using the criteria described

throughout this document, primarily found in Appendix B: Key Components of a

Virtual School. The Commissioner will return the Summary Description with comments

to the school committee.

Local School Committee Vote: The local school committee will vote whether to

approve the Single District Virtual School plan and operate a Single District Virtual

School. The District will submit evidence to Department of vote taken during public

meeting.

Final Proposal Submission: School districts will submit to the Department, the final

proposal and Statement of Assurances, found in Appendix C, prior to opening.



APPENDIX A – INFORMATION SHEET

Information Sheet – Single District Virtual School (to attach to summary description)

Name of Proposed District Virtual

School

District Virtual School

School District:

Contact Person and Contact Information:

The District is hoping to open in fall of 2021-22 school year. Please indicate the grade levels and total student enrollment

proposed for the next three to five school years

School Year Grade Levels Total Student Enrollment

2021-2022

2022-2023

2023-2024

2024-2025

2025-2026

Total Enrollment

Age (year and month) at entry for kindergarten, if applicable: Year: Month:

What is the target student-teacher ratio in the proposed District Virtual School? 1 teacher to students

Will any of the teachers included in your response to the preceding question be

responsible for providing instruction and/or other supports to students enrolled in

other schools or courses?

Yes (X): No (X):

While the District Virtual School cannot enroll students who reside outside of the

district, will the District Virtual School offer individual online courses to other

districts? If so, how will this be done?

Yes (X): No (X):

Will the District Virtual School permit students to earn credits by demonstrating

competency in a grade or subject matter?

Yes (X): No (X):

Is the Virtual School considering requesting a waiver of student learning time

requirements? If, yes, please visit the student learning time waiver process

website for additional information, including but not limited to the application and

timelines.

Yes (X): No (X):

Will all materials provided to students meet Massachusetts’ Enterprise IT

Accessibility Standards and Web Accessibility Standards?

Yes (X): No (X):

Will the District Virtual School have plans for meeting the needs of students with

disabilities and students who are English Learners?

Yes (X): No (X):

Will the District Virtual School provide access to necessary technology and

materials, for all students enrolled in the District Virtual School? This includes,

but is not limited to, written materials, lab materials, including hardware, software,

and connectivity.

Yes (X): No (X):

http://www.doe.mass.edu/redesign/SLTwaiver.html


http://www.mass.gov/anf/research-and-tech/policies-legal-and-technical-guidance/it-policies-standards-and-procedures/ent-pols-and-stnds/accessibility-standards/enterprise-it-accessibility-standards.html

http://www.mass.gov/anf/research-and-tech/policies-legal-and-technical-guidance/it-policies-standards-and-procedures/ent-pols-and-stnds/accessibility-standards/enterprise-it-accessibility-standards.html

http://www.doe.mass.edu/resources/policy.html?policy=accessibility



Will the District Virtual School provide meals to students? Yes (X): No (X):

Will the district contract with any vendors to run the school? Yes (X): No (X):

Will the District Virtual School provide physical education classes as required by

state law?

Yes (X): No (X):

Indicate if the District Virtual School plans to offer admission preferences specifically for students in the following

categories. If approved, a school must develop deliberate, specific steps to attract, to enroll, and to retain target

populations provided it does not discriminate on the basis of race, color, national origin, creed, sex, gender identity,

ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency

in the English language or a foreign language, or academic achievement.

with medical needs requiring a home or hospital setting

who have been expelled

who are pregnant or have a child

with physical or other needs that make it difficult for them to attend school in person

who seek academic work not available in their school

who are gifted and talented

who are over-age for their grade

who have or are at risk of dropping out

with social and emotional needs that make it difficult for them to attend school in person

who feel bullied or cannot attend school in person because the student’s safety is at risk

in rural communities

Is the District Virtual School Statement of Assurances provided as an attachment?

(Appendix C) The Statement of Assurances for District Virtual Schools must be

submitted prior to opening.

Yes (X): No (X):



APPENDIX B – KEY COMPONENTS OF A VIRTUAL SCHOOL

Districts must address the following components in their submitted summary description

School Culture and Family Engagement: As a public virtual school, the district and school

must plan to deliberately support students’ social and emotional health in a safe, respectful,

inclusive, and equitable learning environment that engages students, families, and the broader

community. The school must create an environment that supports all students’ sense of

belonging and helps students develop social and emotional knowledge, skills, and

competencies for a multicultural world. The school develops effective relationships with all

families/guardians and effectively communicates with them about the academic progress and

social emotional well-being of students.

Equal educational opportunity: As public schools, district virtual schools must not

discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity,

sexual orientation, mental or physical disability, age, ancestry, athletic performance, special

need, proficiency in the English language or a foreign language, or prior academic

achievement.

Staff: All teachers hired by the Single District Virtual School must be licensed in

Massachusetts in the areas in which they teach, pursuant to state law. All educators must be

evaluated consistent with regulations promulgated by the Board and guidance developed by

DESE. In addition to licensed teachers, a District Virtual School must have a Massachusetts-

licensed school nurse (RN), a special education administrator, an attendance officer, and, if

the school serves English learners, a licensed English Language Learner (ELL)/English as a

Second Language (ESL) teacher.

Curriculum and instruction: A Single District Virtual School must provide curriculum and

instruction aligned with the standards contained in the Massachusetts Curriculum

Frameworks. A Single District Virtual School may choose from available curricula aligned

with the frameworks, or develop curricula aligned with these standards that reflect the

mission of the school and that are designed to meet the needs of all students enrolled by the

Single District Virtual School.

Assessment: All students educated with Massachusetts public funds, including all students

enrolled in a Single District Virtual School, are required to participate in state assessments.

