City of Holyoke Depamaellt of Panla..


RFQ II 64J - Requett for Propos_ to HIett •• EcIaatioa M~.t OrgaaiDtioD to m.llap ADd opende De.u Tec~ Hlp Scllool

RFQ'I will be received by tb~ Pul'ciIU"C Dilutor. Rooaa 15. Chy IbII., B~ MA 'liP to 0412111011 @ 10;00 am at ",laicla lime da~y wID be p.bUdy ope_ ud read .. tIDe PurdllUble Depar1menl Bid RoolII.

The Holyoke Public ScI.ooBs .seeb to ellter lato • aM11lnad for .p to tltne }"an. ~tac .. IT 2012, witb "Dewable options, 1ftt •• 11 edKatio ........ t orplllutloa to .. up aad operate Dean Tech.I(!.1 Hie. School. ne.. Tecla"" Hiela Scllool is die Holyob Public &:hool's youtio .... tee ....... school •• d e.ro8t .bcMd 650 stIiIcInb. ~ ... offer dlIdenb yoatio .. al traini_, ac ... , .... riety 0' ladllStrta " a •• ~ w_ balb. 'llrith ,hlcknb atte.dlnl core .c:ade .. k clula hi tate '.Ce"eaIac weeD.

The education manaCltme .. t orcanizado. wau •• ve fan ~er1al .M ope~ coatrol over the school, u defiJled by M.G.L., Cllapter 69, Sectioa IJ, tile te,.. of .. kID 1riI be outlined in a contrad between tIa~ Holyoke &1I00I COIIIIIIiUee aad lite e4KadoJl lII.baremeat o"lablzation. WJaile the sdected ed.ado'" lIIaugeaeat orplidutiNa will baye run maoaguia. aDd operatioDai cODtroi ewer "e Kilooi. die Bolyob ~ Scfloels "shaD femaiD tile employer of record". TIle edacation maDapant orgallli:r.DUoa ._ be a aon-profit ICatity "witb a demollsloted ncord of n«all 1.I.p~ Iow-pe~ schools or the ac..adelllic performaaa of dbadYa.taced s"'Db".

Minori4y Business Ellterprises that are c:erflfled nd qlUllUled are atroasJy ~~ to submit prepros.b.

Tile City of Holyoke it an Equal Employme .. t Employer. l_tnlctioIU to ~n Rpm .. Equal Employment requireme .. b are part of dle bid .periftcatioas.

The City of Holyoke reserves tile riClat to reject allY aadlor all ." ..

Plea" s_bmit .U Proposals to the 'onowb.,:

David A. Martnss

Chief Proc.remeDt OOker Room lS-City HaU 536 DwJpt Sb'ftt Holyoke, Ma 01040

Holyoke Public Seall 57 StdfoIk Street, ,. &or Holyoke, MA 01048

Requa. for Proposals to Select

a. Edac.doa Maaqellllellt Orp.alDUo. 10 Mallage aad Operate ))all Techaical We. &:1I00I

A. Guideliaes

I. Baclq:roaDd

The Holyoke Public Schools s ~eI(S to enter into a contract for up to three years, beginning in FY 2012. with renewable options, with an education management organization to manC!b"e and operate Dean Technical High School. Dean Technical High School is the Holyoke Public School's vocational technical school and enrolls about 650 students. Eleven shops oneY" students vocational training across a variety of industries on an alternating week basis, with students attending core academic classes in the intervening weeks.

Last spring 2010. the Massachusetts Department of Elementary and Secondary Education (ESE, designated that, under newly enacted state legislation. Dean Technical High School was a Level 4 underperforming schools, one of35 schools state-wide [hat received this desjgnation. On the 2010 MCAS, only 28% of students were at the proficient or advanced levels in English language arts (ElA) and 31 % in mathematics. Only J% of Limited English Proficient (LEf) students were proficient or advanced in ELA and 6% in math. Of students receiving Special Education services, only 6% scored at the levels of proficient or advanced in ELA and only )'/. did so in

mathematics. One factor that impacts those performance levels is the lack of consistent attendance. In the 2009-20 I 0 school year. the attendance was 79.6%, meaning that on average Dean students missed over seven weeks of school. As well, the four-year cohort graduation rate was 37%. Dean's academic. program completion. and graduation rates (Perkins Core Indicators) are all significantly below similar independent vocational schools across the state. fnrlwthttr information on the current academic and r:nJ(agement performance ofDean Tcdmicullfigh School, please see Appendix A.

As a result of this low performance. [he Massachusetts Department of Elementary and Secondary Education has determined that, in order to be eligible for federal funds to assist in {he transformation of Dean Technical High School ;1'1(0 a high performing vocational high school. me district must adopt the Restart model of school redesign, or (he selection of 30 educational management organization to manage and operate the school for up to three years.

II. Scope

The district will select an education management organization to operate Dean Technical High School for a period of lip to three years, beginning in FY 2012. with renewable options. The education management organization will have fun managerial and operational control over the school. as defined by M.G.!.., Chapter 69, Secli()n 11, the terms of which wilt be outlined in a contract between the l lolyoke School Committee and the education management ufbr.lni7.:uion. While the selected educational management organization will have full manageria] and operational control over the school, the I Iolyoke Public Schools ··shall remain the employer of

- ..

record," The education management organization must be a non-profit entity '-wjch a demonstrated record of success in improving low-performing schools or the: academic performance of disadvantaged students."

The goal of the selected educational management organ iZ;&1 ion s hall be (0 dramarically improve the engagement and academic performance of Dean Technical High School studenrs on a multitude of student outcomes indicators, both in the aggregate and by ley subgroups (lowincome, special education, Limited English Proficient. African American. Latino).

In. Conditio.! ror Opentioaal aad Maucerial Coatroa of elDe Sdeded EMO

The scope of managerial and operational control provided to (he selected EMO shall illdude the following:

• Hiring, supervision, and evaluation of the principal, including determining length. term, and renewal of a contract. The hiring of the principal will be it joint decision between (he EMO and superintendent, while supervision, evaluation, and termination will be the sole decision of the f.MO.

• Hiring, supervision, and evaluation of all employees in the school, including administrators. faculty, staff. custodians, secretaries, security, and cafeteria personnel. 11K: E"iO will have full authority to hire ~II personnel from inside or outside the districtwithout regard (0 semv(,ty,3.I\Q will have authority to release ai, personnel If they receive unsatisfactory evatuadons or are determined to nor be a good match for the school. It is assumed by [he district that the hiring, supervision, and evaluation of all employees will. in most cases, be conferred by the EMO to the selected principal or designees.

• Full budget authority over funds allocated to the school. including general, slate, fe<kral. and external gram and donor funds. All general school funds will be allocated in the form of a lump sum budget, equivalent to the level of funding of other district vocational tedmicai schools in the Slate, adjusted to Holyoke's overall district budget.

• Authority to negotiate the purchase of central discretionary services (e g .. textbooks, professional development offerings) Or instead have the equivalent funds Added to [he school's budget allocation. As well, authority to negotiate tht: types of services that central office will provide to Dean Technical High School (e.g .. English Language learners. special education, human resources, facility maintenance).

