school administrative unit no. 12 office of the ... · 3.1 trident group presentation - scott...

AGENDA

SCHOOL ADMINISTRATIVE UNIT NO. 12

Office of the Superintendent of Schools

Londonderry, New Hampshire 03053

The meeting of the Londonderry School Board will be held on Tuesday, November 12, 2019 at 7:00PM

at the Londonderry Town Office, Moose Hill Conference Room, 268B Mammoth Road, Londonderry, NH.

7:00 PM 1. Call To Order

2. Pledge of Allegiance

7:05 PM 3. Questions, Announcements and Presentations

3.1 Trident Group Presentation - Scott Laliberte and Joe Reilly

7:30 PM 4. Consent Agenda

4.1 Retirement(s):

Donna Prokos Speech/Language Therapist Moose Hill

4.2 Resignation(s):

Robert Garnett Custodian Moose Hill/Matthew Thornton

Jason Parker SPED Assistant South School

4.3 Minutes: October 22, 2019

4.4 Meetings:

November 26, 2019 Regular Meeting 7:00pm Town Offices

December 3, 2019 Budget Presented 7:00PM Town Offices

& Regular Meeting

December 10, 2019 Budget Workshop 7:00PM Town Offices



7:35 PM 5. Committee Reports

5.1 Student Council – Erin Batchelor

5.2 Teacher Liaison – Mary Wing Soares

5.3 School Board Liaison Reports

November 12, 2019

7:45 PM 6. Superintendent’s Report

6.1 Strategic Plan - Dan Black and Scott Laliberte

6.2 October Enrollment Report - Scott Laliberte

8:15 PM 7. Non-Public Session

Non-Public Session requested under RSA 91-A:3, Section II (b) and (c).

7.1 Leave of Absence Request

7.2 Coaching Nomination(s)

7.3 Personnel Issue

7.4 Negotiations

8. Adjournment

Memo

To: Londonderry School Board

From: Scott Laliberte

Date: November 7, 2019

Re: Introduction of the Trident Group

As the Board is aware, the Facilities Study Committee has been working on recommendations for

the Moose Hill School. The recommendations from that process will be the subject of a more

substantive presentation at the November 26th School Board Meeting, but there is one matter to

which we would like to call your attention now.

One of the observations of the Committee has been the need for a more comprehensive and long-

term Facilities Master Plan, that would articulate and prioritize the many needs of the District in the

next 10 years. While the Moose Hill School project is the most immediate, there will be other

projects forthcoming that will require detailed and substantive planning going forward. In

composing such a plan, the District will need guidance and resources that extend well beyond our

existing capacity in order to formulate a plan that is both consistent with the needs of our

educational programs and responsible to the taxpayers of Londonderry.

To that end, I would like to introduce to you The Trident Group, a private company dedicated just

this sort of planning. The group has a long and substantive history of assisting a wide variety of

both public and private organizations with complex building projects with the planning,

development, and execution of these projects. I have attached a prospectus outlining their

impressive credentials. It is my proposal that the District retain The Trident Group to consult on the

development of a 10 Year Master Plan for school building projects, beginning with a solution to our

space needs at the Moose Hill School.

The Trident Group comes highly recommended both by members of our Facilities Study Committee

who work in that field, and by colleagues of mine who lead other school districts in the area and

have employed their services. The total cost for their services through April of 2020 will be

$19,000, which can be paid for through existing District funds reallocated from different projects. It

is my belief, and that of the Facilities Study Committee as a whole, that retaining this firm to

consult on this project will realize a considerable savings to the taxpayers far in excess of that

amount going forward.

I ask for the Board’s consensus and support in retaining the Trident Group in the formulation of this

10 Year Master Plan, and in the development of a solution to the Moose Hill School space needs.

Londonderry School District

Superintendent of Schools

“Giving Wings to Children’s Dreams”

PROJECT ADVANTAGE GROUP

DEVELOPMENT PROJECT CONSTRUCTION MANAGEMENT MANAGEMENT MANAGEMENT

As more public, private education, institutional, state / municipal, college / school authorities, non/not-for-profit, charter schools and entities move towards effectively streamlining their project delivery methods, many such entities are choosing to engage experienced Owner’s Project Manager firms as Owner’s Advisors / Representatives in order to provide counsel on or completely direct the myriad of tasks of their facilities improvements or construction project undertaking.

“Trident has been a wonderful partner to the school district through the planning and preparation stages and throughout the completion phases. I cannot commend the company highly enough for keeping the district's interests first and foremost and ensuring that others understood that attention would be paid to every detail.”

Dr. Michael Delahanty, Superintendent, SAU 57

Knowledgeable clients are choosing to engage

Trident’s PROJECT ADVANTAGE GROUP.

“Without question, the services that Trident provided played a significant role in this project going as well as it did. The professionalism and personal attention makes the difference between success and failure.”

Dr. Henry LeBranche, Superintendent (retired), SAU 21

Your PROJECT ADVANTAGE.



“It is without hesitation that I support the concept of an Owner’s Project Management firm assisting with a building project to ensure that the highest quality of workmanship is maintained and delivered to the community.”

Kathleen A. Murphy, Superintendent of Schools, SAU 90

Executive Overview

Firmly believing that an Owner’s Project Manager/Owner’s Representation engagement must be more than simply a typical technical consultant application or on-site Clerk-of-the-Works services, Trident’s PROJECT ADVANTAGE GROUP assembles client driven and project specific senior level staff with a proven project delivery model geared towards that of a trusted program, business and process advisor to our clients. We are Owner’s Project Advisors / Representatives and our primary purpose is ensuring the opportunity to provide our clients with a distinctly tangible project delivery advantage by providing an array of OPM professional services for oversight, assistance and advice in needs assessment, land/building acquisition, due diligence, financial instrument procurement, entitlements, development, design, construction, and total project administrative services, targeted at managing the outcome from concept to completion.

This includes a tailored selection of services, such as:

▪ MSBA Required – MCPPO Certified Owner’s Project Manager Services Provider

▪ Initial assessment of existing facilities and future facilities needs/site selection

▪ Master planning, program management, and scheduling

▪ Lender due diligence, project feasibility review, project inspections, document processing, balance to complete reporting, and close-out requirements

▪ Project Team organizational structure recommendations

▪ Full project permitting determination with application management and support

▪ Managing support of capital expenditures and cashflow

▪ Available project delivery method options and project specific recommendations

▪ Project design professionals, specialty consultants, and cm/builder procurement management with contract options, review, and negotiations assistance

▪ Project controls, risk avoidance/management, and reporting recommendations

▪ Review and management of project generated documents, reports and filings, including bid tabs, subcontractor/vendor recommendations, applications for payments, lien waivers, certificates of insurance, claims

▪ FF&E management oversight

▪ Project commissioning options and implementation management

▪ Project closeout, records requirements/retention, and warranty period assistance.

By the up-front engagement of Owner’s Project Manager services of Trident’s PROJECT ADVANTAGE GROUP, time constrained presidents, Superintendents, Principals, Boards, Committees and their staffs will avail themselves to the opportunity to best serve their stakeholders in their needs assessment or construction project undertaking to cost effectively serve their constituent’s needs. Please contact Gino J. Baroni (ext. 20) at (603) 898-6110 for further discussion relating to your successful project oversight, completion, and bottom line results.



“As Superintendent, I found the Trident team to be professional, saw them hold high standards for themselves, and frequently observed in them the values the community of Hampton was looking for in consultants. . . . the District has seen cost savings as well as high quality of work that has resulted in a project ready for community support.”

Kathleen A. Murphy, Superintendent of Schools, SAU 90

♦ Principals and Senior Staff

♦ Selected Curriculum Vitae/Resumes

♦ Selected Project Experience - Owner’s Project Manager Services

- Construction Management/General Contracting



Principals and Senior Staff

Trident’s Project Advantage Group principals and senior staff are seasoned professionals with postgraduate degrees. All have extensive experience and are members of professional associations and community / civic services organizations.

Gino J. Baroni

▪ MASSACHUSETTS INSTITUTE OF TECHNOLOGY - SMCE ▪ MERRIMACK COLLEGE – BSCE ▪ PRESIDENTIAL SCHOLAR ▪ MU CHI EPSILON Engineering Honor Fraternity ▪ WORCESTER POLYTECHNIC INSTITUTE ▪ HARVARD UNIVERSITY GRADUATE SCHOOL OF DESIGN ▪ UNIVERSITY OF NEW HAMPSHIRE Leadership & Management Program

Joseph J. Reilly

▪ WENTWORTH INSTITUTE OF TECHNOLOGY – BS BUILDING CONSTRUCTION TECHNOLOGY

▪ HARVARD UNIVERSITY GRADUATE SCHOOL OF DESIGN

Paul A. Grillo

▪ BATES COLLEGE - BA Economics, BA English ▪ RUTGERS UNIVERSITY - MBA

David M. Mermelstein

▪ BOSTON ARCHITECTURAL CENTER - Candidate for Bachelor of Architecture

▪ WENTWORTH INSTITUTE OF TECHNOLOGY - Associate of Science, Architectural Technology; Certificate, Architectural Drafting

Marc Lehoullier

▪ SAINT MICHAEL’S COLLEGE - B.A. Political Science Cum Laude

▪ Woodrow Wilson Scholar Candidate

Caitlin Horan, A.I.A.

▪ WENTWORTH INSTITUTE OF TECHNOLOGY – Master of Architecture; B.A. Architecture

Sarah Chenault

▪ KENNESAW STATE UNIVERSITY – B.A. Organizational Communications



STAFF PROFESSIONAL AFFILIATION and

PROFESSIONAL/COMMUNITY/CIVIC ORGANIZATIONS

▪ American Institute of Certified Public Accountants

▪ American Society of Civil Engineers

▪ ASHE Infection Control Certification

▪ Boston Society of Architects

▪ Boston Society of Architects Healthcare Facilities Committee (2008-present)

▪ Boys & Girls Club of Salem, NH, Building Committee

▪ Central Catholic High School, Lawrence, MA – Trustee & Committees

▪ Enterprise Bank & Trust Company, Director

▪ Lawrence General Hospital, Trustee Emeritus & Current Committees

▪ Licensed Construction Supervisor, Commonwealth of MA

▪ Licensed Professional Engineer, Italy

▪ MCPPO Certification for School Projects Owner's Project Managers

▪ MCPPO Certification for Construction Management at Risk

▪ Massachusetts Registered AIA Professional

▪ Merrimack College, North Andover, MA – Committees

▪ National Building Museum, Washington, DC

▪ National Society of Professional Engineers

▪ New Hampshire Business & Industry Association

▪ New Hampshire Society of Certified Public Accountants

▪ OSHA 10 Hour Certification

▪ Professional Engineer Association, Italy

▪ Project Management Institute

▪ U.S. Army Corps of Engineers Certified, Construction Quality Management for

Contractors

▪ U.S. Green Building Council



Gino J. Baroni – Owner and Managing Principal Curriculum Vitae

With approximately 38 years of project management and development services experience, Gino Baroni is the Owner and Managing Principal of Trident PROJECT ADVANTAGE GROUP. Mr. Baroni is responsible for client development, satisfaction, advocacy; assisting the Group’s Principals, Project Executives, and Senior Staff in (i) selecting potential project specific team members by participating in initial searches, reviews, recommendations for client assessments, and contract negotiations and administration oversight; (ii) managing and directing the Group’s respective staffing and project resource requirements; (iii) providing internal company risk management assessments and practices; and (iv) administering policies and procedures development and implementation. Mr. Baroni is skilled in site analysis and selection, construction management, scope/budget development, legal/contract review and negotiations, and building code and permitting processes.

Selected projects of Mr. Baroni’s involvement include Central Catholic High School projects, Lawrence, MA; LFDCS Charter School projects, Lawrence, MA; Methuen High School Renovation & Expansion, Methuen, MA; Hampton Falls LAS Renovation & Expansion, Hampton Falls, NH; Salem High School Renovation & Expansion, Salem, NH; Salem K-8 Facilities Assessment and Improvements, Salem, NH; Windham District Facilities Planning and Improvements, Windham, NH; Pelham School District Facilities Assessment and Planning, Pelham, NH; the Ray and Maria Stata Center at MIT in Cambridge, MA; Harvard University Executive Education Housing, Boston, MA; Kingsbury Hall Engineering and Science Facility at UNH, Durham, NH; Merrimack College Townhouse Residence and Ice Rink and Sports Medicine Expansion projects, New Athletic District Fields and Track Projects, North Andover, MA.

ACADEMIC QUALIFICATIONS, Professional Affiliations, and Civic Involvement:

▪ MASSACHUSETTS INSTITUTE OF TECHNOLOGY - SMCE

▪ MERRIMACK COLLEGE – BSCE

▪ PRESIDENTIAL SCHOLAR

▪ MU CHI EPSILON Engineering Honor Fraternity

▪ WORCESTER POLYTECHNIC INSTITUTE

▪ HARVARD UNIVERSITY GRADUATE SCHOOL OF DESIGN

▪ UNIVERSITY OF NEW HAMPSHIRE Leadership & Management Program

▪ American Society of Civil Engineers

▪ Boys & Girls Club of Salem, NH, Building Committee

▪ Central Catholic High School, Lawrence, MA, Chair of the Board ▪ Building and Grounds Committee, Chair

▪ Enterprise Bank and Trust Company, Director and Committees

▪ Lawrence General Hospital, Lawrence, MA, Director Emeritus ▪ Facilities and Grounds Committee, Member and Past Chair

▪ Licensed Construction Supervisor, MA

▪ MA CPPO Certification for School Projects Owner's Project Managers

▪ Massachusetts Aging Services Association

▪ Merrimack College, North Andover, MA, Various Committees

▪ National Society of Professional Engineers




Joseph J. Reilly – C.O.O., Project Executive Curriculum Vitae

Working in the construction industry for 34 years, Joseph Reilly has a broad range of experience in areas of owner’s project management, construction management and direct general contracting. Work experience highlights focus upon aviation, educational, healthcare, office, residential, cultural and government projects. He has been involved with numerous very successful and high-profile projects, most recently including Northeastern University’s $205 Million award winning Interdisciplinary Science and Engineering Complex (ISEC); Delta Air Lines award winning $380 Million, Terminal “A”; Steward Health Care’s $100 Million Five-Site Initiative; Bridgewater State University’s $62 Million award winning Weygand Residence Hall as well as numerous other unique, challenging and successful projects. These and other projects have demonstrated his mastery of project operations, financial and schedule management, team building and the requirements for successfully completing projects within and adjacent to continually-occupied facilities on constrained sites, along with many requiring strict security requirements.