The award of a high school diploma includes the requirement that students earn a

Competency Determination (CD) in ELA, mathematics, and STE. ACCESS for ELLs

tests are assessed annually to measure the proficiency of ELLs in reading, writing, listening,

and speaking English, as well as the progress they are making in learning English.

Accountability: The School Committee has final approval over whether and under what

terms a Single District Virtual School operates provided those terms comply with state and

federal law. Single District Virtual Schools are subject to the Massachusetts School and

District Accountability System.

Enrollment restrictions: Only students who reside in the district.

Reporting: Once established, a Single District Virtual School is assigned a school code. Like

all public schools, a Single District Virtual School is responsible for submitting data and

filing reports with the Department in a timely and complete manner in accordance with

guidelines published by The Department. The Department, in turn, publishes reports on all

public schools in Massachusetts.

Organizational capacity and experience: A strong Single District Virtual School Plan

defines the mission of the school, develops policies and changes with district and school

committee approval when required at the local level, when appropriate, hires qualified staff

http://www.doe.mass.edu/lawsregs/603cmr35.html

http://www.doe.mass.edu/edeval/

https://malegislature.gov/Laws/GeneralLaws/PartI/TitleXII/Chapter71/Section53

http://www.doe.mass.edu/frameworks/

http://www.doe.mass.edu/frameworks/

http://www.doe.mass.edu/lawsregs/603cmr30.html?section=03

http://www.doe.mass.edu/mcas/access/

http://www.doe.mass.edu/mcas/access/

http://www.doe.mass.edu/accountability/

http://www.doe.mass.edu/accountability/



to manage the school’s day-to-day operations, holds the staff accountable for meeting

established goals, and formulates a long-range plan that ensures the school’s continued

stability. In addition to its many other responsibilities, the district school committee must

ensure that the school is complying with all applicable state and federal laws. The Single

District Virtual School, leadership, and staff must possess a wide variety of skills and

qualifications that enable them to develop, open, sustain, operate, and continuously improve

an effective school in collaboration with the school district.

Public accountability: The school committee that oversees that Single District Virtual

School must operate consistently with laws relating to public accountability, such as the open

meeting law, the conflict of interest law, and the financial disclosure law.

Learning supports for students in an online environment: Every Single District Virtual

School must take appropriate and necessary steps to ensure that access to and engagement in

the educational program is provided to every enrolled student. The Department expects

virtual schools to have strong protocols, tools, and practices because virtual learning takes

place remotely and implicitly poses unique challenges.

Additional supports and interventions for special populations: A District Virtual School

must provide a program that addresses the unique characteristics of the online learning

environment and responds to these unique needs appropriately. Students with special learning

needs, including English learners (ELs) and students with disabilities, will require additional

supports to ensure they are able to access the whole curriculum, make substantial progress in

acquiring the knowledge, skills, and behaviors presented by the curriculum, and in particulate

fully in all aspects of the school experience.

Time and learning requirements: Every Single District Virtual School must meet the

Massachusetts Time on Learning requirements of state law unless it requests and is granted a

waiver of those requirements. To request a waiver, the proposed Single District Virtual

School must submit an application student learning time waiver.2

Non-consumable instructional supplies: State law requires schools to purchase textbooks

and other instructional materials and supplies intended for use and re-use over a period of

years. Schools then in turn "loan" those instructional materials free of charge to students, who

must return them at the end of the school year.3 Costly tools such as a tablet or other

computer or a graphing calculator fall in the category of instructional materials and supplies

that, similar to textbooks, are intended for districts to purchase and use and re-use over a

period of years. If such technology is required, the school may encourage each student to

purchase these devices. Students are likely to do so because they may need those devices for

future classes and other use outside of school. A Single District Virtual School, however,

must be prepared to provide such devices free of charge to students whose families do not

choose to buy them or cannot afford to do so. If students need such devices to complete out-

of-school assignments, the Single District Virtual School must also provide that access.

Connectivity: A Single District Virtual School must also be prepared to arrange internet

access or connectivity if families don’t choose to buy it or cannot afford to do so. If students

need connectivity to complete assignments, the Single District Virtual School must also

provide that access.

2 Please note that the student learning time waiver process is not intended for emergency cases or extraordinary

circumstances that force the closing of one or more of a district’s schools.

3 The exception to this general rule is consumable supplies - those supplies that typically are used up by students during the

year. Schools may ask students to supply their own notebooks or binders, papers, pencils and pens, and tissues.

http://www.mass.gov/ago/government-resources/open-meeting-law/attorney-generals-open-meeting-law-guide.html

http://www.mass.gov/ago/government-resources/open-meeting-law/attorney-generals-open-meeting-law-guide.html

https://www.mass.gov/service-details/gl-c-268a-the-conflict-of-interest-law

https://www.mass.gov/service-details/gl-c-268b





APPENDIX C – STATEMENT OF ASSURANCES

Single District Virtual School Assurances (must be submitted before opening)

This form must be signed by a duly authorized representative of the district school committee and submitted with

the final proposal. As the authorized representative of the district, I certify under the penalties of perjury that the

information submitted in this proposal.

Name of proposed Single District Virtual School (SDVS):

1. shall be open to all students on a space-available basis

2. shall comply with federal and state law and guidance including, but not limited to, regulations that will be

adopted governing virtual schools

3. Will not charge tuition, fees, or other mandatory payments to students for full-time attendance at the SDVS,

for participation in required or elective courses, or for mandated services or programs. M.G.L. c. 71, § 48

(requiring school districts to purchase textbooks and school supplies for students).

4. Will offer required computers, printers, software, and Internet access, connectivity, to all students free of

charge. M.G.L. c. 71, § 48 (requiring school districts to purchase textbooks and school supplies for

students).