• Control over the selection of all curriculum, assessments. and instructional strategies mat are used in the school, while still being responsible for administering the \1:CAS tests to an eligible students.

• Authority to be freed from all district policies and mandates. as long as Ihe ~1Ja!i,'lf1 requirements are equal or greater in rigor to those of the district.

• Freedom [0 set the school day and calendar for hath students and faculty. provided {hal an annual election-to-work agreement for (he subsequent school year is circularcd tv all facuhy by March I" of each year. so as £I) provide current and prospective faculty with ample notice to decide upon whether they seek to continue to work. or seck employment at (he school. The start and end time of (he school day must be determined in discussion with me Holyoke Public Schools in order to facilitate bus transportation tor students.

• Freedom to determine sraffing patterns, job descriptions, and staff assignments for all staff

• Freedom [0 determine the vocational design and structure of the school, as wdl as school size. <15 agreed [0 within [he signed contract.

IV. ObUgatioll1 of the District

The district will he obligated to provide the selected education management organization ~ith the following services:

• full budget authority over funds allocated 10 the school. including general. state, federal, and external grant ana ooi.or funds. All general school funds will be allocated in lhe loon of 3 lump sum budget, equivalent to the level of funding of other district vocational technical schools in tnt: state, adjusted to Holyoke's overall district budget.

• Negotiated and timely delivery of central office services, equivalent or greater than that received by other district schools. that the education management organization agrees to (e.g., English Language Learners. special education. human resources).

• Timely processing of all human resources activity (e.g., job postings, hiring. excessingj.

• Timely processing of all purchases and orders

• Access to all data management systems related (0 Dean Technical High School.

• Timely response to all facility maintenance and transportation requests.

• Adherence to all terms of the agreed upon contract.

v. ObUcatioDs of tile Edtaeatto. MauceBieDt QrpaIDtioll

The selected education management organization will be obligated to provide the district ""jlh rhe following services:

• Manage and operate Dean Technical High School as per the terms of the agreed upon contract. and provide full services to enrolled students. with the goal of drarnaticslly improving the engagement and achievement of enrolled students.

• Maintain a Dean Technical High School Advisory Board that includes district central office representation, parents. community representatives. and faculty to advise the E~O in (he operation of the school. Advisory Board designees shall be jointly agreed upon by the F.MO and superintendent, The Advisory Board must meet at least quarterly.

• Maintain accurate data on students and faculty, and provide timely acce s s to me district of this data.

.. Participate in regularly scheduled meetings with the superintendent and assistatll superintendent, and make periodic progress reports and presentations to the Holyoke School Committee.

• Adherence to "II stale and federal laws and regulations. unless expressly waived from them by the Massachusetts Department of Elementary and Secondary Fducatiou

• Adherence to all terms of (he agreed upon contract

VI. Critcsrla for Selectto ..

The district will select an education management org .. mization 10 manage and operate Dean Technical High School for a period of up to three years, using the following criteria:

.. Proven track record in successfully turning around the academic performance of

underperforrning schools

• Expertise in vocational technical education

.. Demonstrated capacity to assume full managerial and operational control over Dean Technical High School

• A management plan that will ensure that ample and experienced managerial oversight, resources, and time will he devoted to the management of Dean T cchnical High 5.::11001

• A bold plan that will dramatically tun' around Dean Technical High Sch\)(,llh:u includes the! following:

o Short- and long-term vision for the pro"ision or vocational and academic cducatjon I~l

Dean students



o Plan for comprehensive transformation of Dean Technical High School, illCludint; addressing all of the ESE's 11 Essential Conditions as wctl as the recommendations contained within the Center for Collaborative Educarion's Needs Assessment lltl Dean Technical High School

o Plan of rcconfiguration of vocational shops to ensure that all ~hops <Ire linklo!d [0 industries with projected job growth and rhat will provide a parh to multiple and meaningful opportunities for careers, including the provision of slgJ.ifacant opportunities for all Dean students to engage in field placements (i.e., apprenticeships. internships)

o Plan for significant integration of the academic and vocational programs

o Inclusion of the federal turnaround requirements of (I) increased insrructionru rime and increased time for professional collaboration, (2) (he inclusion of valued-added student growth in teacher evaluations, (3) financial Incentives for attaining measurable annual goals, and (4) operating flexibilities for the principal.

o Plan for assisting all graduates with pathways to college or meaningful empioymenl opportunities with career advancement potential, and for supporting (hem once enrolled in college or meaningfully employed

o A data management system for tracking all students in placements. interventi('l'l. and academic progress, and in tracking all student altritions and graduates, including development of an alumni database

o Planned enrollment, as well as recruitment strategies. application process. and selection criteria

o Transition plan for currently enrolled students to graduate from Dean Technice] High School

o Set of measurable annual goals. using the template provided by the Massachusetts Department of Elementary and Secondary Education

o Set of benchmarks tor attaining all proposed practices. structures. iU\d conditions ... ithin the school

o List of authorities thae the EMO seeks from the district. in addition to those already listed within the RFP

o Plan for regularly assessing the progress of the school, and making mid-course corrections

• Recommendations from administrators of three schools or schoel districts in the

educational management organization has played a key role in improving student engagement and academic performance of a school

VII. TimeUne

The Holyoke Public Schools will use (he following timeline to select om f.MO to manage Dean

Technical High School:
Tlmell. for SelediDC •• EMO for Da. Teclla.kallIicIa 5« ....
Activity I Tiad_
.... M .~.
Release RFP to select an fMO for Dean By :v1arch 14. ~01 I
Technical High School

Deadline tor EMO proposal submission i April·22. 201 ! ril; 10:00 dm !
Review and selection of EMO finalists ,~ay6.2011 i
Interviews with finalist EMOs I Week of May 9-13
-.~ .. •
Selection of approved._g~~ ; May 20. :;011 .
Completion of.S':'.l1!ract ~_gotiations I Target date: June 10. 20 II I
Begin contract I Target date: June 13.2011. ___ .. _ I
-- .. ~ . .-~.--- 6

,- ~

Proposal reviews will be conducted by the superintendent, assistant superintendent. and k.ey central office managers. A rubric; will be developed for U$C in evaluating the proposals. Up 10 three EMOs will be selected as finalists to engage in an interview Wilh the committee. Based on the interview, this committee will select rhe recommended EMO 10 manage and operate Dean Technical High School, The committee will then check all EMO references (0 confirm Of disconfirm their selection.

Upon selection of the preferred EMO. the superintendent. assistant superintendent,

president, and a representative from the School Committee will form lllc: team to enter into negotiations with the EMO to determine all contract conditions. The tinal proposed contract will be approved by the Holyoke School Committee.