Much of his career success as a Project Director / Manager is the result of careful pre-construction coordination and planning with the owner, architect, and end-user groups plus active monitoring and oversight of material procurement, deliveries, and project schedule. Joe’s continued leadership growth is the result of his belief in the team approach involving all parties to shape the outcome so that it meets the clients stated targets and goals. He has established an exceptional reputation and rapport among owners, architects, builders, and facilities management firms throughout the industry. ACADEMIC QUALIFICATIONS and Professional Affiliations:

▪ WENTWORTH INSTITUTE OF TECHNOLOGY - BS BUILDING CONSTRUCTION TECHNOLOGY

▪ HARVARD UNIVERSITY GRADUATE SCHOOL OF DESIGN ▪ Building Envelope Design Fundamentals

▪ U.S. Army Corps of Engineers ▪ Certified, Construction Quality Management for Contractors

▪ Massachusetts Certified Public Purchasing Official Program (MCPPO) ▪ Construction Management at Risk (CM-R 149a) ▪ Certification for School Project Designers & Owner’s Project

Managers

▪ Boston Society of Architects Healthcare Facilities Committee (2008-present)

▪ ASHE Infection Control Certification




Paul A. Grillo – Project Executive Curriculum Vitae

Paul A. Grillo, CPA has in excess of 38 years of development, development management, financial analysis, and capital acquisition experience. Mr. Grillo is a Co-Founder of Trident Properties, LLC and is a senior executive in Trident’s PROJECT ADVANTAGE GROUP. In his role as a Co-Founder of Trident Properties, LLC, Mr. Grillo is responsible for identifying potential real estate opportunities; identifying trends of next generation development needs; development management oversight; expertise in financial planning, pro-forma analysis and summation; expanding relationships with public financial institutions and private capital sources; coordination with boards, committees and authorities regarding potential and on-going projects. In the development field, Mr. Grillo has entitled a myriad of projects ranging from major hospitality facilities, large condominium projects, and commercial office parks. Most recently, Mr. Grillo completed the Master Plan for the development of a 400-acre parcel on the Hudson River in upstate New York, creating a mixed use PUD including an 18-hole golf course, a boutique hotel and 350 dwelling units. Additionally, Mr. Grillo has been the lead Development Manger on two signature projects in West Palm Beach, Florida – The Palm D’Or and The Modern. The latter required extensive efforts in several parcel acquisitions and consolidation, initial site financing, and site plan and project development regarding the development concept/design encompassing the demolition of the current 30 story, 188,000 sq. ft., 279 foot structure and the construction of a 300 foot, 21 story, 84 unit, 542,963 sq. ft. structure. The development submission received complete final approval by the City Commission of West Palm Beach in 2009. Mr. Grillo brings his past experiences and excellent current working knowledge in project financing, development, permitting, and accounting control to the clients of Trident’s PROJECT ADVANTAGE GROUP.


▪ BATES COLLEGE - BA Economics, BA English ▪ RUTGERS UNIVERSITY - MBA ▪ American Institute of Certified Public Accountants ▪ New Hampshire Society of Certified Public Accountants



David M. Mermelstein – Senior Project Manager Curriculum Vitae

David M. Mermelstein serves as a Senior Project Manager of Trident’s PROJECT ADVANTAGE GROUP which provides a full array of Owner’s Representation and Project Management services from which a client can select for its specific needs and requirements. The PROJECT ADVANTAGE GROUP is focused on providing development, design, construction, and financial instrument procurement and administration services, from concept to completion, to private, institutional, governmental, and international clients. Mr. Mermelstein has over twenty years of leadership experience in Design and Construction of residential, hospitality, continuing care, retail and other sector products. His attention to design detail and associated efficient end-use functionality, extensive efforts in Owner satisfaction, and overall goal for a successful project for all participants has earned him the respect of Owners, Architects, Builders and End Users alike.


▪ BOSTON ARCHITECTURAL CENTER Candidate for Bachelor of Architecture

▪ WENTWORTH INSTITUTE OF TECHNOLOGY Associate of Science, Architectural Technology

Certificate, Architectural Drafting ▪ Boston Society of Architects ▪ Builders Association of Greater Boston ▪ Licensed Construction Supervisor, MA ▪ North Andover Historic Commission, North Andover, MA ▪ OSHA – 10 Hour Certification



Marc Lehoullier – Senior Project Manager Curriculum Vitae

Marc Lehoullier serves as a Senior Project Manager of Trident’s PROJECT ADVANTAGE GROUP which provides a full array of Owner’s Representation and Project Management services from which a client can select for its specific needs and requirements. The PROJECT ADVANTAGE GROUP is focused on providing development, design, construction, and financial instrument procurement and administration services, from concept to completion, to private, institutional, governmental, and international clients. Mr. Lehoullier has over thirty years of leadership experience in Design and Construction, having progressed from field supervision, to project manager and to senior project manager. During the past decade Mr. Lehoullier has provided successful assistance to Owners, developers, financial institutions, and construction firms. His responsibilities have included preconstruction services, construction project analysis, construction project management, value engineering, and budgeting, estimating, scheduling, and contract negotiations.


▪ SAINT MICHAEL’S COLLEGE B.A. Political Science Cum Laude Woodrow Wilson Scholar Candidate

▪ US Green Building Council ▪ Boston Society of Architects ▪ Building Enclosure Committee, BSA ▪ NH Business & Industry Association ▪ Commonwealth of Massachusetts Unrestricted Supervisors License ▪ Project Management Institute



Caitlin Horan, A.I.A. – Project Manager Curriculum Vitae

Caitlin Horan serves as an Assistant Project Manager of Trident’s PROJECT ADVANTAGE GROUP which provides a full array of Owner’s Representation and Project Management services from which a client can select for its specific needs and requirements. The PROJECT ADVANTAGE GROUP is focused on providing development, design, construction, and financial instrument procurement and administration services, from concept to completion, to private, institutional, governmental, and international clients.

Ms. Horan has over five years of leadership experience in Design and Construction. Prior to joining Trident in 2009, she worked as a Project Manager at GSD Associates Architects in North Andover, MA.

During this time, Ms. Horan’s clientele included developers, schools and various non-profit organizations with responsibilities including preconstruction services, design services from project conception thru construction administration and closeout and presentation of projects to City boards for approval and directed project meetings with Owners and construction teams.

ACADEMIC QUALIFICATIONS and Professional Affiliations:

▪ WENTWORTH INSTITUTE OF TECHNOLOGY Master of Architecture (M.Arch) B.A. Architecture

▪ MA Registered AIA Professional

▪ Boston Society of Architects



Sarah Chenault – Project Manager Curriculum Vitae

Sarah Chenault serves as a Project Manager of Trident PROJECT ADVANTAGE GROUP which provides a full array of Owner’s Representation and Project Management services from which a client can select for its specific needs and requirements. The Trident PROJECT ADVANTAGE GROUP is focused on providing development, design, construction, tenant improvement work, and financial instrument procurement and administration services to private, institutional, governmental, and international clients. Ms. Chenault has over sixteen (16) years of experience in Commercial Real Estate. Since 2010, she has been involved in the management of commercial assets in the Boston Area. Her experience managing a multitude of projects of all sizes, as a Property Manager, allows her a unique perspective and the ability to focus and complete multiple tasks at hand. Prior to joining Trident in 2019, she worked as a Property Manager for Nordblom Company in Burlington, MA. During this time, Ms. Chenault’s responsibilities included daily operations, tenant relations, annual budgeting, facilities management, capital improvements and project management. Her portfolio consisted of both office and retail assets in the Suburban Boston market. Ms. Chenault is currently responsible for providing Owner’s Representative Services on the 120 acre Tuscan Village Project, Salem, NH. ACADEMIC QUALIFICATIONS and Professional Affiliations

▪ KENNESAW STATE UNIVERSITY



Trident PROJECT ADVANTAGE GROUP’s team have a full array of experience in providing services from program development and implementation of long term capital improvement plans to actual construction oversight of some of the most complicated and time constrained construction projects in New England, and beyond. Many projects have won national awards given by professional associations, user groups, and peer organizations. In addition to the representative Owner’s Project Manager services projects listed below, a detailed list follows for a view of the breadth of Trident PROJECT

ADVANTAGE GROUP’s senior staff project experiences.

Selected Project Experience (Note project values are not present day values) Owner’s Project Manager Services

▪ 25-27 Pelham Road Office Building, Salem, NH ($8 million)

▪ Andover/ North Andover YMCA, Renovation and Expansion Project,

Andover, MA ($20 million)

▪ American Airlines, TWA Conversion Project, East Coast Airport

Facilities Locations ($5.9 million)

▪ Bank America Pavilion Expansion/Upgrade, Boston, MA ($9.5 million)

▪ Blessed Stephen Bellesine O.S.A. Academy, Lawrence, MA ($800,000)

▪ Boys & Girls Club, Lawrence, MA ($8.5 million)

▪ Boys & Girls Club, Salem, NH ($3.2 million)

▪ Brown Street Rehabilitation Facility Phase I, Haverhill MA ($7 million)

▪ Brown Street Rehabilitation Facility Phase II, Haverhill MA ($8.5 million)

▪ Building One Residential Project, Fitchburg, MA ($12.5 million)

▪ Central Catholic High School, Lawrence, MA

▪ Academic Facilities Improvements ($12.5 million)

▪ Auburn Street Athletic Field Project ($2.5 million)

▪ Marion Avenue and Athletic Facilities Improvements ($2 million)

▪ Howe Street Athletic Fields Complex Study, Methuen, MA

▪ Veteran’s Memorial Gym Upgrade ($1.5 million)

▪ East Wing Roofing Project ($450,000)

▪ Raider Café Renovations ($200,000)

▪ Innovation and Wellness Wing Addition Study

▪ Cherry Hill Village, Derry, NH ($22 million)

▪ Clough WFH Project, Salem, NH Phase 1 ($6.1 million)

▪ Corrico Headquarters Expansion, Salem, NH ($2.2 million)

▪ Edgewood Continuum of Care Facilities, N Andover, MA ($18 million)

▪ Edgewood Dementia Care Facilities, N Andover, MA ($20 million)

▪ Edgewood Independent Living Facility, Londonderry, NH ($120 million)

▪ Fidelity House – Facility Homes Expansion Program, Multiple Sites

▪ Glenridge Senior Housing, Salem, NH ($5.5 million)

▪ Greek Embassy, Washington, DC ($12 million)

▪ Hampstead Middle School Renovation and Addition Project

Hampstead, NH ($6.5 million)

▪ Hampton Academy School Renovation and Addition Project

Hampton, NH ($20 million)



Selected OPM Project Experience (continued)

▪ Hanover Street Chophouse Restaurant, Manchester, NH ($2.4 million)

▪ Lincoln Akerman School Renovation and Expansion Project, North

Hampton, NH ($6 million)

▪ Kellingrove Estate, Salem, NH ($13 million)

▪ LFDEFI Charter School Phases I & II, ($6.5 million), Phase III,

Lawrence, MA ($125,000), and Phase IV, Lawrence, MA ($T.B.D.)