5. Will not charge any public school for the use or replication of any part of their curriculum subject to the

terms of any contract between the SDVS and a third-party provider. This does not prohibit the SDVS from

reaching an agreement with another school or district in the Commonwealth regarding the charge to that

school or district for a student’s participation in individual courses offered by the SDVS.

6. Will permit parents to enroll their children only voluntarily and not because they must send their children to

this SDVS.

7. Will enroll any eligible student who submits a timely and complete application, unless the SDVS receives a

greater number of applications than there are spaces for students.

8. Will be open to all students, on a space-available basis, and shall not discriminate on the basis of race, color,

national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age,

ancestry, athletic performance, special need, proficiency in the English language or a foreign language, or

academic achievement. See 42 U.S.C. 2000d (Title VI of the Civil Rights Act of 1964); 20 U.S.C. 1703(f)

(Equal Educational Opportunities Act of 1974); 20 U.S.C. 1681 (Title IX of the Education Amendments of

1972); 29 U.S.C. 794 (Section 504 of the Rehabilitation Act of 1973); 42 U.S.C. 12132 (Title II of the

Americans with Disabilities Act of 1990); 20 U.S.C. 1400 (the Individuals with Disabilities Education Act of

2004); No Child Left Behind Act of 2001 at Title III, Part A, § 3121(c)(1)(C), and Title X, Part C, §§ 721,

722(g)(4) (McKinney-Vento Homeless Education Assistance Improvements Act of 2001); Mass. Const.

amend. art. 114 (prohibits discrimination based upon disability); M.G.L. c. 71A, § 7 (English language

education); M.G.L. c. 76, § 5 (prohibiting discrimination in public education base upon race, color, sex,

gender identity, religion, national origin, sexual orientation).

9. Will be secular in its curriculum, programs, admissions, policies, governance, employment practices, and

operation in accordance with the federal and state constitutions and any other relevant provisions of federal

and state law.

10. Will comply with the federal Age Discrimination Act of 1975 and Title IX of the Education Amendments of

1972.

11. Will adhere to all applicable provisions of federal and state law relating to students with disabilities

including, but not limited to, the Individuals with Disabilities Education Act, section 504 of the

Rehabilitation Act of 1974, Title II of the Americans with Disabilities Act of 1990, and chapter 71B of the

Massachusetts General Laws.

12. Will adhere to all applicable provisions of federal and state law relating to students who are English language

learners including, but not limited to, Title VI of the Civil Rights Act of 1964, the Equal Educational

Opportunities Act of 1974, and chapter 71A of the Massachusetts General Laws.

13. Will comply with all other applicable federal and state law including, but not limited to, the requirement to

offer a school nutrition program. M.G.L. c. 69, § 1C.

14. Will meet the performance standards and statewide assessment requirements set by the Board of Elementary

and Secondary Education for all students in public schools. M.G.L. c. 71, § 94(b)(7).



15. Will submit all data required by the Department of Elementary and Secondary Education in a timely and

complete manner, Will ensure that all core academic teachers of ELs and the administrators who supervise

and evaluate them earn the sheltered English immersion endorsement. 603 CMR 14.07.

16. Will provide written assurance (signed letter from board chair or designee) that a criminal background check

(CORI) has been performed, a check of sex offender registry information (SORI) has been completed, and

fingerprints were submitted for a national criminal history check for all employees, volunteers, and other

persons at the SDVS who have the potential for direct and unmonitored contact with children. M.G.L. c. 71,

§ 38R.

17. Will ensure that all members of the SDVS school committee file with the State Ethics Commission

completed Statements of Financial Interest. M.G.L. c. 268B.

This is a true statement, made under the penalties of perjury.

Digital signature of authorized person:

Name of authorized person:

Title:

Address:

City:

State:

Zip:

Telephone:

Fax:

Email:



APPENDIX D – CMVS PERFORMANCE CRITERIA - FOR REFERENCE

The Commonwealth of Massachusetts Virtual School Statute (M. G. L. c. 71, § 94) and the corresponding

virtual school regulations (603 CMR 52.00) define the guiding areas of Commonwealth of Massachusetts

Virtual School (CMVS) accountability as academic program success, organizational viability, and

faithfulness to certificate. As part of the CMVS accountability system, the Department of Elementary and

Secondary Education (Department) has worked with experts in the field of virtual schooling to develop

and refine, CMVS performance criteria.

Though different then a CMVS, a Single District Virtual School (SDVS) is described briefly in (M. G. L.

c. 71, § 94) (s)“…virtual school operated by a single school district if the school enrolls only students

residing in the school district; provided, however, that such district shall submit a summary description of

the proposed virtual school to the commissioner for review and comment at least 4 months in advance of

the opening of the virtual school. The commissioner shall then provide written comments on the proposal

to each district's school committee.”

Given the interest in SDVS, this Appendix includes components of the CMVS Performance Criteria

related to program quality and compliance. These adapted the CMVS Performance Criteria provide

additional, clear expectations for quality virtual schools to help districts as they design and implement

their proposed SDVS.

FAITHFULNESS TO PROPOSAL

1. MISSION AND KEY DESIGN ELEMENTS

The school is faithful to its mission and implements the key design elements outlined in its proposal.

Key indicators include, but are not limited to:

School stakeholders share a common and consistent understanding of the school’s mission and

key design elements outlined in the plan.

The school demonstrates a commitment to measurable quality and accountability to stakeholders.

The school makes available to the public its goals and specific strategies for reaching these goals

through various means, including, but not limited to, posting on the school’s website.

2. ACCESS AND EQUITY

The school ensures program access and equity for all students who are eligible to attend, and for all

students who attend, the school.