Vlll. TenD! of the CODt ... ct

Terms of'rhe contract will include all of the above conditions (or 1M management and operations of the school for the EMO. [he district obligations, and the EMO obligations. as well as the following:

• A contract length of lip to three years, as mutually negotiated by the district and EMO

• The approved proposal, with any negotiated adjustments made

• Benchmarks with soecified.rirnelines for all key aspects of the school's operations. including student admissions, facutty hiring and release, reorganization of vocational shops. curriculum revision, selection of assessments, development of annual election to work agreement, etc.

• Set of measurable annual goals, using the template provided by me Massachusetts Department of Elementary and Secondary Education

• An annual opt-out clause for both parties. with due notice of a minimum of three months for enactment of the opt-out clause. The opt-om clause may only be initiated tor g\X'Id cause. including change in conditions or capacity. change in terms of the contract. or determination of one party (hat contract terms were not being fulfilled.

• Monthly progress meetings will be conducted between the superintendent and E\10. mcludtn~~" ,,,,,nuil meeting [0 assess progress, including benchmarks and measurable 4Ion\lal

goals, snake any mutually agreed upon refinements to the £MO-disrri.:r contract.

• Quarterly repons are to be provided by the EMO to the superintendent and school committee. documenting progress made in fUming around Dean Technical High School.

• A process by which, if concerns Mise for (he district about the school's performance or EMO's management, the district and EMO would strive to reach mutual agreement on steps 10 address lite district's concerns.

IX. AmouDt or Contnd

The amount of the contract will be determined by the district and selected EMO during the contract negotiation process. As stated. the Holyoke Public SChools will assume (he full costs of the following:

• A lump sum budget, equivalent to the level or funding of other district vocational technical schools in the .;;I.UC. adjusted to Holyoke's overall district budget

• Reasonable facility and maintenance costs

• All negotiated central office services, such as human resources. payroll. hWget manage~nt, and data management

The EMO proposal will provide an annual budget for the term of (he contract, The t'luJg':l ... hould he itemized for each year of the contract. In addition. the district will work with the E~O to

pursue additional funds, such as Perkins Vocational funds for vocational shop fransformation. in the event that the EMO proposes [0 close down some shops while starting others.

IX. Contract MOllitoriDI Pia.

The goal ofthe selected educational management organization shall be to dramatically improve (he engagement and academic performance of Dean Technical High School students. The implementation of the contract will be closely monitored by the superintendent and school committee. Monthly progress meetings between the superintendent and EMU win be used to assess and monitor progress of [he EMO's implementation plan. Quarterly reports by tbe EMO will be reviewed by the superintendent and school committee to gain a more in-depth assessment M progress. The quarterly reports will be accompanied by :1 superintendent walk-through of the school. If at any time, any concerns arise. the superintendent and EMO will move to reach a mutual agreement of steps to resolve lhe concern.

A data management system will be set up to track multiple indicators of Dean data. including all those listed in Dean's Measurable Annual Goals, both in the aggregate and b) key subgroups (low-income, special education. Limited English Proficient. African AmeT~an. Latino):

Mealunble ADDU.I Goals

• Four-year cohort graduation rate

• MCAS: Composite Performance Index (CPT) in ELA

• MCAS: Composite Performance Index in mathematics

• MCAS: Percent of students scoring WamingIFailing in ELA

• MCAS: Percent of students scoring Wamingffailing in mathematics

• MCAS: Percent of students scoring Advanced/Proficient in ELA

• MCAS: Percent of students scoring Advanced/Proficient in mathematics

• MCAS: Median Student Growth Percentile (SGP) in ElA

• MCt\S: Median Student Growth Percentile in mathematics

• Student attendance rate

• Out of school suspension rate

• Disciplinary office referrals

• Number of drug, weapon, or violence incidents

• Student retention rate (not promoted to (he next grade)

• Dropout rate

• Percent of students receiving a grade of C or higher in all tour core academic courses

• Percent of sophomores who participate in PSA T examinations

• Percent of parents participating in at least one parent-leather-student conference anl1mdly

• Teacher attendance rate

AddihoUlIIl Measurable Coab

• In school suspension rare

• Percent of students failing at least one core academic course (ElA. math. science. <;ociai


• Percent of students failing two or more core academic courses

• Percent of students who participate in SAT t!xaminations

• Percent of students who participate in a field-based WMk experience (e.g .. job :.h.1<k)wing. apprenticeship, internship)

• Percent of graduates who enroll in ;\ two-year college

Percent of graduates who enroll in a four-year college

Percent or graduates who gain meaningful employment with career advancement polential

The Measurable Annual Goals submitted (0 the Massachusetts Department of F.dllCdiKln already have three-year goals set for each indicator. As well. fhe district and selected EMO. as part Ilithe contract to be signed, will agree upon three-year goals for the ~Addit'ional "Ieasul'able Goals" listed above. All indicators. as well as lhe agreed upon benchmarks for schoo! operations and practices, will be reviewed III an annual meeting between the di. s trier and EMO to assess progress. with mid-course corrections mutually agreed (0 based on data analy);i~.

If the district is not satisfied with the EMO's performance or the school's progress. di5(r~t

may invoke the annual opt-out clause within the! EMO's contract and give notice thar the coatracr will be terminated at the end of the given year. Such a decision would be nw:Ie in communication and collaboration with the Massachu s etts Department ofEI.ementary and Secondary Education. In this case (tilat is, in the middle of an EMO's contract). the district would seek to enter into a contract with another EMO through conducting a second RFP and selection process.

At the end of the contract period. the superintendent will make a reccmmendarion to the school

committee and to the ESE Commissioner co (I) renew the EMO contract. and if 54.). how milny

years, (2) to not renew the EMO contract and pursue a contract with another EMO. \If (3) to not renew the contract and have the school district reassume managerial and operarional control of [he school, and jf so, under what conditions this should occur kg .. m.lintatn the tlexibilille5 and conditions currently afforded [0 the school or assume Ihe conditions of regular seboets ""imin the district), This recommendation will be based upon (I) the progress of thc school In student engagement and achievement and in meeting the requirements to be removed from Level 4 status. and (2) the district's assessment of the [MO's performance.

B. Proposal Narrative of the Educational MaDagemeat OrgaDiatioD To Operate DeaD Technica. High School

Please lise no more [han 40 pages (single space. one-inch margins. no less rhan 11 foot' to

provide a description of your educational management organization. and .. p«'~d plan for managing and operating Dean Technical High School for It period of up to three years, with threeyear renewable options. Use the following template to write your narrative. in the order in which categories are listed.

In completing this narrative, please pay attention (0 the ESE's 11 EsS\!n(ial Conditions. as ,,_,cl1 as (he recommendations for Dean Technical High School included within rbe Center for

Collaborative Education's Needs Assessment on Dean Technical High School. As please

pay attention to the federal turnaround requirements of (1) increased instructional and

increased time for professional collaboration, (2) the inclusion ofvalu~-added studenl &1'0,,"11\ in teacher evaluations, (3) financial incentives for attaining mea!>urable annual goals, Md (4) operating flexibilities for the principal.

In writing the proposed plan, please refer to the Center for Collaborative Education's report. entitled "Needs Assessment of Dean Technical High School." addressins ~)lh the findings and recommendations in the report.