▪ Live Nation Theater/Pavilion Improvements, Boston, MA ($2 million)

▪ Marriott Fairfield Inn & Suites, Northampton, MA ($12 million)

▪ Merrimack College, North Andover, MA

▪ Ice Rink & Sports Medicine Facility ($12.5 million)

▪ 300-Bed Residence Project ($18.0 million)

▪ 350 Bed and Commons Building Project ($24.5 million)

▪ McQuade Library Building Capital Needs Assessment Study

▪ Off-Campus Sewer Extension Project ($500,000)

▪ Arcidi Welcome Center Building

▪ Nursing School Building

▪ Squash Busters/Athletic Center Building

▪ 500-Bed Residence Project

▪ Athletic District Fields and Track ($9.0 million)

▪ Various projects – performing arts center, multiple residence halls,

student center, site improvements, and other ($45 million

▪ Methuen Arlington Neighborhood, Inc., Methuen, MA ($500,000)

▪ Methuen Central School Repositioning, Methuen, MA ($2.0 million)

▪ Methuen High School Renovation and Expansion, Methuen, MA ($99

million)

▪ Methuen High School Stadium Clubhouse, Methuen, MA ($1,975,000)

▪ Methuen High School Athletic Fields, Methuen, MA ($2,640,000)

▪ Methuen Quinn Municipal Building Envelope Improvements, Methuen,

MA ($650,000)

▪ New Concept Entertainment Parks, National (Confidential)

▪ New Fire Station, Pelham, NH ($4 million)

▪ Northfield Mount Hermon School, Mount Hermon, MA, Phase I and

Phase II Campus Studies

▪ Palm D’Or Condominiums, West Palm Beach, FL ($135 million)

▪ Pelham NH School Administrative Unit

▪ Pelham Kindergarten Addition Studies, Pelham, NH

▪ Pelham High School Renovation/Addition vs. New Construction

Study

▪ Pelham High School Renovation/Addition, Pelham, NH ($22.5

million)

▪ Pelham Pre-K and Kindergarten, Pelham, NH ($4 million)

▪ Pelham Modular Library, Pelham, NH ($400,000)

▪ Pelham Memorial School, Pelham, NH ($35 million)



▪ Plaistow Safety Complex, Plaistow, NH ($8.9 million)

▪ Revolutionary Ridge, Lloyd, NY ($100 million)

▪ Rivier University Science Building, Nashua, NH ($18 million)

▪ Salem Animal Rescue League, Salem, NH ($2.9 million)

▪ Salemhaven Renovations, Salem, NH ($2.7 million)

▪ Salemhaven Rehabilitation Center Renovation, Salem, NH ($1 million)

▪ Salem NH School Administrative District

▪ High School Renovation and Expansion Studies, Salem, NH

▪ Salem High School Renovation/Expansion, Salem, NH ($75 million)

▪ Salem High School Athletic Fields Study, Salem, NH

▪ Salem K-8 Facilities Assessment & Improvements Study, Salem, NH

▪ Salem K-6 Facilities Assessment and Improvements, Salem, NH,

Phase 1: Barron, Lancaster, and North Salem Schools ($22 million)

▪ Salem K-6 Facilities Assessment and Improvements, Salem, NH,

Phase 2: Fisk, Soule, and Haigh Schools ($17 million)

▪ Salem Woodbury Middle School Pre-Bond Effort ($49 million)

▪ Salem Woodbury Junior HS Assessment & Improvements, Salem, NH

▪ Silverthorne Adult Day Care Center, Salem, NH ($500,000)

▪ Simmons Mill, North Attleboro, MA ($14 million)

▪ The Falls Residence, McLean VA, ($60 million)

▪ The Maples, Haverhill, MA ($20 million)

▪ The Modern, West Palm Beach, FL ($145 million)

▪ The Willows at Appleton Square, Methuen, MA ($14 million)

▪ The Villages at Edgewood, N Andover, MA ($23.8 million)

▪ The Wood Worsted Mill Redevelopment, Lawrence, MA ($200 million)

▪ Tufts University CoHo Residential I, Medford, MA

▪ Tufts University CoHo Residential II, Sommerville, MA

▪ Tuscan Village Development, Salem, NH ($1.2 Billion)

▪ VNA Hospice Facility, Haverhill, MA ($6.5 million)

▪ VNA Hospice Facility Phase II, Haverhill, MA ($3.1 million)

▪ Whittier Health Care

▪ Hannah Duston, Haverhill, MA ($4.5 million)

▪ Port Healthcare Center, Newburyport, MA ($14.1 million)

▪ Windham Kindergarten Addition, Windham, NH ($2.6 million)

▪ Windham Middle School Modular Concept Study, Windham, NH

▪ Windham Middle School Building Options Study, Windham, NH

▪ Windham Junior High School Study, Windham, NH ($22.9 Million)



Selected Project Experience Construction Management/General Contracting

EDUCATION

▪ Cornell University Johnson School of Management, Ithaca, NY

($29 million)

▪ Duke University Center for Interdisciplinary Engineering and Medical

Applied Science Building, Durham, NC ($95 million)

▪ Duke University Divinity School, Durham, NC ($15 million)

▪ Duke University West Edens Link Dormitory, Durham, NC

($32 million)

▪ Harvard Business School Aldrich Hall, Boston, MA ($20 million)

▪ Harvard Business School Baker Library, Boston, MA

($55 million)

▪ Harvard University Rosovsky Hall, Cambridge, MA ($5 million)

▪ Harvard University Thayer Hall, Cambridge, MA ($8 million)

▪ Harvard University Underground Research Facility, Cambridge, MA ($55

million)

▪ Harvard University Weld Hall, Cambridge, MA ($4 million)

▪ MIT Buildings 16 & 56, Cambridge, MA ($51 million)

▪ MIT Ray and Maria Stata Center, Cambridge, MA ($200 million)

▪ University of Massachusetts Aaron Lazare Medical Research

Building, Worcester, MA ($110 million)

▪ University of New Hampshire Kingsbury Hall, Durham, NH

($50 million)

COMMERCIAL – Buildings

▪ 1615 L Street Office Building, Washington, DC ($35 million)

▪ 75 State Street Office Tower and Garage, Boston, MA ($90 million)

▪ Corus Bank Headquarters & Offices, Chicago, IL ($11 million)

▪ ICI/Stahl USA, Peabody, MA ($2 million)

▪ One Exeter Place, Boston, MA ($20 million)

▪ One Lincoln Street Office Tower and Garage, Boston, MA

($350 million)

▪ One Post Office Square Office Tower and Garage, Boston, MA

($50 million)

▪ Putnam Investments, Andover Campus, Andover, MA

($40 million)

▪ Putnam Investments, Norwood Campus, Norwood, MA

($50 million)

▪ Rowes Wharf Complex and Garage, Boston, MA ($127 million)

▪ Tech. Square Office Complex / Garage, Cambridge, MA ($100 million)

▪ Wayland Business Center, Wayland, MA ($16 million)

▪ Wellesley Office Park – Building 7, Wellesley, MA ($5 million)



COMMERCIAL – Tenant Interiors Work

▪ 100 Federal Street Lobby & Plaza, Boston, MA ($8 million)

▪ Akamai Technologies, Cambridge, MA

▪ Andersen Consulting, Wellesley, MA

▪ AT&T Offices, The Devonshire, Boston, MA ($6 million)

▪ BankBoston Retail Banking Center, Boston, MA ($3.5 million)

▪ Cabot Corporation, Boston, MA

▪ Donaldson Lufkin Jenrette, Boston, MA

▪ Ernst & Young, LLP, Cambridge, MA

▪ Essential Therapeutics, Waltham, MA

▪ FBI Regional Headquarters, Boston, MA

▪ Fiduciary Trust Company, Boston, MA ($600 thousand)

▪ FleetBank Executive Headquarters, Boston, MA ($1.8 million)

▪ Foley, Hoag & Eliot, Boston, MA

▪ Forrester Research, Inc., Cambridge, MA

▪ Goodwin Proctor, LLC, Boston, MA

▪ Keystone Realty Advisors, Boston, MA

▪ Lane Altman Owens, Boston, MA

▪ Little Brown and Company, Boston, MA

▪ Midway Business Center (multiple tenants), Chicago, IL

($20 million)

▪ One Exeter Place, Tenant Interiors, Boston, MA ($6 million)

▪ One Post Office Square, Tenant Interiors, Boston, MA

($20 million)

▪ Putnam Investments, One Post Office Square, Boston, MA

($21 million)

▪ Putnam Investments:

▪ A-V/Teleconference Center, Boston, MA

▪ 1920’s Mansion Renovation, Norwood, MA

▪ Operations Facility, Boston, MA

▪ Broadcast Studio, Boston, MA

▪ One Post Office Square Offices, Boston, MA

▪ Ten Post Office Square Offices, Boston, MA

▪ State Street Research and Management Corp., Boston, MA

($13 million)

▪ Stone & Webster Engineering, Executive Suite, Boston, MA

▪ Sullivan and Worcester, Boston, MA

▪ U.S. Post Office (multiple sites), Chicago, IL ($3 million)

▪ Wellington Management, Boston, MA



PUBLIC SPACE FACILITIES

▪ Arlington Heights Memorial Library, Arlington Heights, IL

▪ Armed Forces Reserve Center, Manchester, NH ($16 million)

▪ Bank of America Pavilion, Boston, MA ($2.5 million)

▪ Boys and Girls Club of Boston, Charlestown, MA

▪ Courthouse for the Trial Court of the Commonwealth, Brockton, MA

▪ Elmhurst Art Museum, Elmhurst, IL

▪ FleetBoston Pavilion, Boston, MA ($6.5 million)

▪ Gillette Stadium, Foxboro, MA ($325 million)

▪ Hard Rock Café, Chicago, IL ($3.1 million)

▪ Highlands Ski Area, Northfield, NH ($6 million)

▪ Italian Embassy, Washington, DC ($30 million)

▪ Jamaica Plain Center, Jamaica Plain, MA ($9 million)

▪ Marshall’s Boylston Street Location, Boston, MA ($2.1 million)

▪ N.E. Aquarium West Wing Addition, Boston, MA ($14 million)

▪ New England Holocaust Memorial, Boston, MA ($2.3 million)

▪ South Station Transportation Center, Boston, MA

▪ U.S. Post Office, Atkinson, NH ($500,000)

▪ Warren Rudman Federal Courthouse, Concord, NH

($30 million)

▪ West End Boys & Girls Club of Allston, Brighton, MA

RESIDENTIAL

▪ 226 Causeway Street, Boston, MA ($45 million)

▪ Boathouse Facility & Grounds, Nahant, MA (confidential)

▪ Building #104, Charlestown Navy Yard, Boston, MA ($5 million)

▪ Harvard Business School, McArthur Hall, Boston, MA

($22.1 million)

▪ Highlands Resort Condominiums, Northfield, NH ($8 million)

▪ Highpoint Residences, Quincy, MA

▪ Luxury Single Family Residences, NH and MA

▪ Museum Towers, Cambridge, MA ($55 million)

▪ Oak Terrace, Boston, MA ($12 million)

▪ Rowes Wharf Condominiums, Boston, MA ($50 million)

▪ The Beacon Companies residential projects – construction in excess

of 3,200 units

HOTEL

▪ Boston Harbor Hotel, Boston, MA ($45 million)

▪ Doubletree Guest Suites:

▪ Boston, MA ($22 million)

▪ BWI Airport, MD ($18 million)

▪ Chicago, IL ($22 million)



HOTEL (continued) ▪ Philadelphia Airport, PA ($18 million)

▪ Plymouth Meeting, PA ($18 million)

▪ Troy, MI ($18 million)

▪ Valley Forge, PA ($15 million)

▪ Waltham, MA ($21 million)

▪ Embassy Suites Hotel at Logan Airport, East Boston, MA ($38 million)

▪ Hilton Hotel at Logan Airport, Boston, MA ($55 million)

▪ Holiday Inn:

▪ Trevose, PA ($10 million)

▪ Windsor Locks, CT ($10 million)

▪ Hotel Marlowe, Cambridge, MA ($37 million)

▪ Le Hotel Meridien, Boston, MA ($20 million)

▪ Marriott Residence Inn, Charlestown, MA ($25 million)

▪ The Inn at Harvard, Cambridge, MA ($12 million)

AVIATION

▪ American Airlines, Amelia Earhart Terminal, Logan International

Airport, Boston, MA ($3.7 million)

▪ American Airlines, Expansion and Renovation of Concourse “B”,

Logan International Airport, Boston, MA ($10 million)

▪ American Airlines, Improvements to Terminal B, Logan International

Airport, Boston, MA ($250 million)

▪ American Airlines, Logan International Airport, Boston, MA

▪ Admirals Club Lounge

▪ American Eagle/Business Express Facilities

▪ Flagship Lounge

▪ Gates 18A and 19 Conversions

▪ Delta Airlines, Redevelopment to Terminal A, Logan International

Airport, Boston, MA ($386 million)

▪ Delta Carriers Relocation, Logan International Airport, Boston, MA ($8

million)

▪ United Airlines Hangar Support Facility, Logan International Airport,

Boston, MA ($2.1 million)

▪ United Airlines, GSE Facility, Logan International Airport, Boston, MA

($5 million)

▪ United Airlines

▪ Terminal C Consolidation, Logan Airport, Boston, MA ($30 million)

▪ Ticketing/Security Upgrade, Manchester Airport, Manchester, NH

▪ US Air, Inc. Terminal B Foundation, Logan Airport, Boston, MA ($1.5

million)

▪ US Air, Inc., US Airways Club, Logan International Airport, Boston,

MA ($100,000)



HEALTH CARE

▪ Beth Israel Hospital Clinical Center, Boston, MA ($100 million)

▪ Beth Israel/Deaconess Hospital – Misc., Boston, MA

($12 million)

▪ Columbia/HCA Healthcare Corp., Portsmouth Hospital, Open Heart

Surgery Facilities, Portsmouth, NH ($4 million)

▪ Department of the Navy, RTC Medical Clinics, Chicago, IL

($12 million)

▪ GelTex Pharmaceuticals, Inc., Waltham, MA

▪ Massachusetts General Hospital – Misc., Boston, MA

($5 million)

▪ Massachusetts General Hospital, Bartlett Radiation Storage Facility,

Boston, MA ($300 thousand)

▪ Massachusetts General Hospital, Building 149 Laboratory Facility,

Boston, MA ($2.2 million)

▪ Massachusetts General Hospital, Bulfinch Building Renovation,

Boston, MA

▪ Massachusetts General Hospital, Cox Cancer Center, Boston, MA ($9

million)

▪ Shriners Burns Hospital, Boston, MA ($60 million)

▪ West Suburban Hospital, Oak Park, IL ($10 million)

1

SCHOOL ADMINISTRATIVE UNIT NO. 12

Office of the Superintendent of Schools

Londonderry, New Hampshire 03053

The meeting of the Londonderry School Board was held on Tuesday, October 22, 2019 at 7:00PM at 5

the Londonderry Town Office, Moose Hill Conference Room, 268B Mammoth Road, Londonderry,

NH. In attendance were School Board members: Ms. Ganem, Mr. Lekas, Mr. Saucier and Mr. Young.

Also in attendance were Superintendent, Mr. Laliberte, Business Administrator, Mr. Curro and School

Board Secretary, Lisa Muse.