Key indicators include, but are not limited to:

The school ensures that information is readily available to parents, students, and the general

public regarding: non-discriminatory statement and enrollment practices; as well as the

availability of specialized programs and services at the school to meet the needs of all students,

particularly those enrolled in special education, English language education, and those with other

learning needs.

The school ensures that all students have access the educational program and ensures all students

shall have access to necessary technology and materials.

o Students with disabilities are provided with the appropriate assistive technologies,

modifications, accommodations, supports, adaptations and related services as required by

the Americans with Disabilities Act (ADA), Individuals with Disabilities Act (IDEA) and

Section 504 of the U.S Rehabilitation Act.

o English Learners are provided with appropriate English language programming.

o Digital content is accessible in accordance with Section 508 of the U.S Rehabilitation

Act.


http://www.doe.mass.edu/lawsregs/603cmr52.html



o The school discloses accurate information relating to its online program, including: its

mission; accreditation, if applicable; courses and programs; services; policies;

recruitment processes; and other factors considered important to prospective and current

students and stakeholders.

o The school defines and monitors student attendance, including how it shall verify that

each student is participating in classes, how truancy shall be addressed and goals

regarding student attendance. The school analyzes student enrollment, attendance, and

attrition data, in the aggregate and by student group.

o The school provides supports for students to enhance their success in online learning

before students begin significant coursework, by providing students with:

An orientation to online learning technology and successful online learning

practices.

An assessment of the newly enrolled student’s potential success in online

learning, that is also shared with the student and parents/guardians.

Academic services and academic advising to address students’ academic and

developmental needs.

Access to the learning management system(s), as well as all appropriate learning

and assessment content, and

Timely, effective technical support.

School policies and practices ensure all students to have equal rights of access, and similar

participation rates, to the opportunities provided by the educational program, such as rigorous

courses, mission driven programming, and other educational opportunities.

The school eliminates barriers for parents regarding informational and program access, including

but not limited to, providing translated materials and for materials to be provided in multiple

modalities.

3. COMPLIANCE

The school operates in compliance with its plan and applicable state and federal laws and regulations.

Key indicators include but are not limited to:

The school complies with all legal requirements and operates in accordance with the provisions of

General Laws chapter 71, Section 94, and 603 CMR 23.00, 603 CMR 35.00, 603 CMR 49.00,

603 CMR 52.00, 603 CMR 51.00, Title IX and all other applicable federal, state, and local laws,

regulations, required trainings and deadlines and such additional guidance as DESE may establish

related to Massachusetts Laws and Regulations.

The school undertakes corrective action when needed and implements necessary safeguards to

maintain compliance with all legal requirements.

Faculty hold the appropriate licensure and teach in their licensed field for all taught courses or

teach under a waiver pursuant to G.L.c. 71, § 38G.

Administrators, faculty and other mandatory reporters receive training on recognizing and

reporting suspected child abuse and neglect pursuant to G.L.c 119, §51A.

ACADEMIC PROGRAM SUCCESS

4. STUDENT PERFORMANCE

The school consistently makes progress in student academic achievement for all students as defined

by the Massachusetts District and School Accountability System as well as additional metrics that

demonstrate the school provides improved educational outcomes for all students.

5. PROGRAM DELIVERY

The school delivers a high-quality academic program that meets the academic needs of all students.


Curriculum and Course Design



The school clearly organizes course offerings in a way that stakeholders can easily navigate.

The school’s documented curriculum is aligned to Massachusetts curriculum frameworks and

expectations, is aligned vertically between grades and horizontally across classrooms at the same

grade level, and fully implemented in all courses.

The school’s documented curriculum provides lessons and materials that represent a variety of

cultures and perspectives.

The school’s documented curriculum supports opportunities for all students to master skills and

concepts.

The school’s documented curriculum is regularly reviewed, evaluated, revised to ensure quality.

Curriculum review processes use clear, consistent policies, measures, and procedures.

Courses offered through the academic program:

o use technology that appropriately supports the learning goals and enhances the learning

experience.

o contain content that provides intervention and accelerated learning opportunities.

o support active learning and opportunities for authentic problem-solving.

o meet content copyright law and fair use guidelines.

o are designed using research-based design principles, such as Universal Design for

Learning (UDL), that allows access to learning for all participants.

o include appropriate opportunities for both asynchronous and synchronous learning during

which students demonstrate their knowledge.

Instruction

The school adopts clear expectations for teaching practices that align with its stated mission, key

design elements, learning goals, evidence-based practices, and the frequency and quality of

teacher and student interaction.

Instructional practices are aligned to a common understanding and based on high expectations for

all students.

Instruction implementation fosters student engagement and allows for interaction between

students and teachers.

Instruction is inclusive of all learners and reflects cultural proficiency.

Assessment and program evaluation

Assessment

o The school uses a balanced system of formative, summative, and benchmark assessments

to monitor student progress. The assessment system is aligned to and appropriate for

learning objectives.

o The school ensures there is maximum participation in school assessment administrations.

o The school provides standards for timely, frequent, effective feedback based on

assessments to support students in meeting academic goals.

o The school’s assessments enable students to monitor their own learning progress in order

to adjust and improve upon their learning.

o Teachers and administrators use disaggregated qualitative and quantitative data from

multiple assessment sources to assess student learning and modify instruction or supports

to improve academic and non-academic outcomes for each student.

o The school implements strategies to ensure the academic integrity of course assignments

and assessments completed by students in order to ensure student accountability.

o The school disseminates testing proctoring protocols to the appropriate credentialled staff

per federal and state laws and ensures that tests are proctored in accordance with the

protocols. Documentation of the proctoring training and processing of the test materials

are kept appropriately.