1. Des~ription and Track Rceord of tile U.eatioaal Maucaaaat Orpma __ Describe your educational management organization (mission. philosophy. location. siu of staff. backgrounds of start) Describe the organization'S track record in successfully turning around the academic performance of underperforming schools. Describe the organization '5 expertise in vocational technical education and working with vocanonal technical high schools.

2. Management Capacity

Describe the organization's capacity to assume full man3gerial and operational over Dean

Technical High School. Provide a management plan that will ensure that ample and experienced managerial oversight. resources, and time will be devoted to the management of Dean T«hnit:al High School.

l. Ludenbip PI •• and Selection of the Priacipal

Describe the EMO's plan for leadership of the school, including the role of the principal and an) leadership bodies. Wh'lt will he the: leadership philosophy of rhe school? Describe how t~ IA"8n Advisory Board will be used, including how many limes per year it win meet. Describe the qualities the EMO seeks in a principal and the process tor selecting the: principal (if the principal has already been identified. describe this person's backgreued, qualificalions, and "' ..... " ..... .;0

4. Plao for TraosformiDg Dean T ech.leal HiCIa SdaooI

Describe the EMO's plan For transforming Dean Technical High S.;h(k11. Indude the lollowing elements:

a) Vrsit.m: Short- and long-term school vision lor the provi"iot'l of vocauonal .. md dl.:adcm'c education to Dean students.

b) E,,,,,ilme,,' lind AdmisS#ollS: Detail the planned enrollment of the school upon enrollment. as well as recruitment strategies. applica,iun process, and selection criteria.


c) VocmolllJl Ed"clltion: Plan of rcconfiguration of vocatioual shops to ensure ~htlPS

are linked to industries with projected job growth and filat will provide 8 path to multiple and meaningful opportunities for careers. including the provision of significant opportunities for all Dean students to engage in field placements (i.c .. apprenticeships. internships). Provide supporting data for the proposed decisions to reconfigure Dean's vontionlt' program.

d) Actld4!_-VtH:aIlDIUI1I"'~rtIIIo,.: Plan for providing a rigorou.~. standards-based xademic program, and the significant integration of the academic .md vocational programs. lks.;rihe the curriculum, instructional approach. and assessments that will be used.

e) COmM"lIIIy PlI1fItosillps: Describe the community partnerships thaI will he developed in order to enhance [he vocational-academic experience.

f) Sttlffi., Patlern: Describe the staffing pattern of the school.

g) ProfasitJrrtd J)eveIOJRM'" tUUI CoIl"bDl'IIIItHI: Describe how the school wm de"elop a professional collaborative culture focused on quality instruction and stucicnt learning. Describe the process for supporting and evaluating teachers, including lhe inclusion of valueadded student growth in (he evaluation process.

It) ru,alllIStI-lI£ritJrr: Describe the school's model for ensuring that every slu.Jen( s academic needs are met, either in the classroom or with additional academic support.

i) SocW and El'IIOtiorrlll WeibvSf: Describe how students' s(lCial. emotional, and physM:1.1 health needs will he addressed

j) FGMlIy-Sd,ool RelIztlolUltlps: Describe me EMO's plan for ensuring vibrant engagement in (heir students' learning.

k) Coliege-CIUt!D' PIllAWllYs: Describe the EMO's plan for assisting all graduates ""ith pathways to college or meaningful employment opportunities with career ad\lancement potential, and for supporting them once enrolled in college or meaningfuU) employed (0 ensure their success.

I) DtIIa Management SysteM: Describe the EMO's plan for tracking all student indicators that are listed in this RfP, including development of an alumni database. Describe the EMO's plan for regularly assessing me progress of the school, and making mid-course cerrectiens.

S. IDitiallmplemeataholl Period

Given that the EMO to manage Dean Technical High School win no( ~ selected until some lime in spring 201 l , the Holyoke Public Schools assume. s that there may be a transition )car of preparing for significant transformation of Dean's vocarional program that m.1y indude phasing out some vocational shops, recasting others. and introducing new vocational areas. The F.MO may also propose to phase in 11 new Dean Technical High School. while allowing current Dean students to graduate out with their current vocational programs. Even \arith a transition period. however, the expectation is that the selected EMO will propose to undcr1ake .. ignificant transformation in Year One that will re-engage students. build a positive ~tk.l()1 culture. 3.nd accelerate student learning and achievement. with these changes resulting in increased student attendance, lowered suspension and dropout rates, and higher student and parent ~.iti'$rSClion.

Describe Year One of Dean Technical High School's transformation:

• Will the school transformation occur all at once with the entire student body ievolved, t)r ""III there be a phase-in by grade? If a phase-in by grade, how will this occur? Where will 9'" grade students be located? How will you ensure the creation of it different Dean "cuhure" while also managing the existing school and students? How will students be prepared ft)r the transition? How will you manage the process of closing selected shops while ,'pening new ones? How will I Oih_12lll graders "lay with their chosen vocational shop while !'lew ,h"f'$ are transiuoued in by year two'?

" l Iow will the school in the first year address tiara on s(U\knts' outcomes by transtermmg ;lnu strengthening the academic program and school culture?



• How will the school in [he first year address data 011 students' outcomes by re-engaging lhe student body in a manner that results in significanlly higher SIUOcnt anendaece ;tiki significantly lower discipline incident s and suspensions?

• Wh.IH will occur during year one to prepare tor tbe proposed vocational transformaljon (0 lake place in year two'?

6. F1exibilitia

Describe the flexibilities from the district and teachers union contract that lhe [MO wishes to have, both [hose which will be automatically !;famed within this RfP and those which may nol have been mentioned. Describe how me desired f1exibilities will be used in the transformation of the school. Describe whether the EMO wishes to use the work and com~n:>ation conditions negotiated between (he district and Holyoke Education Association IN "II Level 4 schools. or jf the EMO desires a different set of work and compensation conditions. In the latter case. plca.~e describe the proposed work and compensation Cc)ndilions the EMO seeks to have.

7. Relationship with the Distrid ud COID.B.ity Describe the EMO's plans for the following:

• Partnership with the district to ensure strong communication and collaboration

• Communication with the community to build support for the new Dean Technical High School


Please attach the following documents to the proposal narrative:

I. Cover letter, signed by the head of (he EMO

2. Set of measurable annual goals, using the template developed by the Mas.~achusetts Department of Elementary and Secondary Education

3. Set of benchmarks and time line tor aUaining all proposed ke)' practices. structures, and conditions within the school

4. Recommendations from administrators of three schools or school districtS in ahe

educational management organization has played a key role in impr\wing student engagement and <academic performance of a school

Please submit 5 copies of the proposal (0 {he Superintendent's Office, Holyoke Public Schools. 57 Suffolk Street, Holyoke, MA by April 15.2011 a15:00 p.m.