1. Call To Order: The meeting was called to order at 7:00PM by Mr. Lekas. 10

2. Pledge of Allegiance: The Pledge of Allegiance was led by Mr. Franz.

3. Questions, Announcements and Presentations: Tony DeFrancesco, 1 Cheshire Court: He

mentioned that there has been a lot of discussion and he sits on the Facilities Study Committee regarding

planning and preparation of the future concerning development, building and land. He discussed that

much of what we own as a school district is inadequate and the development of it is cost prohibitive. He 15

suggested the Board figures out a way to have an Article to have land acquisition. He is also a realtor

and in his opinion the future is going to be decided on actions now regarding real estate. He said there is

a lot of land for sale not on the market for larger parcels. The Bluebird Storage next to Exit 5 was put on

land that was not for sale – it can happen. He suggested the Board contacts the realtor that helped with

the District Office that might work for free again. If help is needed, he is willing to help. It takes a long 20

time for the whole process and he felt the Board should begin now for what we might need in five or ten

years. A lot of the land will probably have a commercial building on it and he felt that is not negative.

While the process is in force, he thought the District could collect rent. The YMCA, church groups,

drivers ed and lots of others already use our facilities and they are tenants so we are already in the real

estate business. In regard to moving forward, he felt relationships need to be built. The District Office 25

and North school need space. The land behind the High School and Moose Hill is very expensive land

to develop due to ledge, drop off and that’s a lot of fill and money and access is an issue. It is not easy

for municipalities to buy land due to the process. There are tax incentives for sellers and land owners to

sell to a municipality to get tax credit. Land prices are not going to go down, and he doesn’t remember

land values ever going down in town. He is just here to ask the Board to plan and prepare. The Boards 30

job is to solve problems and buying land will help solve some of these problems and maybe some we

don’t know about yet.

He thought an Article needs to be put on ballot in March 2020 for land acquisition. Chad Franz,

1 Sunflower Lane and is also on the Budget Committee: He was there speaking for himself. His wife

worked for a survey company and he is familiar with how they are done. He continued with a couple 35

comments about the Kindergarten survey that went out to parents of current Kindergarten families or

they recently left Kindergarten. His wife said that if you survey people currently benefiting the answers

would be more in favor of that program. He felt there are a lot of swing voters that are on the fence and

there are a lot of questions and unknowns. Swing voters are on the fence and he felt that if we do an

accurate sample of the registered voters we would have a better sample. We have 18,877 registered 40

voters and 2724 showed up at the last election. Basically, 2700 people make the decisions in town.

He reached out to UNH survey department and asked what is the best route to approach to get the most

accurate snap shop and they said to do a sample. They could do a mailing to the 350 sample survey for

around $5000 with a direct link on it and they will handle it or they flipped the paper over and mail back

or go directly to a link. He got a quote from a non-university and their price was well under $5000. He 45

felt there are other ways to look at things to get the most accurate data.

October 22, 2019

3.1 Moment of Silence in Memory of Susan Buxton 3.2 Veteran’s Breakfast Announcement: The breakfast will be held on November 9th from

8:00 – 10:00AM in the LHS cafeteria with a parade following at 10:15.

4. Consent Agenda: Ms. Ganem made a motion to accept the Consent Agenda. Mr. Saucier

seconded the motion. The motion passed by a vote of 4-0. 5

4.1 Resignation(s): Erin Stromski SPED Assistant Matthew Thornton

4.2 Minutes: October 8, 2019

4.3 Meetings: November 12, 2019 Regular Meeting 7:00pm Town Offices

November 26, 2019 Regular Meeting 7:00pm Town Offices

5. Committee Reports 10

5.1 Student Council – Erin Batchelor: The student council is currently in the process of

preparing for our craft fair which will take place later this Fall. We will also be sending a small group of

members up to Waterville in early November so they can learn new leadership skills

5.2 Teacher Liaison – Mary Wing Soares: From the Elementary Schools: Matthew Thornton students enjoyed recess visits with the LHS Athletic Leadership students; the high 15

school athletes were awesome teaching our students about good sportsmanship and good play.

From North School teacher Cindy Bartholomew: The “End 68 Hours of Hunger” program has started up

at North School. They are currently giving out backpacks filled with enough food for the weekend. The

backpacks go home every Friday and are returned empty on Monday. Eighteen students are benefitting

from this program! The 7th grade at the middle school have all enjoyed field trips to the Audubon 20

Society this past month. Combining science, creative and language arts, the learners conduct

experiments, draw what they observe and reflect. This is a favorite of all the learners every year.

The Prism concert will be held this weekend, Saturday, October 26th at 7pm and Sunday October 27th

at 1pm and 5pm. Tickets can be purchased online and at the door.

5.3 School Board Liaison Reports: Mr. Young met at the High School for the 25

Communication meeting. There were great conversations about social media, surveys, promoting the

District and setting up for future meetings. The social media part was very interesting to find a solution

how to deal with misinformation. The C3 Committee touches on this also. Ms. Ganem thanked the

Matthew Thornton PTA and Mrs. Pichette and custodial staff who the decorated mulch. The Reflections

Committee needs help. The Theme is “Look Within” and they need a facilitator for this great program. 30

The High School PTA mention that the NEASC Committee is coming October 29th and 30th. The Floral

Workshop is being held 11/24. The next meeting for the High School PTO is 1/14 at 6:30pm. Mr.

Laliberte and Ms. Ganem will work with Seniors to share experience with students and staff. Elaine

Allen has Google form and paper version if they want to submit that way. The faculty will be able to

review when they need a speaker and they can reach out to the speakers. Mr. Saucier talked about the 35

C3 meetings in regard to math literacy at the elementary grades. The next meeting is November 20th at

6:30PM and they will be talking about Full Day Kindergarten.

6. Superintendent’s Report 6.1 Dining Services Report - Peter Curro and Amanda Venezia : For the FY19 year end,

the total period profit (loss) was -$21,082. The Board needs to remember that $52,000 was invested in 40

equipment. Five vending machines are on a lease and one was purchased outright. The vending

machine revenue is $174,731. Fund balance is $75,265. The Free and Reduced percentage for the

district is 11.08% which is almost a 1% decrease. The Middle School had an upgrade to the café with a

new serving line which lets hot food stay hot and cold food cold. They also have a new serving

procedure. The participation has increased over most of the schools. Total sales are up 16.37% over 45

October 22, 2019

last year. Uniforms are now being worn by the dining services. Emergency feeding was set up in the

gym when there was a faulty fire extinguisher. The FY20 focus is on nutrition education for all grades.

Mr. Saucier asked if she has any new equipment needs. Should would like to upgrade the MPR at the

Middle School where they are serving food. Mr. Young asked if there was another lunch period would

that be cost effective. Mrs. Venezia replied that they looked into this and it won’t work with the current 5

scheduling. The MPR has been a discussion for a number of years. He asked about the fund balance

and the -$21,000 and confirmed it did not come out of the District budget and utilized the fund balance

to take care of that. Mr. Curro said if there wasn’t adequate fund balance the law would require the

general fund to reimburse that program. He asked about the vending machine lease costs and would like

more details and an amortization on this capital investment in machines during the budget season. Mr. 10

Curro said he understood there is a discussion to put the lunch program in the general fund budget and

not charge for lunches. Debt is the driver of this. We are not recommending this.

6.2 1st Quarter Financial Report - Peter Curro: This afternoon Mr. Curro got the

preliminary set tax rate in conjunction with the Town for December, 2019. It is preliminary for two

reasons: They have the ability to appeal the rate and the Department of Revenue takes the preliminary 15

numbers and they get reviewed and the final number is actually awarded. The breakdown is as follows:

Municipal $4.56, County $.88, Local Education: $12.04, State Education $1.91 and a total of $19.39.

Most of the action is on the revenue side. The IDEA funding this year was reduced from the expected

amount. This year, the School District has carry over funds that will be used to cover the gap.

However, this drop in Federal Funding from IDEA will have an effect in the general fund operating 20

budget. Table II shows the value of all trusts and capital reserve funds for the School District as of June

30, 2019. These funds are held by the elected Trustee of Trust Funds. Mr. Young asked about State

adequacy grant and the increase of $270,000. He asked for the change to be incorporated into the chart

so they can see the change in the red bars which is what the State provides us. What we gained in State

adequacy we lost in Medicaid. Mr. Curro stated that out of district placements are going to run high. 25

6.3 Summary of Full Day Kindergarten Moose Hill Surveys - Scott Laliberte and Dan

Black: Mr. Black discussed the survey of two different groups of Moose Hill families. There were six

questions which he went over along with the results on the PowerPoint and handout. The Facilities

Study Committee will decide what changes to make to the survey for grades 1-12 parents. Mr. Young

thought it is very important to note that this sample survey were parents that had students in the Moose 30

Hill School. The report is on the website. In regard to Question 2, he can’t imagine $9 million in

construction would be enough to double the amount of students that are going for the whole day then

$750,000 in staff. He would like to know what we pay today at Moose Hill. Mr. Black mentioned that

the $9 million is just for Full Day Kindergarten without addressing the elementary needs down the road.

Ms. Ganem asked them to elaborate on the next step. Mr. Black said at the parent conferences, they will 35

take surveys there and email grades 1-12 and then report back to the Board.

7. Adjournment: Ms. Ganem made a motion to adjourn the meeting. Mr. Young seconded the

motion. The motion passed by a 4-0 vote.

The meeting was adjourned at 8:17PM. 40

Respectfully submitted,

Lisa Muse

School Board Secretary 45

Memo

To: Londonderry School Board

From: Scott Laliberte

Dan Black

Date: November 7, 2019

Re: 2019-2024 Strategic Plan

Included in the Board Packet is the updated 2019 to 2024 Strategic Plan. We will review how we

transitioned the old strategic plan to a new format, as well as refocused the goals in a few areas for the

next five years. Another update to the Strategic Plan will be including each school’s yearly goals at the

end of the document.

Londonderry School District

Superintendent of Schools

“Giving Wings to Children’s Dreams”

Londonderry School District Strategic Plan 2019 to 2024

2019

LONDONDERRY SCHOOL DISTRICT | 6A Kitty Hawk Landing, Londonderry NH 03053

2019 to 2024 Londonderry School District Strategic Plan

1

As we move through the next five years of Londonderry School District’s Strategic Plan, we made two changes to the document:

1. Since the 2017-18 School Year the District Leadership Team has been focusing on a smaller set of prioritized goals that we captured in the two pillars and the five operational goals of the 2019-2024 Strategic Plan. These seven areas encompass all the prioritized work currently underway in the district. The graphic below shows how prior goals from the Strategic Plan transitioned into the new document, as well as which goals are new to the Strategic Plan in our five-year update.


2

2. We made a format change to each sub goal (the “action), of both pillars and all five operational goals, that requires us to articulate where the responsibility lies for those sub goals, as well as the evidence we will gather on a yearly basis to determine if we met that sub goal or not. The other format change we made is to capture in table form the year, or range of years, when we intend to work on and complete each sub goal. This one format change dramatically reduced the size of the Strategic Plan by cutting down on the repetitive documents that were contained in prior versions of the Strategic Plan.


3

Pillar #1: Update and align Londonderry’s curriculum, as needed, around Competencies.

Action Responsibility Evidence 2019-20

2020-21

2021-22

2022-23

2023 - 24

P1.A Develop district wide competencies for K to 12 curricula. Entire District A clear “Portrait of a Graduate”

developed that anchors the curriculum. X

P1.B Revise and refine district wide competencies, as needed, along with other tools such as rubrics after each year of implementation.

Assistant Superintendent

Revised and refined “Portrait of a Graduate” and Competency Rubrics. X X X X

P1.C Performance Assessments and other measures are developed and implemented as a means to assess student proficiency in terms of our district wide competencies for grade bands 6 to 8, and 9 to 12.

LMS & LHS Teachers and

School Leaders

Performance Assessments created, implemented, and revised for all grade

bands and courses. X X X

P1.D Performance Assessments, and other measures are developed and implemented as a means to assess student proficiency in terms of our district wide competencies for grade bands K to 2, and 3 to 5.

LES Teachers and School

Leaders

Performance Assessments created, implemented, and revised for all grade

bands and courses. X X

P1.E Develop a product map for grades 6 to 8 that articulates how all courses, working together over a three-year period (grades 6 to 8) provide opportunities for all students to demonstrate their proficiency in each competency.

LMS Teachers and School

Leaders

A 6th to 8th grade product map that shows each courses alignment to the

district wide competencies. X X X

P1.F Develop a product map for grades 9 and 10 that articulates how all courses, working together over a two-year period (grades 9 and 10) provide opportunities for all students to demonstrate their proficiency in each competency.

LHS Teachers and School

Leaders

A 9th to 10th grade product map that shows each courses alignment to the


P1.G Develop a product map for grades 11 and 12 that articulates how all courses, working together over a two-year period (grades 11 and 12) provide opportunities for all students to demonstrate their proficiency in each competency.

LHS Teachers and School

Leaders

An 11th to 12th grade product map that shows each course’s alignment to the



4



2020-21

2021-22

2022-23

2023 - 24

P1.H Develop a product map for grades K to 2 that articulates how all courses, working together over a three-year period (grades K to 2) provide opportunities for all students to demonstrate their proficiency in each competency.

LES Teachers and LES School

Leaders

A K to 2nd grade product map that shows each grades alignment to the

district wide competencies. X

P1.I Develop a product map for grades 3 to 5 that articulates how all courses, working together over a three-year period (grades 3 to 5) provide opportunities for all students to demonstrate their proficiency in each competency.

LES Teachers and LES School

Leaders

A 3rd to 5th grade product map that shows each grades alignment to the

district wide competencies. X

P1. J Develop a K to 12 progression for each competency that maps out expectations for performance by major grade bands (K - 2, 3 - 5, 6 - 8, 9 - 12)

Entire District A K to 12 progression exists for each competency at least, ideally with an

interdisciplinary framework. X X X X

P1. K Develop rubrics to align to K to 12 progressions that can be used with common tasks to guide the assessment of competencies in general outside of common Performance Assessments.

Entire District Holistic and Scaled Rubrics aligned to each competency at the major grade

bands. X X X

P1. L Revise and update LMS grading policies as needed to align to district wide competencies as well as course and grade specific work.