Program Evaluation

o Ongoing internal evaluations are conducted to regularly collect and analyze school data

based on national, state, and/or school test results and metrics.



o The school uses qualitative and quantitative data to regularly evaluate the quality and

effectiveness of the school in serving all students and modifies the academic program

accordingly. The regular evaluations use valid and reliable measures to evaluate learner

success; data is disaggregated by student group and modifications are made to the

academic program to ensure equitable access, opportunity, and success for all student

groups.

o Evaluation results are communicated to school stakeholders.

Supports for All Learners

The school has a proactive system to effectively identify and address all students’ strengths and

needs for academic, behavioral, and social-emotional development through a tiered support

model.

The school provides supports to meet the academic needs for all students, including but not

limited to students with disabilities and English learners.

Supports are designed with consideration for the virtual environment.

The school provides academic advising, social-emotional, and instructional support in an

equitable manner to enable students to complete their courses and goals.

Students, parents and guardians are provided clearly understandable information that explains the

environment required to support online learning.

6. SCHOOL CULTURE AND FAMILY ENGAGEMENT

The school supports students’ social and emotional health in a safe, respectful, inclusive, and

equitable learning environment that engages students, families, and the broader community.


Social and emotional health needs:

The school implements policies and procedures for cyber safety as well as for age appropriate

supervision for students under the age of 14, if applicable.

The school ensures that school environments are safe, supportive, culturally responsive,

welcoming, respectful, inclusive, and reflective of the community and students’ cultures and

identities. The school creates an environment that supports all students’ sense of belonging and

helps students develop social and emotional knowledge, skills, and competencies for a

multicultural world.

The school has guidance services and academic advising to support learners, staff, and

parents/guardians to ensure the social and emotional growth of all students.

The school addresses the social and emotional needs of all staff.

Family and community engagement:

The school ensures teacher and faculty communications with students and parents/guardians are

based on established policies. Such communication includes, but is not limited to, providing

critical information about student progress so that parents and guardians engage with teachers and

administrators to support online learning.

The school develops effective relationships with all families/guardians and effectively

communicates with them about the academic progress and social emotional well-being of

students. The school partners with families in a way that is strengths-based, culturally responsive,

and collaborative, and that demonstrates inclusion for all kinds of languages, norms, family

structures, and values.

The school creates a community for students who are enrolled in the commonwealth virtual

school as well as effective connection and communication with the broader community to support

students.



ORGANIZATIONAL VIABILITY

7. CAPACITY

The school sustains a well-functioning organizational structure and creates a professional working

climate for all staff.


School Leadership:

The school’s leadership team implements school academic programming and operations in a

manner to meet a clearly defined mission and set of goals.

The school leadership team defines and delineates clear roles and responsibilities among teachers,

staff, management, and board members, reflecting a culture of shared accountability and

providing a collaborative environment for learning and work.

The school leadership team establishes clear and well-understood systems for decision making

and communication processes among all members of the school community that are updated

regularly.

The leadership team has specific preparation and training in understanding the unique dynamics

of online learning.

The leadership is transparent in its management of the school, providing accurate, regular, and

timely information on progress towards attainment of goals, alignment with policies and

standards, and achievement of student learning outcomes to all stakeholders.

Based on data, school leadership takes concrete and ambitious steps to close identified

achievement, access, and opportunity gaps. School leadership sets goals and establishes systems

and structures for the recruitment, development, and retention of educators reflective of the racial

and ethnic composition of the students and families it serves.

Professional Climate:

The school has structures for regular, frequent collaboration and professional development for

faculty and staff, aligned to the National Standards for Quality Online Learning, to improve

implementation of the curriculum and instructional practice.

The school creates a professional development plan to provide and ensure teacher and

administrator participation in training in the unique dynamics related to online learning.

The school develops staff capacity to examine and dismantle implicit biases and systemic

inequalities in order to create environments in which all students can deeply learn, grow, and

thrive.

Teachers are provided regular feedback regarding their performance and student

achievement/progress.

An objective and transparent system is in place for monitoring individual staff performance

against established expectations, which includes a formal process of evaluation for all employees,

including teachers.

The school has an organizational structure with sufficient qualified professional, administrative

and support staff and appropriate student to teacher ratios.

The school provides teachers and staff with timely and effective technical support.

The school administration sets educator performance standards that are aligned to the NSQ

Online Teaching Standards and conducts ongoing internal evaluations that include determining

program success by measuring student achievement and community satisfaction based on valid

and reliable assessment techniques.

School staff have been prepared to teach in an online environment specifically via training in both

online pedagogy as well as the technologies incorporated into the academic program.



(May 13, 2021)

ITEM:

To approve the Job Description for the Assistant Manager of Professional Learning and

Curriculum.

PRIOR ACTION:

5-20-21 - Mr. Foley asked if the salaries for this position and the one in gb 1-149

were included in the Administrative budget or from ESSER funding.

Mr. Allen stated that the first year salaries would be from ESSER

funding. Mr. Foley made the following motion:

Request that items gb 1-148 and 1-149 be held for the June Budget

meeting.

On a roll call of 5-2, (nays Miss Biancheria and Mr. Monfredo), the item

was held.

BACKUP:

Annex A (2 pages) contains a copy of the Job Description.




May 2021

Assistant Manager of Professional Learning and Curriculum

With the Manager, the Assistant Manager will be responsible for the alignment

of the district curriculum to Massachusetts Frameworks, the creation and

analysis of assessments to track student performance, the implementation of

instructional practices designed to prepare students for future success, and the

development and management of a robust professional learning program

The Assistant Manager must have a firm knowledge of Massachusetts K-12

curriculum standards. The Assistant Manager must be able to successfully work

with a diverse group of individuals.

