1. education
2. school

FY2015
School Department
Budget Proposal
February 4, 2014
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Table of Contents
Uxbridge Public Schools
Introduction
Vision Statement & Theory of Action
5
District Goals
5
School Committee Goals & Priorities
6
State and Federal Initiatives
8
District Initiatives
10
Budget Calendar
13
Summary
Superintendent’s Introductory Message
14
District History & Enrollment Projection
21
District Staffing Profile
22
Budget Commentary
Taft Early Learning Center
School Council & School Improvement Plan
24
Principal’s Budget Commentary
25
Enrollment/Class Size & Staffing
25
Budget Requests
26
Combined Elementary Staffing & Salary Expenses
29
2
Whitin Elementary School
School Council & School Improvement Plan
30
Principal’s Budget Commentary
31
Enrollment/Class Size & Staffing
32
Budget Requests
32
McCloskey Middle School
School Council & School Improvement Plan
35
Principal’s Budget Commentary
36
Enrollment/Class Size & Staffing
36
Staff & Salary Expenses
38
Budget Requests
40
Uxbridge High School
School Council & School Improvement Plan
45
Principal’s Budget Commentary
46
Enrollment/Class Size, Staffing, & Salaries
47
Budget Requests
51
District Wide Pupil Services
Director of Pupil Services Budget Commentary
52
Special Education Enrollment Data & Trends
55
Out of District Tuition & Transportation
57
Out of District Trends by Grade Level
57
Special Education Staffing & Salaries
57
Budget Requests
59
Special Education Operations
61
English Language Learners (ELL)
63
ELL Enrollment Trends
64
ELL Operations
65
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District Wide Plant Operations
Plant Operations
66
Utilities
67
Capital Requirements
67
Appendix:
Complete School Department Budget by Line
The FY15 UPS Budget Document was adapted and modeled after the Masconomet Regional School
District.
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Uxbridge Public Schools Vision Statement
The Uxbridge Public Schools will provide a learning environment that is intellectually and creatively
stimulating for students to enhance critical thinking skills, collaborative problem solving skills, and
leadership skills that will prepare students to meet the challenges of their adult lives.
Theory of Action
IF we structure professional collaboration that is centered in identifying individual learning needs by
analyzing student work and performance data, and if we provide differentiated, inquiry-based learning
opportunities that are practical, relevant, and thought provoking for our students, THEN we will
increase student engagement and ownership of learning, improve student achievement, and thereby
enhance a sense of Uxbridge Pride that will inspire our community to be involved and invested in our
local public schools.
District Goals
Goal 1: Educator Evaluation. By June 2014, all teachers and administrators will be able to describe
effective teaching and learning practices as defined by Standards 1 and 2 of the DESE teacher
evaluation rubric. All instructional staff will complete a full cycle of the evaluation system which
includes: Self-Assessment, SMART Goals, at least four formal classroom walkthroughs within a
school year, a Mid Cycle Formative Assessment, and a Summative Assessment.
Goal 2 : MCAS Achievement & Growth: The Uxbridge Public Schools will meet projected
Composite Performance Index (CPI) in ELA, Math and Science and Student growth Percentiles (SGP)
targets in ELA and Math for the 2013-2014 MCAS in all sub groups.
Goal 3: Standards-Based Unit Design: By June 2014, all teacher teams will complete Stage 1 of
Project CONNECT curriculum mapping project by building standards-based units for current courses
into the Atlas Rubicon web-based platform.
Goal 4: District Determined Measures: By June 2015, all teacher teams will complete Stage 2 of
Project CONNECT by identifying Power Standards and creating Common Assessments to monitor
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student achievement of essential skills and standards. Assessments will be added to the Curriculum
Maps in the Atlas Rubicon Web-based platform.
Goal 5: Continuum of Specialized Instruction Services: By June 2014, develop data measurement
guidelines for the evaluation of skills in reading, writing, and mathematics for all special education
pull out programs.
Goal 6: Instructional Technology Integration: By June 2014, all teachers will incorporate
technology to enhance research skills, problem solving skills, collaboration skills, and presentation
skills.
School Committee Budget Goals and Priorities
Budget planning for fiscal year 2015 (FY15) began in July of 2013 with the School Committee’s
budget subcommittee convening to prepare the budget calendar and to determine the budget-building
approach given the economic conditions of the community and financial forecast. The subcommittee
directed the administration to focus on building two budgets: (1) a level-funded budget of $17.3
million and (2) a level-service budget that is estimated at $18.6 million. The subcommittee due to the
economic conditions did not consider a needs-based budget.
Level-service budgeting typically means that a budget will be built for the following fiscal year with
the same number of staff while providing the same level of service as the previous year. With that
said, the School Committee has provided the administration with the following goals:
(1) design the high school to focus mostly on college preparatory programs;
(2) maintain or expand Honors and Advanced Placement level course offerings;
(3) optimize class sizes throughout the district;
(4) explore the possibility of reinstating foreign language at the middle school;
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(5) explore the possibility of adding a Pre-School Coordinator to the Taft Early Learning
Center.
The budget goals of the School Committee require restructuring to occur, but administration will work
to make these changes without increasing staffing to operate the school district.
By the November School Committee Meeting, the members directed the administration to abandon the
efforts to build a level-funded budget of $17.3 million and make the efforts to build a level-service
budget that is estimated at $18.6 million. This is a noticeable and sizable difference between the levelfunded budget of $17.3m and $18.6m because the school department cannot include the transfer of
$786,000 that it received from the Town’s stabilization account.