ADalysis of Dean Technical High School Student Perform.ace

The Dean Technical High School Redesign Team conducted an extensive review of multiple indicators and years of Dean student and teacher demographics. eng~gemcnl. and performance data. As well, the Center tor Cotlaborarive Education, a nonprofit organization contracted by the Holyoke Public Schools, produced a needs assessment report on Dean Technical nigh Scbool thar examined Dean student outcomes in the aggregate and by shop, and assessed the viab;lity of each shop in terms of performance. job growth, and meaningful career potential. Combined. these !Wo dara reviews provided the district with ample evidence {hat Dean Technical High School i~ in need of a significant transformation.

Stud eD' EDroUmeDt

Dean served 652 students, grades 9-12 during the 2009-2010 school year. More than SO"'lo of Dean students are low-income. which is over 2.5 times the state average (33%). Dean enrolls nearly four times as many limited English proficient students and double [he proportion of students with disabilities as the state average. As well, the percent of ELL students moving up steps on the AMAO attaining target on English proficiency declined from t 3% in 2006 to 1% in 2009, suggesring that ELLs language and academic needs are oot being met.

Table 1.1 Seleded POfDIa~~}009-1010 - - ... --_--
Selected Population %of~an % of District ·/.ofSwe
first Language not English 71.6 50.9 15.6
Hispanic 89.9 71.0 14.3
White 8.3 U.I 69.'
Limited English Proficient 23.6 23.3 6.2
Low-income 81.6 74.3 32.9
Special Education 33.3 25.2 17.0
.--- .... ,_ --~ .. - ... - ---- .. -~ .. ~~ In [he past two years, Dean' .. enrollment has decreased more significantly than llny prior time in [he past 10 years. There were 100 fewer students enrolled in the 2009-2010 school year than in 2007-2008. Focusing on Dean's enrollment by grade reveals that (here has ct)nsisrently been over twice .\fld even triple the number 0 f 9111 graders as 12'11 graders, and there i5 significant student attrition between each grade.

One quarter of students who were ~.h graders in 2006-2007 repeated the 'lift grade the followint,; year 3S members of the class of 20 II and by 2009-20 10 only Q of these 96 students were sull part of the CI<ISS of 20 11 as juniors. Moreover, almost a third (110) of the students who wen: members of the class 0 f 20 I 0 as 91h graders in 2006-2007 did not rerum the following year at all (either as 10111 graders or 9'h grade repeaters).


Teacher Democrapbks •• d Da ..

While 12% of Dean students' first language is not English and 23% of studenls are limited English Proficient (LF.P). as of June 2010, only 21°/. of taculty had completed training in lhree or four of'the four SEI Categories. Dean's percent llfhighly qualified ieacbers is also lower duan desired; only 91 % of teachers are highly qualified as compared to the state average 91%. In a school in which 90% of students arc Latino. only 17% l)r faculty are Latiee.Tbe facul.ry is ~ for considerable turnover in coming years; 69"/0 of faculty are aged 49 Mover.

Studeot EOlacemellt

We examined several indicators of student engagement and achievement for the 2009 $cOOoI year.

Table I.Z Stade.t E.PCe ... t I.dkaten 1009

Indicator I Dean I HHS I Stale
Grade 9-12 Dropout Rare (annual) 12.4 7.4 2.9 I
Attendance Rate 79.6 sa.s ! 94.6
. I
Average # of days absent 32.1 I Ut:! -9.3
ln-School Suspension Rate 30.2 I 0.3 J.l
Out-of .. School Suspension Rate 62.9 I 40.6 I 5.3
Graduation Rate I 36.1 62.4 11.5 .. Dean's attendance rate is 79.6%. which means students miss on average 36 of

school, or over seven weeks of school time. Attendance is dedining (from 14~/1I in 2006- 2007). I\s well, the percent of students absent fewer than 10 d .. ys in a scbool year has fallen from 2005 (37%) to 2009 (19'10).

II Dean's in-school suspension rate is 30.2%, nine times the state average.

• Dean's out .. of-school suspension rate is 63%, J 2 times me state average- The suspension rate is increasing (from 55% in 2006-2007).

.. Students who enroll ar Dean are significantly less likely to graduate than to gradualC.

Dean's annual dropout rate in 2009 was 12.40/ •• mort than four times me state average (2.9%). Dean had a four year cohort graduation rare of 36.7"/0 for ahe class of 1009. This

rate is a slight increase from two of the three previous cohorts (2001- 32. 2006-

35.9%), but a significant decline tram two yC<lf'$ prior (2001- 46.10/.). The ~ta(e average cohort graduation .. ate is 81 %. Dean" s four-year graduation rate is ;un<\llt the lowest in the state and the lowest of any vocational technical high school (the I'!CX( lowest fuur-ye.u graduation rate for a vocational high school was 62.2°/-.. a 25S'I. difference). The vol)' schools with lower four .. year graduarion were alternative cducali(ln programs

Student AchievemeDt

Dean students performed poorly on !\!teAS, with only about 30% of ~rucknt attaining profiCient or advanced in both English language arts and math. with student growth percentiles markedly low.


Table U MCAS Ac:hievemeDt .ad Growtlt ELA

Math %

M;\th Srud~nt Growth Percentile

Student Growth Percentile

------_._ _--_. __ .. - ---

Dean 28% 29

Proficient or Above

Proficient or Above



Students with disabilities and students who arc or formerly were of limited English profecimcy (LEP/fLEP) scored even more poorly (Table 1.4).

Table 1.4 PereeDt of selected s.~.pI proftdea, or above _ MCAS

Students with Disabilities

Limited English Prolkiency (I.EP) and Former LEP (fLEP)

ELA Math

ELA Math



J% 68;'

._----------_--...:........;_-_ .... _--


Achievement indicators bear out me challenges (hal Dean faces. Dean's academic oetcomes as measured by (he MCAS are among the lowest in the slate. Dean's 2010 ELA Composite Performance Index (CPt) IS currently 68.4, a significant increase Over our 2009 in<k~ of 6 I. 5. While this increase resulted in an On Target improvement rating. it is stiU wen below the

statewide CPt index. Twenty-seven percent of Dean lotb grade students failed the Me AS

(est in 20 I O. a decrease of 6% from 2009, but still unacceptably high. Each subgroup showed limited but still lower performance than the aggregate ELA scores:

• Limited English Proficient students' 20 10 CPt of 54.3 was an increase over 2009 CPt of 48.0

• The percent of LEP/FLEP students scoring at the failing level significantly from

63% in 2009 to 54% in 2010, although this rate is still unacceptably high

• Special Education students' 20 I 0 CPI of 62.1 was an increase over [he 2009 CPt of 54.5

• The percent of special education students scoring <t1 the tailing level declined 5<)0/. in

1009 to 51 % in 20 I 0, although the rate is still unacceptably high

In math, Dean's 2010 CPT increased from 51.S to 62.9 over the past several yeaIS~ this ntle is

still we II below the state CPl math average and the rate of prt\gn.~ .. is not a.:cclerared enougb.