PRINCIPAL RESPONSIBILITIES:

Professional Learning

• Assist the Manager with the development and implementation of a system

of professional learning in collaboration with other members of the

instructional team, the Human Resource Office, the Research and

Accountability Office, and school principals.

• Assist the Manager and the Grants Office with applications for grants for to

support professional learning. At the direction of the Manager, implement

the activities in the grant and provide necessary documentation and

information in support of the grants.

Curriculum

• At the direction of the Manager, work with Supervisors of Elementary and

Secondary Education to develop and/or support curriculum that is rigorous,

appropriate and aligned.

• At the direction of the Manager, oversee and support AVID (Advancement

Via Individual Determination) and Advanced Placement Programs to include

funding, teacher training, student access, materials, and overall growth of

programs leading to increased college and career readiness.

Instruction

• With the Manager and the Curriculum Liaisons, promote practices in all settings that reflect high expectations regarding content and quality of effort and work; that engage all students; and that are personalized to accommodate diverse learning styles, needs, interests, and levels of readiness.

• Assist the Manager to the update and maintain the district’s Curriculum

Plans.

• Assist the Manager to provide direct supervisor to the Curriculum Liaisons.

Data-Informed Decision Making

• Assist the Manager to cultivate a culture of data-based decision-making by

guiding and supporting administrators to identify a range of appropriate

data sources and to effectively analyze the data.

• At the direction of the Manager, use data to accurately assess school and

district strengths and areas for improvement to inform the creation of

focused, measurable district goals for improvement in curriculum,

instruction and assessment. Provides support to principals in their efforts

to create focused, measurable school goals.

Other duties as assigned by the Superintendent of Schools.

QUALIFICATIONS:

Required:

1. Master’s Degree

2. Demonstrated leadership and commitment to the success of the professional

and support staff in the district

3. Demonstrated knowledge of effective curriculum and instructional practices

which promote achievement of all learners

4. Ability to effectively and respectfully communicate in written and verbal form

to a variety of stakeholders

5. Ability to develop valid statistical correlations and implement a plan to

accurately gather, monitor, and analyze relevant data

6. Valid MA DESE certification as Supervisor/Director or Principal/Assistant

Principal; SEI Endorsement

Preferred:

1. Experience in a building-based or district leadership role

2. Minimum 3 years teaching experience utilizing the MA Curriculum Frameworks

3. Knowledge of best practices in professional learning / adult learning

4. Experience successfully utilizing Universal Design for Learning and Culturally

Responsive Pedagogy

5. Ability to speak Albanian, Arabic, Nepali, Portuguese, Spanish, Vietnamese, or

an African Language



(May 13, 2021)

ITEM:

To approve the Job Description for the Assistant Manager of Instructional Teaching and

Digital Learning.

PRIOR ACTION:

5-20-21 - Mr. Foley asked if the salaries for this position and the one in gb 1-148

were included in the Administrative budget or from ESSER funding.

Mr. Allen stated that the first year salaries would be from ESSER funding.

Mr. Foley made the following motion:

Request that items gb 1-148 and 1-149 be held for the June Budget

meeting.

On a roll call of 5-2, (nays Miss Biancheria and Mr. Monfredo), the item was held.

BACKUP:





May 2021

Assistant Manager of Instructional Technology and Digital Learning

With the Manager, the Assistant Manager will be responsible for the development,

management, and evaluation of all instructional technology services and technologies

that support teaching and learning.

The Assistant Manager must have a thorough understanding of the role and purpose

of instructional technology and a vision for how instructional technology can

strengthen and support teaching and learning. The Assistant Manager must be able to successfully work with a diverse group of individuals.

PRINCIPAL RESPONSIBILITIES:

● Assist the Manager to foster a shared vision of role of digital-age resources to

meet and exceed learning goals, support effective instructional practice, and

maximize performance of district and school leaders

● Assist the Manager to develop, implement, and communicate a Technology

Plan

● At the direction of the Manager, provide coaching and consultation to district

and school based administrators to support and model the use of instructional

technology.

● Assist the Manager to coordinate professional development related to

technology integration, instruction, assessment, and digital learning

● At the direction of the Manager, contribute information, including research

and/or assessments, to the selection of technologies that enhance instructional

design and delivery

● Assist the Manager to ensure equitable access to technology for all learners

● At the direction of the Manager, work with the office of Information Technology

to evaluate current technology practices, hardware, software and systems.

Make recommendations to improve modernization, consistency, function and

efficiency and to ensure online communications, website and mobile materials

are ADA compliant and adhere to all legal standards

● At the direction of the Manager, support appropriate online and social media

presence for the purpose of sharing information about the district and

promoting successes of the district’s staff and students

● At the direction of the Manager, participate in local, state, and national

professional networks to contribute to and benefit from advancements and

trends in the field of education

● Perform other duties and responsibilities as assigned by the Superintendent of

Schools or designee

QUALIFICATIONS:

Required:

1. Master’s Degree

2. Demonstrated leadership and commitment to the success of students

3. Demonstrated knowledge of effective curriculum and instructional practices which

promote achievement of all learners

4. Demonstrated skills in and knowledge of an array of current educational technology

hardware, equipment, and software

5. Ability to effectively and respectfully communicate in written and verbal form to a

variety of stakeholders

6. Valid MA DESE certification as Supervisor/Director or Principal/Assistant Principal

Preferred:

1. Experience in a building-based or district leadership role

2. Minimum 3 years classroom teaching experience in Massachusetts K-12 public

education

3. Experience successfully training adult learners new skills

4. Ability to speak Albanian, Arabic, Nepali, Portuguese, Spanish, Vietnamese, or an

African Language



(May 17, 2021)

ITEM:

To consider the proposed FY22 Budget.