LMS Teachers and Leadership

Develop grading policies aligned to district wide competencies, and revise

current grading policies as needed. X X X

P1.M Articulate how students academically and socially progress from grades 6 to 8, and eventually earn 8th grade graduation based on their performance on district wide competencies, as well as course level power standards.

LMS Teachers and Leadership,

and District Office.

Develop clear articulation of how student progress through LMS and

performance needed to graduate in 8th grade.

X X X

P1. N Articulate how students can move faster through a typical 6th to 8th grade academic and social progression to access higher level coursework while still an LMS student in any of the departments at LMS.



Develop clear articulation of how students can move through departments in a more personalized and accelerated

path while at LMS.

X X X


5



2020-21

2021-22

2022-23

2023 - 24

P1. O Articulate how students could access more learning time, outside the normal school day and year, to maintain a typical progression from 6th to 8th grade that results in a successful 8th grade graduation.



Develop more flexible time and grouping options, both within the normal school day and year, as

well as outside the school day and year, for students to access additional learning time around

district wide competencies and course level power standards.

X X

P1. P Revise and update LHS grading policies as needed to align to district wide competencies as well as course and grade specific work.

LHS Teachers and Leadership

Develop grading policies aligned to district wide competencies, and revise

current grading policies as needed. X X X

P1. Q Revise and update course level standards knowing that the implementation of district wide competencies asks for greater depth of knowledge, over breadth of standards covered.

LHS Teachers and Leadership

Updated course syllabus based on revised and updated course level

standards. X X X

P1. R Articulate how students academically and socially progress from grades 9 to 12, and eventually earn 12th grade graduation based on their performance on district wide competencies, as well as course level standards.

LHS Teachers and Leadership,


Develop clear articulation of how student progress through LHS and

performance needed to graduate in12th grade.

X X X

P1. S Articulate how students can move faster through a typical 9th to 12th grade academic and social progression to access higher level coursework while still an LHS student in any department, including both AP and Dual Enrollment Courses.



Develop clear articulation of how students can move through departments in a more personalized and accelerated

path while at LHS.

X X X

P1. T Articulate how students could access more learning time, outside the normal school day and year, to maintain a typical progression from 9th to 12th grade that results in a successful 12th grade graduation.





district wide competencies and course level standards.

X X


6



2020-21

2021-22

2022-23

2023 - 24

P1. U Articulate how students could access more learning time, outside the normal school day and year, to maintain a typical progression from K to 5th grade that results in a successful 5th grade promotion, at least in the areas of literacy and numeracy.

LES Teachers, and Leadership

and District Office



district wide competencies and course level standards.

X X X X

P1.V Update and revise K to 1st grade literacy expectations in the areas of phonemic awareness, basic phonics, vocabulary, language comprehension, spelling, and written expression.


and District Office

K to 5 progressions for phonemic awareness, phonics, spelling,

vocabulary, passage fluency, reading comprehension, and written expression.

X X X X

P1. W Based on updated curricular expectations in K and 1st grade, articulate guidance on how to use time and available instructional resources, and range of practices for all students to reach those expectations.


and District Office

Articulation of how to use flexible time approaches to meet curricular

expectations with available resources and a range of instructional practices

for K and 1st grade

X X X

P1.X Update and revise 2nd to 3rd grade literacy expectations in the areas of basic and advanced phonics, vocabulary, language comprehension, reading fluency, reading comprehension, spelling, and written expression.


and District Office


vocabulary, passage fluency, and reading comprehension, and written

expression.

X X X X

P1. Y Based on updated curricular expectations in 2nd and 3rd grade, articulate guidance on how to use time and available instructional resources, and range of practices for all students to reach those expectations.


and District Office



for 2nd and 3rd grade.

X X X

P1. Z Update and revise 4th to 5th grade literacy expectations in the areas of advanced phonics, vocabulary, language comprehension, reading fluency, reading comprehension, spelling, and written expression.


and District Office


vocabulary, passage fluency, reading comprehension, and written expression.

X X X X


7



2020-21

2021-22

2022-23

2023 - 24

P1. AA Based on updated curricular expectations in 4th and 5th grade, articulate guidance on how to use time and available instructional resources, and range of practices for all students to reach those expectations.


and District Office



for 4th and 5th grade.

X X X

P1.BB Continue the implementation of Math in Focus in grades K to 5th grade with an emphasis on more clearly articulating “Shared Beliefs and Guidelines for Elementary School Math Curriculum, Instruction, and Assessment.”

LES Teacher and Leadership.

Articulation of Grade K, 1, 2, 3, 4, 5 Math in Focus Chapter Outlines that include Anchor Activities for major

concepts, Multiple Methods and Standard Algorithms.

X X X

P1.CC Articulate the alignment and recommended use of Math in Focus Assessments related to daily classroom practices as well as grade level standards based report cards.

LES Teacher and

Leadership.

Within K, 1, 2, 3, 4, 5 Math in Focus Chapter Outlines, articulation on how

to use MIF assessments and other available assessment tools with

consistency district wide.

X X

P1.DD Articulate how grade levels can access the Singapore Math standards as an advanced focus for students, once they have mastered the Common Core State Standards expectations within their grade level.


and District Office

Develop a K to 5 Singapore Math progression that highlights the

advanced math coursework available at each grade level after mastering CCSS

math standards.

X X

P1.EE As a district, create clear writing progressions in grades 3 to 12 for argumentative, informational, and narrative writing that articulate major grade band expectations that are aligned to our district wide competencies, especially Communication.

All teaching staff and Leadership,


An articulated progression of writing skills for grades 3 to 12 specifically

aligned to argumentation, informational and narrative writing.

X X X

P1. FF In the subject areas of English Language Arts, Mathematics, Science, and Social Studies, map out the current standards emphasized K to 12 to assess district alignment and feasibility with implementation of competencies.



Curriculum Maps K to 12 by English Language Arts, Mathematics, Science,

and Social Studies. X X


8



2020-21

2021-22

2022-23

2023 - 24

P1.GG In the subject areas and departments of Art, Music, Physical Education & Health, Foreign Languages, Library Media, Business & Technology, and Family and Consumer Sciences, map out the current standards emphasized K to 12, or applicable grade levels to assess district alignment and feasibility with implementation of competencies



Curriculum Maps by applicable grades for Art, Music, Physical Education & Health, Foreign Languages, Library Media, Business & Technology, and

Family and Consumer Sciences.

X X

Professional Development Opportunities Needed and Available to Achieve this Goal: The following list highlights both online and in person opportunities that staff and district leaders can use as guidance for professional development opportunities that support the majority of the sub goals for Pillar #1.

1) Understanding by Design - Online course available as well as many in person trainings are available. a) Jay McTighe’s online collection of performance assessment websites organized for all subjects as well as by departments and grade levels. b) Upgrade your Teaching: Understanding by Design Meets Neuroscience by Jay McTighe & Judy Willis c) The Understanding by Design Guide to Creating High Quality Units by Grant Wiggins & Jay McTighe d) Essential Questions: Opening Doors to Student Understanding by Grant Wiggins & Jay McTighe

2) Quality Performance Assessment - QPA Institutes are hosted by both the Londonderry School District as well as New Hampshire Learning Initiative

a) Performance Assessment Resource Bank - Stanford’s Center for Assessment, Learning, and Equity b) New Hampshire Learning Initiative hosts many yearly events around competency based education.

3) Competency Based Education Resources and Books

a) Competency Works - An online resource and policy group that shares many case studies and research around competency-based education. b) A Handbook for Personalized Competency Based Education by Robert Marzano c) Beyond Reform: Systemic Shifts Towards Personalized Learning by Lindsay Unified School District d) Leading Modern Learning: A Blueprint for Vision Driven Schools by Jay McTighe & Greg Curtis e) On Your Mark: Challenging the Conventions of Grading & Reporting by Thomas Guskey f) Charting a Course to Standards Based Grading by Tim Westerberg

4) Language Essentials for Teachers of Reading and Spelling (LETRS) by Louisa Moats & Carol Tolman. Professional Development in LETRS will be

supported and hosted in the Londonderry School District for all K to 5 teachers in different cohorts for timeline of the current Strategic Plan, as well as interested Reading Teachers in grades 6 to 12.

a) As we pilot and explore different approaches to phonics and spelling, we will support the use of a range of programs available to teachers such as Fundations and Words Their Way.


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b) As we progress through the timeline in the Strategic Plan for Literacy in the elementary schools, we will provide a more updated range of options for professional development in the areas of vocabulary, reading comprehension, reading fluency and writing.

5) Math in Focus a) Dr. Yeap Ban Har Workshops on K to 5 Lesson Design, Reasoning and Problem Solving, 6th to 8th Grade Modeling and Visualization,

Problem Solving Approach to Middle School Mathematics, K to 5 Bar Modeling and Visualization. b) Bar Modeling Online Courses - there are many available online and in person workshops devoted to Bar Modeling in the Math in Focus

classroom.

6) Technology Training - by the start of the 2021 school year, we want to articulate professional development expectations around technology best practices in each of the major grade bands for staff, as well as detail the yearly offerings to help staff reach those expectations.

Technology Tools & Investment Needed to Achieve this Goal:

1) A consistent replacement cycle for students and staff mobile and stationary devices so that we maintain all devices for 6 years of use within the district to support any digital curriculum and instructional practices.

2) A multi-year plan to update the network infrastructure to meet the demands of more mobile devices for users as well as bandwidth associated with the digital curriculum utilized K to 12.

3) As updated curriculum documents are created, they will be housed within Londonderry School District’s Google Drive for staff. Public curriculum documents for parents and the community will be housed on the school district’s website.

4) Within the Google Suite of tools, Google Classroom is an option for staff to organize their digital curriculum documents and tools with students. 5) ASPEN will continue to be our student information system for the School District. But, over the timeline of this Strategic Plan, we are exploring other

systems that potentially can be more useful to support aligning student achievement data on both standardized tests as well as local performance assessments. We are also exploring other systems that can be more useful on the grading and reporting of competencies as well as student achievement on standards.

6) i-Ready will continue to be a cloud-based formative assessment and instructional tool for grades 1 to 8. Certain classes in grades 9 and 10 can also access i-Ready if it is a useful tool. If more instructional time becomes an option, we can explore using i-Ready in Kindergarten.

Communication Plan Needed to Achieve this Goal:

1) Yearly District and School Based Goals will be shared at the end of the Strategic Plan. These documents will highlight the specific areas of the Strategic Plan that each school will be focusing on, the specific measurement they will make towards these goals, as well as the yearly plan to reach those goals. A yearly review of the Strategic Plan will be held in the fall of each school year with the School Board for the community to view and access. Each school will review their school goals and outcomes internally with staff.

2) The Communication Committee of the School Board will host monthly meetings in order to develop more robust protocols and systems for communicating with the public.


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3) Accent on Achievement will be published and made available each year, along with the Annual Report for the Deliberative Session for the public to look at the many accomplishments and data behind the Strategic Plan.

4) The Londonderry C3 Committee will be an opportunity for staff, parents, and community members to engage more deeply in specific parts and progress of the Strategic Plan.

5) During the 2019-20 School Year, a “Portrait of a Graduate” video will be made available to the community that summarizes the ongoing work around Competency-Based Education and the connection to our Portrait of a Graduate. As the timeline of the Strategic Plan progresses, other major accomplishments that the parents and community should be made aware of will be followed up with as well.

6) Each school will maintain the yearly range of parent events such as Open Houses, Curriculum Nights, PTA Meetings, Principal Coffees, Parent-Teacher Conferences which will remain the space to keep parents updated on the major parts of the Strategic Plan as needed.


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Pillar #2: Strengthen a Proactive and Positive Culture for All


2020-21

2021-22

2022-23

2023 - 24

P2.A Establish a public ‘Profile of a Graduate’ as a cornerstone of our academic programming.

All District administration and

faculty.

Publication of the Profile, indexing of proactive initiatives to it in Accent on Achievement and C3

Committee. X X X X X

P2. B Index instructional practices to best practice research to insure a proactive approach to our operations.

District leadership, Building leadership

Established curriculum and assessment review cycles based upon our Profile of a Graduate, as well as outcomes on local assessments and standardized

assessments.

X X X X

P2.C Continue to convene a district wide RTI Committee to standardized our district wide practices and streamline our systems

District Leadership and School Based

RTI Representatives

Update Londonderry School District’s RTI Manual yearly and share updates to staff during August

Workshop Days. X X X X X

P2.D Incorporate grades 9 to 12 RTI updates in the District’s RTI Manual

LHS RTI Committee and District leadership

Within the RTI Manual, incorporate a 9 to 12 RTI process flow chart for at-risk students as well as

timelines and standardized forms. X X

P2.E Incorporate grades K to 12 RTI updates in terms of creating behavior flow charts by the major grade bands.

School Based RTI Committees,

Assistant Principals, and District leadership

Within the RTI Manual, RTI process flow charts for behavior for grades K to 2, 3 to 5, 6 to 8, and 9 to 12

as well as any standardized forms and timelines. X X

P2.F Continue to convene district wide System of Care Group for Londonderry, as well as continue to collaborate with other south central school districts on multidistrict initiatives.

Londonderry System of Care Committee and representatives

Update Ad Council and School Board on yearly initiatives for Londonderry as well as the multidistrict

collaborative. X X X X X

P2.G Through the Londonderry System of Care Committee, explore and recommend Tier 1 Social-Emotional Resources for the District that can be utilized and potentially implemented on a larger scale.

Londonderry System of Care Committee and representatives

Document useful and implementable resources to help K to 12 staff articulate and use a Social-Emotional

approach in any Tier 1 classroom setting. X X X


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2020-21

2021-22

2022-23

2023 - 24

P2.H Based on recommendations of the System of Care Committee, engage the C3 Committee, and staff on the usability and practicableness of any Tier 1 Social-Emotional Resources that could be implemented within the District.