F orty percent of Dean I Odl graders fai led the math MCA S test. a slight decline of 2". from 2009, yet stili far (00 high. Within subgroups. lh!! improvement rates varied. although each of lhe listed subgroups continued to perform lower than the aggregate scores:

• Limited English Proficient students' 2010 CPIl1f 45.7 was a decline (film the :!009 CPJ of 50.6

• The percent of LEP/fLEP students scoring at me failing level increased slightly fmln 640/. in 2009 10 66% in 2010

• Special Education students' 20lU (PI of 53.1 was an increase over the :!oo9 cpr of ·$10

,. The percent of special education students scoring at me falling levet significantly decreased from 80%% in 2009 10 65% in 2010, although still a high Tine

In science, Dean's 2010 CPt of 48.3 was a decrease from its 2009 CPI of 51.0. As I~ \\<;)5

a slight increase in the percent of'srudents failing in 2010 (4~~o) from 2009 (042%), Within subgroups. the improvement rilles varied. :lhhnu~h each of rhe listed subgrt'ups continued to perform lower (han the aggregate scores:

• Limited fnglish Proficient students' ZOIO CPl (If 42.8 was .i decline: from the CPI nf



• The percent of LEP/FLEP students ~coring at {he failing level incrc~d from in 2009 (0

71% in 2010

• Special Education students' 2010 CPI of 50.1 was a slight increase over the 2009 of 50_0

• The percent of special education students sc ... 'ring at the failing level signiflCandy decreased from 76%% in 2009 to 63% in 20 10. although this rate is ~tm unaccepfabJy high

Dean Technical High School did not make Adequate Yearly Progress (AYP) from 2007-2009. In 20 l 0, the school achieved A YP in the aggregate and aU subgroups for English language arts. but did not make A YP in both categories for marh-

Gnde ProaotiOD

The rate of grade promotion from 9th to 10lh grade has fallen ~ubstantiaUy hom 2005 (71%) to 2010 (63%). Put another way. over one-third (37%) of Dean 9· graders are retaitlll.'d in grade, meaning they did not make enough academic progress to move to the next grade.

In summary, student outcomes data for Dean Technical High ~hool students reveals signifteant concerns with student engagement (low attendance. high suspensions), academic success (low MCAS CPI scores and high rates of failure), and 'tIery low cohort graduation ratcs. On virtually

ever indicator of engagement and achievement. student outcomes are signific.anci) than

desired. The causes the Redesign Team identified for these results were as follows:

Curriculum and Instruction

• JJiCK of school-wide culture of high academic and vocational expectations for e\!ery studenl

• Lack of a focus on effective reading comprehension and writing suategic:s across the curriculum

• Lack of teacher capacity to differentiate instruction for a diverse stu<ien( popuia.tion

• The development of an integrated academic/vocational curriculum is in progress. but not yet implemented

Academic. Social. and Emotional Support

• Lack of a system of tiered academic. social. and emotional interventions (hat provides assistance to identified students, and in particular tor students with .;.pecial needs and Engli5h Language Learners

• Lack of a system (0 ensure (hat every student is matched with <lO adult who oversees hisihcr progress

Delta Analysis and Inquiry

• The district's data management system is not used well ro engage in data inquiry 9deS in order to assess student progress and identify students in need of services

Vocational Educution

• There is variation in performance hy vocational shop; yet, this has never been tracked or monitored

• Some vocational shops may be outdated; yet. shop reviews as (0 (heir viability have neyc:r been conducted


Appeadis B:

Analysis of the Viability ofDea. S.ops

The Center for Collaborative Education's Needs Assessment or Dean Technical assessed the viability of each vocational shop in terms of performance. job growth. meaningful career potential.

EDroll.ent by Sliop

Culinary Arts, Health Services, Graphic Communications, and Cosmetology have the highest enrollment, while Machine Technology, Auto Body Repair. Automotive TechMklg)'. and Metal Fabrication and Welding have lhe lowest enrollment numbers.

Dnpout by Shop

According ((I Dean's data the average annual dropout rate at Dean for the past four years is 13%. with shops ranging from a 3% annual dropout rate (Data Processing) [0 200/. ( Technology, Metal Fabrication and Welding). Melal Fabrication/Welding. Machine Technology, and Diesel Engine Technology had the highest rates of students dropping out. Data Processing" Computer Technology had [he lowest rate at 3%. Exploratory students who are not enrolled 'n • shop by the end of their 9111 grade year have the highest average annual dropout rate (24%,).

ReteatioD aDd Gradaadoll by Silop

There is significant enrollment attrition in the 9th grade. and st~dy anrition continues in 10" _12" grades. Only slightly more than one in two 10· graders (540/.) become IXan I til; graders two years later, and for those who reach 1211• grade almost one in four (23%.) will nor graduate" While some shops have widely different outcomes in 2009 and 2010 for these (WO indicators (studenr attrition between 101" and lih grades, 12111 grade graduation rate). for other shops there are some patterns.

• Graphic COIDDlIIIDicatiou wa<; above average on both dimensions for both )'eal'S C"'''1 Arb was also consistent and close to or above average.

• Realill Sel'l'ices, Electrical TecllaoJocy. and COSI8d8IocJ are ali above average on 12- grade graduation rates, but slightly below average on retention between Hylt and Itt> gr.dc.

• Allto Body Repair and Metal Fabrtcatto. ad WeIIHac had very differenf retention rates in between the class of 2009 and 20 I 0, thl1Ugh their 1 til grade graduation rates £1'( con:"isteot and at or above average. Metal rabrtcadotl posted 1000/0 12"" grade graduation r.ue~ however there were only a total of 5 gr .. duaies from hoth classes.

• Automotive TecliaolocY, CarpeDtry, and M.d.a. TedlHlec1 varied Stgnifll.,;~nd)' ,,",th one of the:: two years significantly below average in 12t1! grade graduation rates"

• Diesel Eaglae Tecbnology struggled with both dimensions, but especially n:lel'ltion between I Olh and I 2'h grades.

• Data Processing aad Computer Tedmoloo shop W(15 C1('ISC ro the average.

Pre-Grado.holl OpportoDitiH for Alltlle.dc ["perie.a ud I:xposue i. die ,.~W

Shops have many chances to provide opportunities for field experience and exposure to careers while at Dean. Unfortunately. only three ,hops have co-up experiences in the field" A" well, students call earn various certifications or licenses in their field: however. staff at l>c .. n did nl)t have data on the number or percent of students who lake and pa~ s such rests.



Typical Graduate Pathways by SIIop

In an effort to gain it sense of how many students typically pursue certain pathwa)~t da~ was collected about the specific plans of members of the class of 1010. On.y aboul .. quarter of students in the class of 20 I 0 planned (0 get further education in their shop. While Dean docs n(\( have a system for following-up with graduates, a report prepared hy Holyoke Community College (HCC) for local reeder high schools found thal in the five years from 2005 to ~009. enrollment of

Dean graduates in IICC each fall ranged from 15 to 34 students. In the same time there

were 40 HCC graduates who were Dean alumni. The report included a measure of college

readiness based on placement inro Developmental Level (DE) Courses in taJl2009 those who

look placement tests}, Dean Tech grads were 50% more likely to place into {he 8asic Math Skills course than recent high school graduates overall and were {Wi.::e as likely to ~uire Developmen( Level English courses. For III recent Dean graduates. the successful course completion rate at HCC was 61 % compared to 11 % Cor all recent high school graduates at HCC. ~ mean .end median GPAs of Dean graduates at HCC were both lower than BCC siudenf overall (recCftt and not-recent US graduates).