PRIOR ACTION:

BACKUP:



Discuss and hold for the meeting of June 17, 2021.


Mr. Foley S.C. MEETING - 6-3-21

(May 17, 2021)

ITEM:

To set a date to recognize Chief Finance and Operations Officer Brian Allen for receiving

the very prestigious John A. Crafton Lifetime Achievement Award from the Massachusetts Association of Business Officers.

PRIOR ACTION:

BACKUP:



Set the date of Thursday, June 17, 2021.


Ms. McCullough S.C. MEETING - 6-3-21

(May 20, 2021)

ITEM:

Request that the Administration provide a report regarding the services provided by

Lesley University over the past 3 years to include the cost, results and plans for future services.

PRIOR ACTION:

BACKUP:



Refer to the Administration.


Miss Biancheria S.C. MEETING - 6-3-21

(May 21, 2021)

ITEM:

Request that the Administration provide an update on the Covid-19 vaccine clinics for

the students at the high school locations and include for each the number of students who participated.

PRIOR ACTION:

BACKUP:





Mr. Monfredo S.C. MEETING - 6-3-21

(May 24, 2021)

ITEM:

Request that the Administration forward a letter of appreciations to Victory Enterprises

for their donation of over 2,500 children’s books to be used in the Bilingual program and for the summer school program.

PRIOR ACTION:

BACKUP:



Forward letter.


Ms. Novick S.C. MEETING - 6-3-21

(May 25, 2021)

ITEM:

To set a date to recognize the winner of the first annual Burncoat High School essay

contest, Jack Miller, Burncoat class of 2023.

PRIOR ACTION:

BACKUP:

Annex A (2 pages) contains a copy of the essay.


Set the date of Thursday, June 17, 2021.


The Administration concurs with the maker.

Student 144965

Burncoat High School Essay Contest

Listening

Malcom X once said, “Truth is on the side of the oppressed.” Many times in school

systems, specifically urban ones, there is a large demographic of BIPOC students.

Considering the demographic we have been given, justice, law enforcement controversy,

and white washing are bound to be issues that are talked about. The key to creating a

better system for education is to listen to those who say there are problems.

I grew up in a very privileged position. Although this does mean I was blind to the

injustices around me constantly, I was given opportunities that were not commonly given

to my POC friends. I grew up being taught by those that had the same skin color and

ethnicity as me. My first POC teacher was in 9th grade. The first step that would be taken

by me as a superintendent for this school system would be to expand the faculty

demographic, to provide different views of the world and create a more welcoming

environment for POC students. This would be a huge step forward as education is based

around allowing different views in your life and finding your own way. POC students in

school systems, including in WPS, have been saying this for a long time, and to no avail.

They have not had that privilege.

Curriculum is obviously an integral part of education; however, for it to truly be

considered education it needs to be just that: education. In a school system I would run,

the curriculum would be, in the simplest terms, brutal. Not as in overbearing or difficult,

as in truthful. This more pertains to English and history classes. We need to understand

what truly happened in history to be sure never to repeat it. A loose example would be

that myths such as “Christopher Columbus discovered America” or “The Native

Americans and Europeans got along very well” would not be taught, as they are untrue.

The way that it needs to be is that, if the truth is too violent or “raw” for young audiences,

young audiences are not ready to learn it.

Lying does nothing but misinform the youth, which is against education as a concept.

Disciplinary policy is an interesting topic to explore. If education is based on learning,

then discipline needs to follow suit. In a school setting that I am the superintendent for,

these policies would be focused on education more than punishment. Using education

over punishment will create a welcoming environment that houses love and safety. Off

the disciplinary policy, a much more specific rule that would be implemented would be

to take police officers out of schools, as it reinforces the school-to-prison pipeline which

disproportionately affects BIPOC students.

Community is essential. To create a community, we need to understand the different

backgrounds that students and teachers come from and accommodate accordingly. To

create a loving environment, we need to listen to people who come out to talk about the

inevitable problems in the system. This exact incident occurred in WPS with an Instagram

account known as “racismfreewps,” where hundreds of students came forward to talk

about problems with faculty or systems that occurred to them, yet were not

acknowledged by WPS. I must make it clear that this is not an attack on WPS, more a

commentary. In a system that I ran, we would listen and address the issue, as well as

learn how to help the students affected.

Community means to listen and to love. The superintendent's job is to listen and to

fix problems to create a more welcoming community.


Miss Biancheria S.C. MEETING - 6-3-21

(May 25, 2021)

ITEM:

Request that the Administration provide a listing of all existing and new Chapter 74

courses to include titles and school sites.

PRIOR ACTION:

BACKUP:






(May 25, 2021)

ITEM:

To approve a donation in the amount of $2,500 from Lincoln Investment to the

Worcester Public Schools.

PRIOR ACTION:

BACKUP:



Accept and file.


Ms. Novick S.C. MEETING - 6-3-21

(May 26, 2021)

ITEM:

Request administration provide details regarding summer 2021 and after school

programming for the 2020-21 school year

PRIOR ACTION:

BACKUP:


Refer to the Administration for a report for the June 17, 2021 meeting.


The Administration concurs with the maker.



(May 26, 2021)

ITEM:

To approve the Job Description for the Career and Partnership Specialist - Innovation

Pathways.

PRIOR ACTION:

BACKUP:





Career and Partnership Specialist

Innovation Pathways

The Innovation Pathways Career and Partnership Specialist will work with students in their

career pathway to help them effectively plan for post-secondary success. The primary focus

of this work will be connecting students to work-based opportunities in their field of interest,

which relate to and support students’ professional and technical skill development goals. To

do this, the Career and Partnership Specialist is expected to cultivate and maintain

relationships in the business community and support key aspects of the Innovation Pathways

Program (IPP) (e.g. the Capstone project and Career and Academic Planning courses.)