C3 Committee and K to 12 staff

Pilot and incorporate Social-Emotional learning resources into daily classroom practices to then

recommend any adoption within the school system. X X X

P2.I Determine the viability of expanding behavior supports in terms of alternate, in-district settings, for students that have multiple suspensions and repeated actions after those suspensions.

District leadership and School

leadership teams.

Make recommendations to the Superintendent for additional in-district alternative settings that are viable for students with a high suspension rate and repeated

actions after those suspensions.

X X

P2.J Research a restorative discipline approach and different models that may exist K to 12.

District leadership team and RTI

Committee

Make findings available in a summary to the Superintendent and C3 Committee. X X X

P2.K Engage C3 Committee and staff on findings from research on restorative discipline approach to determine need and approach for piloting the findings.

District leadership team, staff, and C3

Committee

C3 Committee will develop a plan for piloting if they determine the approaches are needed in the District. X

P2.L Continue and further develop the cultural competency professional development and framework with LHS staff.

LHS leadership team and staff,

along with District leadership

Within yearly goal setting process, articulate yearly opportunities for staff as well as outcomes desired. X X X

P2.M Engage K to 8 staff on researching and understanding cultural competency frameworks and professional development opportunities

K to 8 leadership teams, and K to 8 staff, along with

District leadership team.

Make findings available in a summary to the Superintendent and C3 Committee. X X


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2020-21

2021-22

2022-23 2023 - 24

P2.N Continue to use the District Wellness Committee to support wellness activities for staff throughout the school year.

District Wellness Committee

Wellness Committee activities sponsored throughout the year. X X X X X

P2.O Incorporate the Growth Mindset and P.O.P into District Wide Competencies to ensure its continued use and evolution within the District’s curriculum.

District leadership and School

leadership teams.

Incorporation of Growth Mindset and P.O.P into the District’s Portrait of a Graduate and other district

wide competency frameworks and resources. X X

Professional Development Plan Needed to Achieve this Goal: The following list highlights both online and in person opportunities that staff and district leaders can use as guidance for professional development opportunities that support the majority of the sub goals for Pillar #2.

1) Response to Intervention Modules - Compiled by the American Institute for Research a) The RTI Action Network - A Nationally recognized advocacy group for RTI Practices. b) National Center on Response to Intervention c) NH Response to Instruction Framework

2) CASEL - The Collaborative for Academic, Social, and Emotional Learning

a) Social-Emotional Learning Background and Research b) Social-Emotional Learning Implementation Tools and Resources

3) NH Bureau of Student Wellness – Department of Education

a) NH Student Wellness Toolkit b) Youth Mental Health First Aid

4) Trauma Sensitive Schools – An Advocacy and research organization on Helping Traumatized Children Learn.

a) A Two Volume report, policy agenda, and guide for creating and advocating for Trauma Sensitive Schools. b) Trauma Informed Schools


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5) Cultural Responsiveness & Competence a) Culturally and Linguistically Responsive Teaching and Learning – Classroom Practices for Student Success b) Culturally Responsive Teaching and the Brain

6) Growth Mindset

a) MindsetKit – Developed by the Stanford University Psychology Department where Carol Dweck did her research on the Growth Mindset.


1) Currently, we use our internal “Info Site” to house information on any student that receives a formal plan from their school based RTI Committee for any staff member that works with that student to access those documents. Currently, we house our Londonderry School District RTI Manual within our internal staff Google Shared Drive. Currently, we use ASPEN as our Student Information System to flag any students that do have an active RTI plan within our Info Site. We need to determine our RTI processes and documents should continue to exist in three different platforms over the coming years.

2) We need to determine if there are other fields we need to use within ASPEN to better track behavior, trauma, and other components of culture for individual students moving forward.

3) We need to determine if we need to better vertically align the behavior and other cultural indicators we do track within ASPEN to get a more complete picture of how positive the culture is within the school system.



2) The Communication Committee of the School Board will host monthly meetings for the public. 3) Accent on Achievement will be published and made available each year, along with the Annual Report for the Deliberative Session for the public to

look at the many accomplishments and data behind the Strategic Plan. 4) The Londonderry C3 Committee will be an opportunity for staff, parents, and community members to engage more deeply in specific parts and

progress of the Strategic Plan. 5) Twice annually Londonderry Middle School and Londonderry High School produce public reports for the School Board on discipline data that is

available to the public.


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Operational Goal #1: Review space needs and infrastructure within our school buildings.


2020-21

2021-22

2022-23

2023 - 24

OG1.A Implement use of Functional Capacity as the primary means of articulating the use of instructional space within our schools.

Facilities Study Committee

Report to School Board - Fall of 2018 - Moose Hill School. Subsequent application of concept to other buildings. Subsequent re-tasking of Facilities Study Committee to recommendations for Moose Hill, Fall’19. Projection of needed facilities upgrades, additions as articulated in a District Ten Year Facilities Master Plan.

X X

OG1.B Connection of physical space to student and staff learning programs for which they are intended.

District and building

administrators

Budget requests Program requests

Articulated curricula X X

OG1.C Ongoing monitoring and documentation of building space usage at all six schools to insure efficient use of space, and to substantiate program integrity.

Building administrators

Updated building maps referenced to programming, functional capacity, and areas for future monitoring or

development. X

OG1.D Development of Ten Year Facilities Master Plan.

District administration,

building administrators and

School Board Committee

Articulated Ten Year Facilities Master Plan X X X

Professional Development Plan Needed to Achieve this Goal: Formation of a 10 Year Facilities Master Planning process, equipped with necessary outside resources for training and evaluating the use of current space, needs for additional or reconfigured space going forward, and means of maximizing the benefits to the community. These resources may include building or construction management consultants, engineering studies, training for continued expansion of facilities management systems, or alternative configuration of building schedules or grade level configurations.


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Operational Goal #1: Review space needs and infrastructure within our school buildings.

Technology Tools & Investment Needed to Achieve this Goal: Use of spreadsheets, building maps, and scheduling tools (MUNIS, ASPEN) to insure efficient use of space.




look at the many accomplishments and data behind the Strategic Plan. 4) The work of the Facilities Study Committee, and any subsequent committees will be made available on the main website of the School District

(www.londonderry.org)


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Operational Goal #2: Update and refine Emergency Operations Plan


2020-21

2021-22

2022-23

2023 - 24

OG2.A Maintain and distribute current Emergency Operations Plan documents within the District, and with appropriate outside agencies. (Town EMS, Police, and State agencies)

Emergency Operations Committee

Plan is up-to-date and on file. Submission of the Plan to appropriate state and town agencies. Schedule of

ongoing review of the Plan and accompanying procedures.

X X X X X

OG2.B Establish and maintain a systematic series of measures intended to review on an ongoing basis all practices and procedures relative to emergency preparedness

District and building leadership

teams, EOP

Drills conducted on a regular basis, and evaluated with post-operational debriefing. Results of debriefing

shared with Ad Council and EOP Committee, adjustments made as needed.

X X X X X

OG2.C

Continue to refine emergency practices based on FEMA training and Incident Command Model


Update Emergency Operations Plan on a yearly basis. X X X X X

OG2.D

Provide annual professional development for drills included armed threat/active shooter as mandated by new NH regulation

District and building leadership

teams, EOP

Professional Development opportunities that occur for staff. X X X X X

OG2.E

Establish a district wide mobile crisis team to be deployed as needed in emergency situations.


Creation and use of mobile crisis team and incidents that required its use yearly. X X


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OG2.F

Continue to review and implement the NH School Safety recommendations as appropriate for Londonderry School District

Emergency Operations Committee, District and

building leadership teams

Update Emergency Operations Plan on a yearly basis. X X X X X

OG2.G

Support implementation of SEL curriculum to support mental health in schools


Research, recommendations, and implementation of Social Emotional Learning curriculum. X X X X

OG2.H

Develop individual building long-term secure campus plans

Emergency Operations Committee, District and

building leadership teams

Each of the six school buildings have a secure campus plan. X X X X

Professional Development Plan Needed to Achieve this Goal: Ongoing training in emergency response techniques and protocol necessary for implementation of the plan on an annual basis with staff. We will continue to plan our yearly trainings with staff based on coordination with the New Hampshire School Safety Plan. We will continue to have our schools practice the 10 Annual Drills with staff and students as well.

1) CASEL - The Collaborative for Academic, Social, and Emotional Learning a) Social-Emotional Learning Background and Research b) Social-Emotional Learning Implementation Tools and Resources


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2) NH Bureau of Student Wellness – Department of Education

a) NH Student Wellness Toolkit b) Youth Mental Health First Aid c)

3) New Hampshire Office of Emergency Management: Ongoing communications, collaboration, and training with this and other affiliated State agencies, as well as orientation with appropriate life safety agencies.

4) Londonderry Police Department and Fire Department – ADD Training, Emergency Operations Communication and training

Technology Tools & Investment Needed to Achieve this Goal: Security tools and features for the physical plant of all buildings in the District, as outlined by the Emergency Operations Plan.


1) Regular and ongoing updates to staff on each year’s annual focus and trainings. 2) Regular Board updates on EOP changes and development as they arise. 3) Community notices addressing protocol within the scope allowable by a need for discretion and confidentiality. 4) Yearly District and School based goals will be shared at the end of the Strategic Plan. These documents will highlight the specific areas of the

Strategic Plan that each school will be focusing on, the specific measurement they will make towards these goals, as well as the yearly plan to reach those goals. A yearly review of the Strategic Plan will be held in the fall of each school year with the School Board for the community to view and access. Each school will review their school goals and outcomes internally with staff.


look at the many accomplishments and data behind the Strategic Plan.


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Operational Goal #3: Streamline the professional evaluation system.


2020-21

2021-22

2022-23

2023 - 24

OG3.A Develop a mini-observation model pilot for school administrators to use as part of their evaluation responsibilities.

District leadership and school principals.

An articulated plan that provides documents to use as well as guidelines for feedback and communication

around the Danielson Model in comparison to a formal observation.

X

OG3.B Develop an evaluation model pilot with flexibility for administrators and staff to use both mini-observations and formal observations as part of the evaluation cycle for staff.

District leadership and school principals.

An articulated plan that provides choice and guidance for staff to agree upon the use of mini-observations and formal observations for their evaluation cycle.

X X

OG3.C Gather feedback from staff and administrators on flexible evaluation model pilot on the use of mini-observations as well as formal observations.

District leadership A survey for staff and school administrators each year of the pilot. X X

OG3.D Based on the feedback and experience of the pilot, update the District’s Professional Development Master Plan to articulate the use of more flexible evaluation models within the Danielson Framework.

District Leadership and Professional

Development Master Plan Committee

An updated and submitted Professional Development Master Plan to the NH Department of Education. X

Professional Development Plan Needed to Achieve this Goal:

1) Rethinking Teacher Supervision and Evaluation: How to work smart, build collaboration, and close the achievement gap by Kim Marshall. a. Mini-Observations a Keystone Habit b. Five Benefits of Mini-Observations

2) The Danielson Framework for Teaching and Evaluation



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Operational Goal #3: Streamline the professional evaluation system.

Currently, all our evaluation tools, whether they are formal observations or mini-observations, as well as summative evaluations are stored electronically in Google Suites for all the administrators in the District. Paper copies are then turned into the Human Resource Department and then reviewed by the Assistant Superintendent and Superintendent. As we build towards updating our Professional Development Master Plan by the 2021-22 School Year, we should also determine if there is a more efficient use of time and paper to do our evaluations of staff that we current use for all steps along the way.


1) Yearly meetings with the Londonderry Educator’s Association, during 2019-20 and 2020-21, to capture their feedback on any of the new practices with evaluations that have been implemented, as well as share ideas and feedback from the Administration’s perspective as well.

2) Development of an updated Professional Development Master Plan during the 2021-22 School Year that is shared with the School Board and staff before it is reviewed by the New Hampshire Department of Education.


22

Operational Goal #4: Continue to maintain buildings and grounds.


2020-21

2021-22

2022-23

2023 - 24

OG4.A Continue performing indoor air quality testing and plan for improvements, as necessary, based on the results.

Director of Buildings and

Grounds and staff

Indoor quality air tests with subsequent improvement plans if necessary. X X X X X

OG4.B Continue to coordinate efforts with Town departments to share resources and save on expenses.


Grounds and staff Yearly budget with savings outlined if they arise. X X X X X

OG4.C Continue to provide training to employees on work safety, building mechanical systems and Maintenance Direct software.


Grounds and staff Training Logs for staff. X X X X X

OG4.D Coordinate with the Athletic Fields Task Force for short and long-term field improvements.


Grounds and staff

Short-term improvements detailed in yearly budget and Maintenance Trust Fund. Long-term

improvement detailed in any larger budgetary requests.

X X X X X

OG4.E Update the 5-Year Buildings and Grounds Maintenance Plan to align with funding requests of the Maintenance Trust Fund.


Grounds and staff

Five-Year Buildings and Grounds Maintenance Plan updated yearly. X X X X X

OG4.F Inspect all roofs semi-annually and update the District Wide Roof Maintenance and Replacement Plan


Grounds and staff

Semi-annual roof inspection reports. District Wide Roof Maintenance and Replacement

Plan updated semi-annually. X X X X X

OG4.G Update the long-range plan for replacement of boilers, HVAC replacement and operating controls system.


Grounds and staff

Five-Year Buildings and Grounds Maintenance Plan as it relates to boilers, HVAC equipment, and operating controls systems, updated yearly.

X X X X X


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Operational Goal #4: Continue to maintain buildings and grounds.