OvenD Outcomes by Sbop

When examining all of the student outcome indicators across shops, there are Ir-ery different outcomes. Data Processing and Computer Technology, Graphic Communications. and Health Services are the highest performing shops based on dropout. retention. graduation. and placement indicators, while Carpentry. Diesel Engine Technology. and Machine Technology arc the shops with the most challenging outcomes.

IL Recttlll TNllrb 11114 ProJectal Growtlt ill E~ 6y l""-"Y

According to the Commonwealth of Massachuseas Employment Projections 2006-2016 report. demand for professional and technical workers will increase the fastest among all occupational b'TOUPS and will generate [he most new jobs. Service workers - which include nursing and holM: health aides and waiters and waitresses - will gain the 2nd largest number of new jobs through 2016. Together. these two occupational groups. which are at opposite ends of rhe education and earnings spectrum, will account tor over 98 percent of the state's net new jobs by 2016.

Of (he 20 fastest-growing occupations', II are concentrated in health care and information technology. An additional four are found in [he lire sciences. The remaining fi",t are primarily community and social service and personal service jobs. Fourteen of the 20 fastest-growing occupations will require an associate's degree or higher, Jobs will continue to be available at aii

levels of education and (raining since more than three times as many job openings result from

the need to replace workers (768,330) as from economic growth (216,650). Hc) rOT highly skilled workers will increase faster than jobs for minimall)' skilled workers, MOTe,)\rer. <til jobs will require more knowledge of and lise of technology:

I fastest Growing Occupations, 2006-2006 listed from highest percent growth: Network Sys.lems Md Oat. Communications Analysts. Personal and Home Care Aides, COlnputer Software Engineers (applie~). Home Health Aides. Veterinary Technologisrs and Technicians. Biod\cmists:lnd BiophYSIC:isu, Veterinarians, Pharmacy Technicians .. 'kin Care Specialists. Social & I hunan Service A»istants. Pb)'si<:a.I Therapist Assistants, Multi-media Anist .. and Animators. ~icrobiul(lgim. Oiulogical fechnK:ians. Hc;li(h Educators, Menfal Health and Substance Ahlls~ Social W(lrkers. Compu{~r Softwan: Engmecrs (System'S Software), Computer Systems Analysrs. McJicall\~sjstanls. and ~e(iical Scientists (e"ccp€ Epidemiologists).


• Jobs tor highly skilled workers will increase faster Ih.m jobs for minim.".), workers.

Additionally. (In average, all work will require more knllwledgc of and uSC of ttth~)logy. Fewer jobs with meaningful career advancement will be available to high school gnaduMCS. Dean Technical High School should be preparing its graduates for those yocati<lns in which employment opportunities wjrh meaningful career advancement are plentiful; in many cases. this will require preparation of graduates tor postsecondary cducanon Of' training ~«her than immediate entry into the employment world.

• The past few years have been difficult economically. bur there are signs ofimprovemenl in [he number of job vacancies.

o Health Services is already beginning to recover and is projecfed to be an area growth

o Manufacturing jobs are currently recovering more slowly and are proj«rcd to be an ana of decline in the future.

• The outlook for jobs is the most promising in Ute following shops: Graphic Communications, Computer Technology, and Health Services ... Ithough Dcan should be preparing stucknts for jobs in these fields that have career advancement potential.


AppeDdo C:

RecommendatioDs for ImproviDg Deaa TeclaDical Hicla Sclaool

The Center for Collaborative Education's Needs Assessment of Dean Tc!dmical School

included recommendations for improving Dean Technical High School's student performance. CCE' s needs assessment of Dean found a school that is not meeting the needs of a significant percent of Dean Technical High School students. including in lhe vocanonal arena, Based 00 these findings. (he Center for Collaborative Education ~tudy on Dean made: the following recommendations:

EDcagemeDt .lId .ehleYeme.t

A. Focus on improving the academic core at Dean: Dean has dcdining enroUrnel'll and challenging outcomes across a range of indicators. In order [0 remain a scboot of choice. attractive [0 students and families in Holyoke, the academic core must be strengthened to ensure that students attain mastery of the state standards.

B. Prioritize. plan for. and implement dropout prevention strategies. s~h as ill'reasing personalization, positive behavior intervention systems, and authentic learning opportunities. Strategies might include:

• Strengthen the 9,11 grade program. The hiGh 911\ grade retention rate signals disenpgemc:nt by students and a lack of meaningful curriculum and academic supptU1S. Whi~ Dean does not have control over whether entering students are 9*' grade repeaters, Dean creases the systems and supports for students to be successful once they enter Dean.

o Analyze reasons for grade retention. since grade retention is correlated "",ith future dropping out, with the goal of significantly reducing them through academic acceleration and support.

o Increase personalization through structures such as advisories, possibly co-led by an academic and shop teacher.

o Since students who are not in a shop by the end of9'" grade have a dropout

rate, students should complete the exploratory program by mid-year in order [0 provide time to be engaged ill the shop to which they are assigned.

• Provide models of positive behaviors among students and staff aimed at increasing the attendance rate and lowering the suspension rates.

• In upper grades, provide authentic opportunities to dC\lelop rhe necessai) and gain

relevant work experience in each shop. (See below fM more dc!tailed recommcnd .... i<ln. .. about shops).

C. Assess LEP and SPED subgroup outcomes and services at Dean: Since Dean with high

proportions of students with disabilities and limited English prot"kiency. ensure the availability of relevant professional development for teachers, such 3$ SEI Cau~&Of') training. and access to targeted support from ESt (If Special Education coaches for implementing best practices.

Voc:atioDIIII and tteCllaic:al edue.doD

A. Provide detailed information about job markets and career paths to studcnt s beginnmg 11\ 9 .... grade. Slu(kms need information to make informed decisions loom their shop choice. Providing students with as much information "h\lU( :til of these factors as well as rhe guid;u1cc: to make in formed decisions will help students find a mc.mingful career thaI fits rheir needsInformation might include:


Types of post-secondary education and (raining for t~ field Possible entry level jobs and pathways for progressie«

Economic outlook for the industry including information such as the munh.!r nf robs in the area. projected growth of the sector, and average salaries for different jobs ~ithin the sector and for di ffercnt levels of education


B. Organize shops by industry sector.

• Encourage flexibility (0 changing market demands since people are more 10 swth.:h

careers in their life time than in yew; pa s t

• Create opportunities tor collaboration among shop teachers both in content and in supporting students in [heir school work and career planning.

