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Montclair Public Schools School Action Team for Partnerships

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Montclair Public Schools School Action Team for Partnerships

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  1. Montclair Public SchoolsSchool Action Team for Partnerships Sustainable Family and Community Partnerships within our Schools Montclair High School James Earle, Principal

  2. SATP:Overview • The Montclair schools are committed to partnering to ensure that our schools are of the highest quality for all students. • The School Action Team for Partnerships (SATP) has evolved over time. • SATP engages families, community members, and school staff members in the work of our schools.

  3. SATP:Purpose The SATP reflects the Montclair Board of Education’s Commitment to the following: • Shared Responsibility for the Success of our Students • A Dynamic Magnet School System • Engaging and Empowering Diverse Voices

  4. SATP: School Improvement Plan Alignment The SATP will serve in an advisory capacity to inform the School Improvement Plan with particular attention given to: • Supporting the whole child through academic achievementand social and emotional learning; • Effective family advocacy, communication, and engagement; • Ensuring a welcoming school environment; • Offering volunteer opportunities for family and community engagement; • Educating families to support learning at home; and • Collaboratingwith Montclair Community Partners. SATP is a comprehensive approach to school, family, and community partnerships.

  5. SATP: Reflecting the Diversity of Montclair Members must equitably represent the diversity of the school community. Members should be diverse by: Race Ethnicity Gender Student Needs Socio-Economic Status Grade Level

  6. SATP: Membership Commitment Training Requirements Terms of Membership Families, Staff, and Community Partners may serve two-year terms Students may serve one-year terms • SATP Members are required to attend an orientation training at the beginning of the year and an end of the year training provided by the district.

  7. SATP:Principal’s Responsibilities • The Superintendent holds Principals accountable for the implementation of the SATP. • Principals are expected to collaborate with the District Parent Coordinator to form, develop, and maintain an effective and cohesive School Action Team for Partnerships.

  8. SATP: Co-Chair’s Responsibilities • Montclair High School will have two Parent Chairs and one Teacher Chair. • SATP Co-Chairs will support the development of a District-wideparent involvement policy. • Co-Chairs will work to engage ALL families and establish a family outreach plan. The Parent Co-Chair of each School Action Team for Partnerships shall be selected bi-annually by the Principal

  9. SATP:Committee Member’s Responsibilities • The Committee Members are responsible for actively participating on the School Action Team for Partnerships and encouraging other families to participate. • Committee Members should endeavor to engage as many families as possible in the work of the SATP. • Engagement does not always mean attending meetings but means providing opportunities for families to get involved!

  10. SATp:District Advisory Team for Partnerships • The District will have a District Advisory Team for Partnerships (DATP) consisting of: • All School Action Team for Partnerships Co-Chairs • The District Parent Coordinator • The Superintendent or designee • The DATP will meet three times per year to share progress on developing, implementing, and monitoring School Improvement Plans.

  11. SATp:Reporting and Oversight • Co-Chairs from each SATP will share best practices and progress towards meeting their goals with the District Advisory Team for Partnerships. • The Superintendent will report annually to the Board of Education on the effectiveness of the implementation of the SATPs across the District.

  12. SATP:Talent Development Office Responsibilities • The District Parent Coordinator will provide direct support to each school Principal and to SATP Co-Chairs. • The District Parent Coordinator and Chief Talent Officer will hold District Action Team for Partnerships meetings and report out to Principals and the Superintendent. • The District Parent Coordinator will lead the work of developing a district-wideparent involvement policy. • The District Parent Coordinator will work with Co-Chairs to engage ALL families and establish a family outreach plan.

  13. Dates to Remember! • Monday October 13, 2014 • Families submit SATP applications to principals • Tuesday October 21, 2014 • Principals submit SATP 2014-2015 Committee Members to Sylvia B. Bryant • Tuesday October 28, 2014 • District-Wide SATP training session 6:30 pm – 8:30 pm • Thursday November 20, 2014 • District Advisory Team for Partnerships Meeting • Co-Chairs only 7:00 pm– 8:30 pm • Tuesday May 5, 2014 • District-Wide SATP Presentations and Sharing of Best Practices

  14. Please reach out to Sylvia Bryant, District Parent Coordinator for SATP Support. or 973-509-4028

  15. What New at MHS • Introduction of Interactive Whiteboards in classrooms • Increased student access to technology • 600 Google Chromebooks available on mobile lab carts • Updated and redesigned Mac and PC labs • All teachers receive Macbook Air laptop computers • Updated Cafeteria/Student Center, complete with new furniture and electronics charging stations • Redesigned MHS Website • Bring Your Own Device Environment

  16. Common Benchmarks • Developed by Teachers (by Course) • Minimum of 3 Benchmarks • 1 Midterm Exam (end of January) • 1 Final Exam (June) • 1 Other Benchmark by January • Inform, monitor & Adjust Instruction • Re-teach, Implement Supports

  17. Scheduling Process: Elements • Course and Program offerings at MHS • Work to make schedules for all students • Master Scheduler: Hiring of the new Guidance Director • Recognition of large and small class size • 8 period day, 7 slots for courses, lunch • Some students are taking 8 classes, 0 period (SLCs), grad. requirement, 3 periods, lose elective Note: Class size issue is no different than any other year

  18. Scheduling Process: Conflicts • Human Error – Inability to identify areas where core classes should be scheduled -entering more than 7 courses • Familiarity with New System (Skyward) • Course change requests after master is completed

  19. Scheduling Process: Impacts • Open Enrollment • Priorities: SLC, Special Education, Common Planning, Teacher Contract, Singletons • Number of Courses: more choice means more moving pieces (Electives, patterns) • Academic Semester Courses • Specialized Courses • Physical Space: Adequate number of rooms

  20. Scheduling Process: Next Steps • Preparing for scheduling conference • Earlier scheduling timeline • Deadlines for overrides, schedule change requests (June and July) • Individual meetings to discuss 4 year plans with all grades • December: presentation of timeline • Counselor support/training