OG4.H Revise/review multi-year plan for building improvements with energy conservation in mind


Grounds and staff

Five-Year Buildings and Grounds Maintenance Plan as it relates to energy conservation, updated yearly. X X X X X

Professional Development Plan Needed to Achieve this Goal:

1) Specific professional training standards are developed specific to the requirements of designated assignments, and determined by either governing regulatory agencies or by duties to be performed in each job. Where possible, cross training or multiple certifications or licenses are desirable in order to insure full coverage in the Buildings and Grounds Department.

Technology Tools & Investment Needed to Achieve this Goal: Currently, the Buildings and Grounds Department utilizes School Dude to manage all of their work orders, as well as facility requests, both within the District and from the community. At this time, there does not need to be any further investment in modules that School Dude offers, but that need to use additional modules could change over time. Ongoing maintenance and updating of existing facilities scheduling, maintenance request ticketing, building security, or HVAC energy management software currently deployed within the District. Evaluation of new technology developments in any of these areas that may result in the more efficient operation of our physical plant.






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Operational Goal #5: Continue to provide a rich variety in sports/co-curricular activities.


2020-21

2021-22

2022-23

2023 - 24

OG5.A To offer opportunities for students in learning and mastering the skills, techniques and knowledge necessary to competitively engage in the co-curricular activity/sport they are participating

Athletic Director, Music Director,

school leadership teams

Enrollment in yearly co-curricular activities within District. X X X X X

OG5.B To continue to review, revise and expand the Athletic Council to communicate the goals of our athletic program and our individual sports

Athletic Director, school leadership

teams Yearly recommendations from the Athletic Council. X X X X X

OG5.C To review and revise the roles of the Athletic/Co-curricular Sub-committee which will provide input which will be used in conjunction with student-athlete evaluations to assist with future strategic planning

Athletic Director, Music Director, , school leadership

teams

Yearly recommendations from the athletic/co-curricular sub-committee. X X X X X

OG5.D To continue to offer our coaches/advisors opportunities for professional development to enhance their skill set to improve our students overall performance level



Yearly professional development offerings and participation rate documented. X X X X X

OG5.E To support our teams/co-curricular programs as they participate in community outreach programs



Yearly community outreach programs enacted and documented. X X X X X

OG5.F To prepare all participants mentally and physically for the demands of their activity by utilizing the resources available to implement appropriate support programs to maximum preparation



Documentation of yearly student surveys from sports and co-curricular activities. X X X X X


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Operational Goal #5: Continue to provide a rich variety in sports/co-curricular activities.

Professional Development Plan Needed to Achieve this Goal: Appropriate training in Coaching certification, transportation, or First Aid / CPR are maintained within the District.

Technology Tools & Investment Needed to Achieve this Goal: Technology tools or investments needed at this time Re specific to each activity or sport. No additional District resources are needed to support this operational goal.






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Londonderry High School Goals for 2019-20

LHS Stated School Goals for 2019-20

How will the school measure the effectiveness of the goal throughout 2019-20?

What Action Steps will the school take to reach this goal during 2019-20?

Curriculum: Implement assessments aligned to competencies using established rubrics.

Measure alignment to competencies and depth of knowledge by each quarter’s assessments

Establish Classroom Baseline Data of Standards and Competencies.

Compare school data points around PSATs and SATs to Competency Assessments.

Course evaluations related to Competency Based Education.

Standards established, reviewed and refined. Competencies identified then implemented. Attend Quality Performance Assess Institute Ongoing department meeting work PD Work 6-12 / onsite Visits from Center for

Collaborative Education LEED Team meetings / presentations Review assessments to Identify DOK Weave all work into the NEASC process

Culture: Increase awareness around mental health and cultural competency in our school.

Student / staff feedback on presentations and

events Community involvement in events Review of Discipline Report to look at instances

of insensitivity around mental health and cultural competency.

PD / training (Trauma Sensitive Schools) Defining “Lancer Nation” to this goal. Staff-wide training w/ Dr. Dottie Morris Development of Diversity Council Community Awareness Events Explore Challenge Day Program (Title 4$) Angst (Film) across Londonderry School District Awareness on World Suicide Prevention Day Assistant Principals and Counselors coordination

with the Upper Room and Manchester Mental Health

Weave all work into the NEASC process

Safety: Continue to implement and execute School Safety Protocols by following the NH 7 as determined by the

Response time to evacuation drills Reporting trends to EOP Student / staff response Community response

Evacuation Drills Lockdown Drills EOP Meetings Work with LPD and LFD Correspondence to families Debrief w/District Team


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LHS Stated School Goals for 2019-20



Emergency Operational Procedures (EOP)

Debrief w/ LPD and LFD School Board Updates Implement recommendations from constituents Weave all work into the NEASC process

Career & College Ready: LHS students are College and Career Ready.

National Clearinghouse Data compared to prior years’ cohorts

Guidance and admin curriculum Feedback from Faculty Council Student Survey Futures Lab stats Naviance / Digital Portfolio completion

Continue to examine how the use of time within our school day and calendar year supports our educational goals and prepares students for a transition to a college schedule

Faculty briefings throughout the year Parent Night / Class Meeting Focus Curriculum brought into the classrooms Financial Aid Night for parents and students College Fair for students 4 Years of C and CR Goals Completed Weave all work into the NEASC process

NEASC Accreditation: Prepare for and adhere to the new NEASC Re-Accreditation Standards and Visitation process including the Collaborative Conference Visit in the fall of 2019.

Standards meetings Self-Reflection Report Visit from NEASC Commission Development of Growth Plan Results of the visit

Convene Steering Committee Schedule meetings w/ Standards Chairs Outreach to NEASC Commission Regular review / submission of reports Hosting Collaborative Conference


28

Londonderry Middle School 2019-20 School Goals

LMS Stated School Goals for 2019-20



Curriculum: 50% of the staff will show evidence of an instructional shift, at the PLC level, based on feedback from competency development, implementation, and reflection.

A) Notes in PLC journal will document conversations

around student achievement. B) Staff reflection after each trimester competency

implementation will be completed on a created form for Lead Team feedback.

C) This goal will be reflected in the 19-20 summative

evaluations progress towards school and district goals. D) By the end of the year, three competency assessments

will be uploaded into the Articulated Curriculum Folder for each PLC.

E) All curriculum areas will develop 2 more proficiency

statements for 2 more power standards and adjust their common assessments to be evidence of those standards

A) SPED case managers will meet with content area

PLC’s at least 1x a month to be part of the planning process to shift instruction

B) Provide feedback to LEAD team on the rubric C) BLT will include feedback in the summative

evaluations D1) All curriculum areas will have implemented 3

competency assessments based on the competency their PLC chose.

D2) They will score competency assessments based on the district rubric.

D3) They will have shared student evidence of the

assessment and calibrated scoring of the competency-based on the rubric.

E1) Teachers will upload, by the end of the year, 3

standards-based common assessments (with their proficiency statement) into the articulated drive standards-based assessments folder

E2) PLC’s will meet in dedicated PLC meetings to

achieve these goals

Culture: All staff, working as teams, will teach and assess the

A) Review “Self-Direction” scores on Work Habit Rubric (end of trimester one) to acquire baseline data

A) Develop I Can Statements (performance indicators) that blend the language of our former POP skills with the new language of the Self-Direction Competency


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non-cognitive skill of Self-Direction as a means to personalize learning and developing the whole child.

By the end of the year, 80% of all students will achieve a 3 or higher in “Self-Direction” by the end of T3

B) By the end of the year, all 9 teams will show evidence of intentionally teaching “Self-Direction”

A) Make posters of I Can statement for each teacher to hang in the classroom

A) Implement Self-Direction Rubric for the 2019-2020

school year B) BLT will conduct informal walk-throughs specifically

targeting the observation of intentional instruction of “Self-Direction.”

B) Keep a record of walk-through evaluations in a

Google doc or form for our records and future goals B) Create and communicate a standard statement

informing staff of this aspect of informal walk-through evaluations

B) Identify specific resources, professional

development, and current routines/practices to address the teaching of Self-Direction Lead Team BLT

B) Use of Storm Time by grade-level teams, school

counseling, and programs, to build upon classroom practices (focused on students needing intentional reinforcement of self-direction skills)

LMS Goal: Develop and embed Social Emotional Learning (SEL) to create a cultural shift that will result in a safe

A) Definition of what social-emotional learning is to our building

B) Evidence of how SEL is embedded in classrooms, on teams, and among staff as recorded on a Google Form.

A1) Staff will read 3 articles about SEL and write a reflection on each article

A2) Specific faculty meetings will be set aside for

developing our building-wide definition of SEL.


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place for all students to be more available for learning.

C) Based on the pilot SEL group, the number of “coffee chats” in Monday Storm Time will increase by 100% as compared to the initial 20 staff members holding the chats.

D) Based on a baseline assessment administered in the Fall, the student comfort level will improve 50% by Spring as measured by the same assessment.

B1) Have to develop a culture among staff as well as with and among students Point out how staff acts counter-intuitive among

themselves compared to what we want to see with and among students.

B2) The BLT will pick 1 SEL strategy, each trimester, that

they embody in every meeting run by an administrator. B3) Staff will develop and use a common language about

SEL C1) SEL pilot group will meet monthly to share out

progress and make plans for continued implementation. C2) Pilot group will have planned share outs with the rest of

the staff during specific meetings. D1) Monthly ideas will be for SEL integration will be

shared with all staff along with professional readings or videos that tell or show the ideas.


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North School 2019-20 School Goals

NS Stated School Goals for 2019-20



Curriculum Math Goal: To increase the frequency and depth of questioning, processing, and inquiry-based lesson plans used during math instruction (Anchor Tasks)

Curriculum Literacy Goal: To gain a better understanding of literacy instruction and to collectively form a clear vision around the literacy block at all grade levels

Increase grade level performance (a year’s growth in a year’s time) in math

Give 100% of teaching staff constructive feedback directly related to Math In Focus, Anchor Tasks and Student Driven Inquiries through walk-throughs

Increase number of students in Tier One by 5%

Increase grade level performance (a year’s growth in a year’s time) in reading

Give 100% of teaching staff constructive feedback directly related to literacy instruction through classroom walk-throughs


PLC Focus Areas--share best practices/anchor activities (see attached calendar)

Continued Math in Focus Professional Development Grade level meetings/peer observations on lesson plans Use Google as the primary mechanism for feedback after

walk-throughs Share Early on Grade Level and other pertinent iReady data to

shape practice and support Confer with students and staff on goals, areas of strength and

improvement based on classroom and iReady Continue to implement Shared Belief Math Guidelines and add

to the document.

PLC Focus Areas--share best practices/anchor activities (see attached calendar)

Continued, regular conferring within classrooms Implement Fundations (Phonics) in Grade 2 on a sustained

basis as part of the daily schedule and within two first grade classrooms

Provide LETRS training opportunity Grade level meetings/peer observations on lesson plans Use Google as the primary mechanism for feedback after

walk-throughs Share Early on Grade Level and other pertinent i-Ready data

to shape practice and support


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NS Stated School Goals for 2019-20



Culture: To continue to build upon our PBIS model cultivating a safe and respectful learning environment and providing SEL training for staff and students

A 10% decrease in conduct incidents

Continuing to build upon our Kindness initiative, recognizing, modeling and celebrating kindness within our PBIS model

Establishing IGYB Club for 3, 4 and 5 grade to build off the work of student council

Monthly Focus Areas within our Bear Tracks to Success Creation of our Chill Out Space Redefining Universal Team and renaming Bear Tracks Team Book Group March 10 Speaker - Jessica Minahan Sharing of conduct data with Universal Team and Staff on a

trimester basis


33

Matthew Thornton 2019-20 School Goals

MT Stated School Goals for 2019-20



Curriculum Math: To increase the frequency and depth of questioning, processing, and inquiry-based lesson plans used during math instruction.

Increase grade level performance (a year’s growth in a year’s time)

Give 100% of teaching staff constructive feedback directly related to MIF or critical thinking in Google feedback thread


PLC Focus Areas--share best practices/anchor activities / math curriculum focus once a month

Continued Math in Focus Professional Development Grade level meetings/peer observations on lesson plans Use Google classroom as the primary mechanism for

feedback after walk-throughs Share Early on Grade Level and other pertinent i-Ready data

to shape practice and support through Data Meetings

Curriculum Literacy: To examine and redesign literacy instruction to focus on half hour of phonics instruction in grades 1 and 2 and half hour of appropriate independent reading in grades 3 -5.

Increase grade level performance (a year’s growth in a year’s time)

Give 100% of teaching staff constructive feedback directly related to literacy instruction or critical thinking in Google feedback thread


Collaborate amongst teacher teams to create timeline of literacy plans for 2019-20

PLC Focus Areas--share best practices/anchor activities / literacy curriculum focus twice a month

Focus on Literacy for Professional Development Literacy research and pilots in grades 1-3 District Literacy Committee work will be shared in PLCs 2019-20 monthly timeline for literacy work LETRS training throughout grade levels and administration Grade level meetings/peer observations on lesson plans Use Google classroom as the primary mechanism for

feedback after walk-throughs Share Early on Grade Level and other pertinent i-Ready data

to shape practice and support through Data Meetings

Culture: To increase parent engagement and foster positive relationships and buy-in.