Community/Business

● In partnership with Program Director, cultivate and manage partnerships with local

businesses, to create a pipeline for internship opportunities and/or capstone projects

across all pathways

● In partnership with Program Director, develop and implement an outreach strategy andplan to market the internship opportunity to prospective businesses

Internships

● Manage student internships across all pathways

○ Align internship goals and expectations for internships with

students/parents/employers etc. using the Massachusetts Work-Based LearningResources

○ Meet with employers and support students to implement the Massachusetts work-

based learning plan

○ Work with community partners in supporting students on internships where theyare placed through grants and other partnerships

● Monitor and oversee the quality of work-based learning plans from all students

● Coordinate and arrange resumes, job interviews, job orientations, transportation,

insurance, etc. between the student and the employer for internships.

● Work with Career and Academic Planning (CAP) and Technical teachers on feedback fromwork-based learning plans for student improvement the following school year

● Assess the success of internships using data from students and employers.

Capstone

● Work with business and community partners to establish capstone projects based on their

need and the feasibility for individual or groups of students to accomplish

● Support the development of course materials and project expectations, in collaboration

with capstone instructors

● Establish expectations (in collaboration with capstone instructors) for students to check in

with community/business partners on progress and develop a final presentation timeline

with stakeholders.

● Support successful capstone course completion for all enrolled students

● Support coordination of needed technical assistance across all capstone projects

Career and Academic Planning

● In partnership with the Program Director, communicate with CAP teachers about the

program objectives in order to assure high quality professional skill development amongstudents through alignment of the instructional program with the program objectives.

● In partnership with the Program Director, provide resources for CAP teachers to implement

in their classrooms.

● In partnership with the Program Director, oversee the quality and consistency of

instruction in workforce readiness in the CAP classes and provide feedback and opportunity

for teachers to collaborate on the strengthening of instruction.

Technical Courses

● Participate in Worcester Technical High School or other school advisory boards to facilitatepartnerships with those already involved in the schools.

● Track student performance data and communicate performance data with CAP teachers

and families as needed. Recommend interventions. Performance data will include:

attendance, missing work, grades, conduct, professionalism, etc.

● Support technical instruction with particular focus on identifying and addressing student

needs.

Program Growth and Operation

● In partnership with the Program Director, coordinate and conduct initiatives such as the

annual career fair and exploratory field trips. Develop new initiatives for recommendationto the Program Director.

● Work with schools to ensure accurate scheduling of students for Innovation Pathway

classes.

● Connect with students and families of those that need additional support for success.

● Provide support to the Director, staff and students for the delivery of the technical portion

of Innovation Pathway programming during on-site operating hours.

○ Work cooperatively with comprehensive schools around academics, guidance, and

support to ensure seamless expectations and necessary supports.

○ Work with technical teachers regarding student success/supports, obstacles or

challenges faced by students, oversight and administration during program hours.

● Serve as a point of contact for families, industry and community organizations, and

Worcester Public School staff.

● Assure equal educational opportunity to all individuals regardless of race, color, gender,

age, marital status, religion, gender identity, natural origin, sexual orientation,

homelessness or disability and track enrollment and performance data of identifiedsubgroups to show and evaluate equal opportunity.

● Perform other job-related duties as assigned by the Program Director.

Qualifications:

● BA degree

● Experience working with industry and community partners.

● Excellent written, communication, interpersonal, digital literacy and organizational skills.

● Experience developing effective partnerships with students and families.

● Experience supporting high school age students

● Experience supporting new entrants to the job market

Work Year:

● 200 days/year which will include required work days in the summer

Hours: The typical work week is 37.5 hours consisting of 7 hours of work and .5 hour

unpaid lunch break. Night hours for the purpose of attending meetings will be required

occasionally.

● Hours will be variable depending on the program schedule:

○ Hours on technical program days (at Worcester Technical High School) include

1:00-6:00 T/W/R on site at WTHS plus 2 additional hours to be scheduled withthe Program Director. The technical program runs from November-March

○ Hours on non-program days may vary based on meetings/visits with employers

and other partners but can typically be considered as 9:00-4:30

This is a non-bargaining position.

IX. EXECUTIVE SESSION ITEM - gb #1-164


(May 26, 2021)

ITEM:

To discuss strategy with respect to collective bargaining if an open meeting may have

a detrimental effect on the bargaining position of the public body and the chair so

declares – Successor Contract Negotiations – Educational Association of Worcester

Units A & B (Educators/Administrators); Educational Association of Worcester, Aides

to the Physically Handicapped, Monitors and Drivers; Educational Association of

Worcester, Instructional Assistants; Educational Association of Worcester, Parent Liaisons; Educational Association of Worcester, Tutors; and Educational Association

of Worcester, Therapy Assistants; NAGE R1-156, 52 Week Secretaries; NAGE R1-16,

Cafeteria Workers; Massachusetts Laborers District Council, Worcester Public Service

Employees Local Union 176, Custodians; Massachusetts Laborers District Council,

Worcester Public Service Employees Local Union 176, Educational Secretaries; Massachusetts Laborers District Council, Worcester Public Service Employees Local

Union 176/Unit D, Computer Technicians; IUPE Local - 125 Plumbers and

Steamfitters; IUPE Local -135, Tradesmen; Massachusetts Nurses Association,

Worcester School Nurses.

PRIOR ACTION:

BACKUP:



Discuss.

Documents

IV. MOTION FOR RECONSIDERATION NONE