41 Visit other vocational schools in districts that have similar student populations to Holyoke

o Compare curriculum and practices of similar shops

o Compare shop configurations

o View models for the integration of academics and vocationaVtec.hnical eduulioo

C. Restructure every shop [0 focus upon jobs within the sector that have meaningful career advancement potencial. This will often mean that students are being prepared for -enrollment in postsecondary education.

D. Ensure that every student in every shop engages in authentic opportunities to devdop the

necessary skills and gain relevant work experience (e.g .. job shadowing, field co-op,

apprenticeships, internships).

E. Create systematized data collection about student certifications earned. college enrollment and credit earned. and participation in internships. Creating systems to know bow many students are eligible to participate and then choose to participate in such programs or in C0- op, where a student gets credit for working full or part time in an acrual work setting. wili be useful in trying to ensure that all students have as much expeneoce and Information to make the best choices for their futures. Such a system will also be useful in aUowing Dean to follow lip with graduates after they leave Dean and could be expanded into an alumni network or database of student plans at graduation [0 allow for more detailed future !ltalyses about the SUCCCS!i of graduates from different shops across years.

P. 1\ database [hat tracks graduates' college and career paths should be created !ltd maintained. which can be used to assess the ongoing success of each shop by factoring the percent of graduates by shop who complete two or four-year college degrees andlor are employed in a job with meaningful career opportunities.

G. Collect and lISC engagement and academic achievement data systematically. disaggregated fly

shop in order to make informed decisions about which shops are serving siudrnts which

shops might need intervention, and which shops should be expanded or dosed. to

consider should be grade retention, attrition. dropout. graduation. college-going, auendance. suspension, course failures. and MCAS rates. In addition. consider data specific to vocational and technical education such as technical skill attainment .-ligned wjlh indllS(ry-reco~n17A..-d standards.

H. Since jobs t,")r highly skilled workers will increase faster man jobs tor minimally skilled workers. Dean should continue to build relationships and articulation a&'n:ements with J(~al community colleges.

J. The selection of shops, including the closing or expansion of current shops and addition

of new shops, should be made based upon me shops with (I) the strongest outcomes, (2) me most positive employment outlooks, and (3) me strongest record of postsecondary education completion and/or placement injobs with career advancement potenrial. Currently. Graphic Communications. Health Services. and Computer Technology faU in Ihis categol}.

Developing measurable goals and outcomes for srudents and graduates of each such as

certifications, post-secondary education atttlinment. and employment daca would support monitoring for improvement efforts.

SHP Perfonuace by lad..., o.tIeok
, I I Computer T echoolog)
Good I I Graphic
I I Communications
I I HeaJlh Sen-ices
Automotive I Auto Body Repair I
Technology I Cosmetology ,
Middle Carpentry ! Data Processing
Diesel Engine I Ele«rical Technology
, Meral Fabrication and
I Technology I Welding I
Machine Technology I '-
Poor I Culinary Ans I
Shop Poor ! Middle I I
Performance i I • Health Services is an area of growth, but entry level jobs tend to be jobs with

earnings. especially considering that many Dean GradullCS from Health Services start as Certified Nurses Aides. Revamping the curriculum is critical to enable graduat\:s to entet Health Services on a path with meaningful career opportunities.

• Culinary shops lead to jobs in an area of growth. but they arc low paying and do 001 necessarily require any tTaining M certificsnon.

• Computer systems design is within professional and technical services. The fOf

computer systems design. technical support. and web development - including systems integration. network security - will increase 36.7 percent and generate 11.600 new jobs.

This growth is promising for [he computer technology s hop at Dean, Many Ihcse jobs.

however, require further education, which students should be aware of:and the shop should be structured to lead graduating students toward enrolling in postsecolld31} education.


Appeadis D

ESE 11 Esseatial CODdinob

M .... chusetts Deparhae.t of Elelllle.tary ucI SecHdary Ed ... _ ElM_d •• CollClidoDi for Seltool E ... eua

These 11 essential conditions are necessary condnions for schools to educate their students well; they glLide the actions taken by both districts and the .Department at all levels of the accountability and assistance system. While schools are re..~nsible for developing the school level practices that ensure implementation of these essential conditions. schools need to be supported in these efforts by the policies and practices uf their districts.

Districts are ultimately responsible for ensuring that these essential conditions are being implemented/or all students in all schools. Districts at Level 3 of tbe system will be required to conduct a self-assessment following Department guidance to inform their improvement planninq; this self-assessment will also be made aootlable for use by districts at Levels I and 2. Districts at Levels 4 and 5 will be required to implement all of these conditions in their Level 4 or S schools or provide a compelling rationale for alternatiue approaches designed to achieve comparable or superior results. The commissioner will determine whether the rationale is sufficiently compelling to warrant an exception to any ofthe specific requirements o/these essential conditions.

1. Effective district systems for sc:hool8UppOl't and ~Oft: The district has systems and processes for anticipating and addressing school staffing, instructional, and operational needs in timdy, efficient. and effective ways, especially for its lowest performing schools.

2. Effective sdaoollelldership: The district and school take action to attract. develop, and retain an effective school leadership team that obtains staff commitment to improving student learning and implements a cleady defined mission and set of goals.

3. Aliped curriculum: The school's taught curricula are aligned to state curriculum frameworks and the MCAS performance level descriptions. and are also aligned vertically between grades and horizontally across classrooms at tbe same grade level and across sections of the same course.

4. Effedi~ instruction: Instructional practices are based on evidence a

body of high quality research and on high expectation."> for an students

include use of appropriate research-based reading and mathematics programs; the school staff has a common understanding of high-quality evidence-based instruction and a system for monitoring instructional practice.

5. Student assessment: The school uses a balanced system of formative benchmark assessments.





6. Principal's stallinz authority: The principal has the authority to make staffing decisions based on the School Improvement Plan and student needs. subject to district personnel policies, budgetary restrictions and the approval of the superintendent.

7· Professional development and 8Il'ud:ure8 for eoDabontioa::

Professional development (or school staff includes both individually pursued activities and school-based, job-embedded approaches. such as instructional coaching. It also includes content-oriented learning. The school has structures for regular, frequent collaboration to improve implementation of the curriculum and instructional practice. Professional development and structures collaboration are evaluated for their effect on raising student achievement.

8. Tiered instruction and adequate leandDc t.iIDe: The school schedule is designed to provide adequate learning time for all students in core subjects. For students not yet on track to proficiency in English language arts or mathematics. the school provides additional time and support for individualized instruction through tiered instruction. a data-driven approach to prevention, eady detection, and support for students who experience learning or behavioral challenges, including but not limited to students with disabilities and EnglISh language learners.

9. Students' sodal, emotional, and health needs: The school creates a safe school environment and makes effective use of a system for addressing the social, emotional, and health needs of its students that reflects the behavioral health and public schools framework

10. Family-school engagement: The school develops strong working relationships with families and appropriate community partners and providers in order to support students' academic progress and social and emotional wellbeing.

11. Strategic use ofresourees and adequate bud&et authority.

principal makes effective and strategic use of district and school resources and has sufficient budget authority to do so.

last updated: October 13, 2010

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