Survey of parents at year’s beginning to establish baseline data and at year’s end to monitor growth

PTA feedback Attendance at events

Make effective use of parent evenings to convey important information and create buy-in especially for literacy and reading at home

Weekly emails communicating the building happenings / resources

Integrate more use of YouTube channel for community outreach

Bi-monthly coffees


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MT Stated School Goals for 2019-20



Mental Health & Cultural Responsiveness: Bring awareness of mental health issues and strategies for cultural responsiveness in the classroom in hopes of decreasing conduct incidents

Note conduct data Record effectiveness of SEL curriculum in

primary grades

Define cultural responsiveness for faculty at September meeting

Continue SEL curriculum for grades 4 & 5 Look into SEL programs for primary grades First grade SEL pilot Research ideas / implement interventions to help support

boys as they account for 88% of conduct infractions Book study on mental health issues


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South School 2019-20 School Goals

SS Stated School Goals for 2019-20



Group A Curriculum: For our learners to build greater math understanding and discover new meaning, teachers will improve their depth of questioning and inquiry-based lesson planning (MATH)

Math

1. 85% of learners will meet the grade level target GROWTH Sept. 2019 - June 2020

2. Increase the number of students in Tier One by 40% from

September 2019 diagnostic to June 2020 diagnostic. 3. Increase the number of students in Tier One for Numbers

and Operations from September 2019 to June 2020 by 40%. 4. Increase the number of students in Tier One for Algebra and

Algebraic Thinking from September 2019 to June 2020 by 40%.

5. Increase “Time on Task” and “% Lessons Passed” by 25%

(Math i-Ready - May 2020) over May 2019 results. 6. Anecdotal data from classroom visits (Google Classroom)

showing increased evidence of by May 2020: o Depth of questioning in math o Inquiry-based lesson planning related to Math-in-

Focus

Professional Development from outside sources (not necessarily MiF) Ban Har, Greg Tang; broken down by smaller groups of grades (K-1, 2-3, 4-5)

Specify focused-area (number sense - what this looks like in gr. 1, 2, & 3 and 4, 5?).

District wide Scope and Sequence for each grade level - meaning order of math chapters in Math in Focus (to allow for more time to get depth with inquiry-based learning)

Clarify the use Math in Focus common core math strand as opposed to the Singapore Math Strand.

Math Enrichment may adjust timing of some geometry concepts, and look to math (thinking skills) standards per grade.

Revision of report card to better align with the program Schedule i-Ready math off math lesson time. Teachers will

teach 5 days of math lesson and not lose one to i-Ready. Focus first month on number sense (i.e. decomposing

numbers) (gr. 1 & 2) Re-encourage teachers to take Piedmont online course for

number sense and bar modeling. Chart progress with “Time on Task” and “Lessons Passed”

on i-Ready. (Self-Report or Class Goal).

Group B Culture 1: To increase learner engagement as reflected by increased time and volume of daily reading and writing. Independence and ownership during learning will be reflected in the quality of the

Reading/Writing

1. 85% of learners will meet the individual targeted typical GROWTH September 2019 - June 2020.

2. Increase number of students in Tier One by 40% from September 2019 diagnostic to June 2020 diagnostic.

Dedicated amounts of time to increase the volume of reading, writing and speaking in the classroom

Continue with conferring model Daily explicit instruction and opportunities to engage in

authentic practice using the reading and writing workshop model

Provide access to a wide variety of texts, including the integration of i-Ready


36




learners’ writing, speaking, and performance in reading comprehension (print, digital and i-Ready).

3. Increase “Time on Task” and “% Lessons Passed” by 25% (Reading i-Ready) from August 2019-May 2020.

4. Increase # of areas of strength areas in providing a rich reading and writing environment which will improve learner stamina, independence and ownership through a self-reflection survey (annual data point).

5. Increase effective conferring strategies and recordkeeping

through a self-reflection survey (annual data point).

6. Increase the positive goal setting and stamina self-reflection responses by 20% on Executive Functioning/POP Student Survey (annual data point).

7. Anecdotal data from classroom visits (Google

Classroom) showing evidence of: o Increased stamina as shown by time and volume of

daily reading and writing o Increased independence with workshop routines o Increased ownership in goal setting for reading and

writing (conferring notes) o Increased quality of speaking, writing and

performance in reading comprehension 8. Cluster sample matching running records with i-Ready

Lexile (YOG 2030)

30 minute daily phonics instruction Students will read appropriate level books according to

assessment data. Celebrate reading and writing success. Establish a clear workshop routine that promotes

independence Develop year-long Literacy Plan 2019-2020 - August to June

- defining actions based on assessment results for Staff Meetings, PLC’s & Parent Communication in the areas of “Phonics Push” gr. 1 & 2, and “Reading in and out of School” gr. 3 - 5.

Develop a plan to lengthen the school day for individual students performing below benchmarks in the area of phonics.

Group C Culture 2: Increase learner awareness of self-regulation and the effects of their actions on others

Behavior Reports

Reduce the # of incidents in each behavioral category by 10% from August 2019 - May 2020

Reduce the # of high frequency behaviors by 20% from August 2019 - May 2020

Reduce the # of Intervention Team Responses by 20% from August 2019 to June 2020

Reduce the # of Bullying incidents by 10% Reduce the # of Suspensions by 50% with the replacement

responses of Behavior School, Restorative Practices, & 9-Second Gateway behavior response.

Teach “Zones” for universal language and understanding of levels of behavior

Choose Love program school wide Teach (staff) how to use hallway and classroom self-

regulation resources Create more South School related posters and videos of

Mystery Hawk engaged in self-regulation exercises Create “calm-down” areas in classrooms (Have tools and

resources available) Use of restorative dialogue with common language (scripts) Reintroduce PBIS Expectations for all school areas (Staff

needs training on how to teach the expectations.) Behavior School Respond to Gateway Behaviors with the 9-second rule


37




Increase Positive Responses on the Choose Love pre (September 2019) & post (June 2020) Educator and Student Surveys (gr. 1 -2, Gr. 3 - 5, Educator)

Increase the # of positive recognitions by 15%

All adults enforce expectations All adults participate year-long in a classroom morning

meeting daily to learn the Choose Love objectives and to become another important adult to the children in this classroom.

Continue to produce a monthly newsletter called “Classroom Times” to highlight specific student behavioral issues and possible adult responses.

Develop a plan to lengthen the school day for individual students performing below expectations in the area of social emotional learning.


38

Moose Hill 2019-20 School Goals

MH Stated School Goals for 2019-20

How will the school measure the effectiveness of the goal throughout

2019-20

What action steps will the school take to reach this goal during 2019-20?

Curriculum: To increase the frequency and depth of questioning, processing, and inquiry-based lesson plans used during instruction

Increase in scores on Common Formative Assessments from beginning of the year to the end of the year o 80% of students will meet

essential standards as determined by the end of the year scores

Increase grade level performance through teacher observation and feedback from the observer

Students will increase their DIBELS scores from Fall benchmark to Spring benchmark testing o 85% of students will meet the

Fall 2019 DIBELS benchmark (FSF & LNF)

o 80% of students will meet the Winter 2019 DIBELS benchmark (FSF, LNF, PSF, NWF)

o 80% of students will meet the end-of-year Spring 2020 DIBELS benchmark (LNF, PSF, NWF)

Identify essential math standards and align anchor tasks with these standards

Examine and rework reflection section of anchor tasks as needed Increase reflective practices during math instruction PLC Focus Areas - Math Journal and Reflection Increase intentional phonemic awareness and phonics instruction

during daily Literacy block

** FSF – First Sound Fluency ** LNF – Letter Naming Fluency ** PSF – Phoneme Segmentation Fluency ** NWF – Nonsense Word Fluency

Curriculum: To address social and emotional needs of our students and families

Document conduct data Reduce the number of behavioral

reports from classroom teachers Teachers will record the

effectiveness of the Social and Emotional Curriculum

Provide Social Skills Groups to address social and emotional needs

Research Social and Emotional programs Identify and implement a Social and Emotional Curriculum Offer social and emotional professional development to staff


39

MH Stated School Goals for 2019-20

How will the school measure the effectiveness of the goal throughout

2019-20

What action steps will the school take to reach this goal during 2019-20?

Culture: To increase parent and family engagement and foster positive relationships

Response to parent goal/aspiration survey o 80% of families will return the

parent goal/aspiration survey Increase attendance and

involvement at parent/family activities and events

Increase attendance at monthly PTA meetings

Faculty Representative will attend monthly PTA meetings

Distribute hard copy classroom newsletter to families or post online

Understand parents’ expectations of their child’s academic and social/emotional goals o Send home a parent goal/aspiration survey

Review parent survey responses o Seek to understand parents' goals, hopes, concerns, and

feedback for their child Keep parents apprised of services offered by the school

o Send weekly/monthly newsletters informing parents of school activities

o Faculty Representative will participate in monthly PTA meetings to inform parents of school activities and volunteer opportunities

o Faculty Representative will notify staff of any information or updates from the PTA

o Host parent information/family nights at school to engage parents in activities and introduce curriculum concepts and ideas (i.e. Parent Information Night, Open House, Family Night for incoming students, End-of-Year Celebrations)

Facilities and Kindergarten Program: To develop Kindergarten and Facilities options for School Board consideration

Planning and attendance at Facilities

Study Committee meetings (including sub-group meetings)

Develop draft proposals for School Board review

Facilities Study Committee will meet to study various options for a

Full Day Kindergarten program and potential modifications to the Moose Hill School building

Conduct a Physical Space and Facilities Study

MOOSE NORTH MATTHEW SOUTH MIDDLE HIGH GRAND PREVIOUS

GRADE LEEP HILL SCHOOL THORNTON SCHOOL SCHOOL SCHOOL TOTAL YEAR

LEEP 130 130 130

K 259 259 225

1 95 81 82 258 312

2 109 113 100 322 304

3 95 106 109 310 296

4 106 117 80 303 268

5 86 98 82 266 324

6 328 328 305

7 294 294 304

8 297 297 336

9 382 382 360

10 359 359 369

11 377 377 345

12 340 340 359

TOTALS 130 259 491 515 453 919 1458 4225 4237

SPED OUT-OF-DISTRICT 21 17

105 89

62 39

GRAND TOTAL…….. 4246 4254

MONTHLY Sep-19 Oct-19 Nov-19 Dec-19 Jan-20 Feb-20 Mar-20 Apr-20 May-20

TOTALS 4243 4246

# change n/a 3

% change n/a 0.07%

COMPARED TO PREVIOUS YEAR TOTALS

MONTHLY Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Apr-19 May-19

TOTALS 4257 4254 4270 4278 4278 4260 4260 4260 4253

# change -14 -8

% change -0.33% -0.19%

ADULT EDUCATION

10/31/2019

LONDONDERRY SCHOOL DISTRICT ENROLLMENT UPDATE

HOME STUDY STUDENTS

GRAND

GRADE TOTALS

LEEP 130

MOOSE HILL SCHOOL

AM 137 17 16 14 16 15 18 17 18 6

PM 122 19 18 14 19 19 17 16

259

NORTH SCHOOL

1 95 19 19 19 19 19

2 109 18 18 18 18 18 19

3 95 19 19 19 19 19

4 106 22 20 21 21 22

5 86 22 21 22 21

491

MATTHEW THORNTON

1 81 15 17 18 15 16

2 113 23 23 22 22 23

3 106 21 21 22 21 21

4 117 18 23 18 19 19 20

5 98 20 21 20 18 19

515

SOUTH SCHOOL

1 82 16 16 17 16 17

2 100 20 20 21 19 20

3 109 20 19 18 18 16 18

4 80 21 19 21 19

5 82 20 20 21 21

453

MIDDLE SCHOOL

6 328

7 294

8 297

919

HIGH SCHOOL

9 382

10 359

11 377

12 340

1458

TOTAL 4225

(6 K age serviced by LEEP in AM)

LONDONDERRY SCHOOL DISTRICT ENROLLMENT UPDATE

10/31/2019

HOMEROOM

DISTRIBUTION

LEEP NUMBERS

AUG. SEPT. OCT. NOV. DEC. JAN. FEB. MARCH APRIL MAY JUNE

2011-2012 99 119

FRIENDS 6(2) 7(2)

2012-2013 91 99 104 105 103 108 110 111 113 114 114

FRIENDS 5(2) 6(2) 6(2) 6(2) 7(2) 7(2) 7(2) 7(2) 7(2) 7(2) 7(2)

2013-2014 93 95 95 98 98 100 101 103 105 109 110

FRIENDS 5(3) 5(3) 5(3) 5(3) 5(3) 5(3) 5(3) 5(3) 5(3) 5(3) 6(3)

2014-2015 93 95 101 103 103 103 103 112 115 116 119

FRIENDS 4(4) 5(4) 5(4) 5(4) 5(4) 5(4) 5(4) 5(4) 5(4) 5(4) 5(4)

2015-2016 104 107 107 112 117 119 119 119 120 121 121

FRIENDS 5(3) 5(3) 5(3) 7(4) 7(4) 7(4) 7(4) 7(4) 7(4) 7(5) 7(5)

2016-2017 108 112 112 117 123 122 126 130 130 132 141

FRIENDS 4(4) 5(4) 6(4) 6(4) 6(4) 6(4) 6(4) 6(4) 6(4) 7(4) 8(4)

2017-2018 115 123 123 123 123 124 122 128 132 134 135

FRIENDS 5(4) 6(4) 9(4) 9(4) 9(4) 10(4) 11(4) 11(4) 11(4) 11(4) 11(4)

2018-2019 114 119 120 123 123 122 124 125 125 128 135

FRIENDS 9(4) 9(4) 10(4) 13(4) 13(4) 13(4) 13(4) 14(4) 14(4) 14(4) 15(4)

2019-2020 114 113 118

FRIENDS 10(6) 12(6) 12(6)

( ) = Kindergarten-Aged Friends

LEEP Net Changes by Month - Previous Year:

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

18-19 114 119 120 123 123 122 124 125 125 128 135

19-20 114 113 118

Change 0 -6 -2

Net % 0% -5.04% -1.67%

Friends Net Changes by Month - Previous Year:

Aug Sept Oct Nov Dec Jan Feb Mar Apr May Jun

18-19 9(4) 9(4) 10(4) 13(4) 13(4) 13(4) 13(4) 14(4) 14(4) 14(4) 15(4)

19-20 10(6) 12(6) 12(6)

Change 1(2) 3(2) 2(2)

10-31-19

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