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State and Federal Initiatives
Common Core State Standards (CCSS)
In 2011 Massachusetts adopted updated curriculum frameworks in Math and ELA. More commonly
referred to as the Common Core Standards, these curriculum documents articulated a new direction for
literacy and mathematical learning. These standards focus on higher order thinking, application and
problem solving skills. Additionally, literacy standards are explicitly built into the Social Studies and
Science frameworks.
Uxbridge Public Schools used a portion of the Race to the Top funds to reorganize and update our
curriculum documents starting in 2012. We have successfully updated all curriculum maps in Math
and English Language Arts to incorporate the new frameworks. Science and Social Studies maps have
been updated at the Middle and High school levels, with thematic units being built at the elementary
levels.
After updating our curriculum maps, it became clear that many of our resources needed updating.
Math textbooks were out of date for the old frameworks, and were vastly out of date for the new
standards. As such, in 2012, the district invested in a new math series for the high school math
programs. The middle school math teachers are currently updating their resources and creating their
own texts. By creating our own texts at the middle school, we will spend considerably less than what it
would cost if we purchased an established program from a publisher. At the elementary level, we
started a pilot in the 2013-2014 school year. The pilot group will finalize their recommendation in
February of 2014, and will recommend a new program for grades K through five.
Partnership for Assessment of Readiness for College and Careers (PARCC)
Massachusetts has joined the Partnership for Assessment of Readiness for College and Careers
Consortium (PARCC) with 22 other states to create new assessments for the new standards. This new
system is intended to provide easier access to more meaningful data on student growth to districts. The
system is designed as an online test that will measure students’ ability to apply the knowledge and
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skills in math and literacy. This system has four component parts, two of which would be required if
Massachusetts chose to adopt the PARCC as a replacement for MCAS. The two components that all
districts would implement would be the End of Year Assessment (EOY) and the Performance Based
Assessment (PBA) for grades three through eleven.
Uxbridge has been selected as one of the 1,097 schools to field test the PARCC system. A selection of
grade three and grade six classes will participate in the End of Year Assessment. Grade seven and
eight classes will take part in the Performance Based Assessment in English Language Arts. While we
will not get performance data as a district, this will allow our students to explore the new types of
questions, and better prepare our district for success on the next iteration of state assessments.
While the Field Test and potential implementation are free, Uxbridge will need to vastly update our
technology infrastructure to ensure that we can take advantage of the online assessment system. The
Technology Department and Curriculum Office have been working together to create a three-year
infrastructure and hardware upgrade plan to allow our district to comply with the technology
requirements of this assessment system. The technology office is developing a budget that will allocate
approximately $150,000 to these renovations at McCloskey Middle School. Additionally, the
technology office expects to renovate both Whitin and Taft during FY16 and FY17 respectively.
Educator Evaluation
Massachusetts General Law (MGL) C. 69 s. 1B and C. 71 s. 38 in 2011 mandated a revised teacher
evaluation system. The Department of Elementary and Secondary Education released a model system
that would meet these new requirements. Districts were expected to evaluate all staff under this new
system by the 2013-2014 school year. This change in teacher evaluation has come with added costs for
Professional Development for administrators and teachers. Additionally, we will be forming both data
teams and educator evaluation facilitation teams to ensure successful with the implementation of the
various components of the system.
In 2013, the district formed a Data Team to assist teacher teams in collecting and analyzing student
achievement data. This data may include MCAS scores, growth statistics, and assessments given at the
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district level. Currently, we have five educator members on this team. The district expects to continue
and expand this team in the 2014-2015 school year and has reserved a budget that will accommodate
up to 10 educator members.
In 2014, the district will continue to invest time and financial resources into training both educators
and evaluators in the system. The PD office will provide stipends for a 10 member Educator
Evaluation Facilitator Team. At a cost of $3,500, this team is pivotal to the success of the educator
evaluation system implementation. This group of individuals will provide a direct link between
management and staff. During our monthly meetings, we evaluate staff feedback, discuss plans for
moving the system forward based on that feedback, and look forward to the next phases of
implementation. Currently we have eight educator members. While 2014-2015 serves as the
contractually required year for this team, the district will evaluate the effectiveness of such a team and
determine whether or not to continue funding.
District Initiatives
Data Driven Instruction
Previous professional development budgets have allocated funds for topics such as standards based
unit design and bullying prevention. The focus for the 2014-2015 school year is data driven
instruction. The professional development sessions offered will improve educators’ ability to create or
identify assessments, evaluate the data from those assessments, and make meaningful changes to their
practice as a result of that analysis.
Specifically, funds will be reserved to provide a team of 10-12 educators with training on data driven
instruction. This cost will be shared with the District Administration and Professional Development
budget. This initiative will use a “train-the-trainer” model, whereby the District Data Team members
attend the training and learn capacity-building skills for educators throughout the district to establish
and expand data teams that will be focused on student achievement gap data and action plans for
improvement.
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Diagnostic Assessments - Measuring student learning against the standards
The district will expand the use of diagnostic assessments to measure student learning against state
standards. This data will supplement the MCAS data we currently use to evaluate student progress and
effectiveness of our programs. The district will allocate funds to purchase a subscription for a
diagnostic and progress monitoring assessment in both Literacy and Math for all of our students in
grades K-12. Currently the district is piloting two systems, Let’s go Learn’s DORA and ADAM
programs, and Renaissance Learning’s STAR assessment system. Both of these programs will give
our staff the ability to monitor the progress of their students against the standards and create
interventions based on the students’ needs. This resource is pivotal to the success of our MCAS goal.
Curriculum Alignment, Mapping, and Revision
In 2011, the district invested in the Atlas Rubicon Curriculum Mapping Software. This software
allows educator teams to align course unit expectations to state standards while also providing a K-12
scope and sequence for each subject. Atlas Rubicon allows all educators to access to the district level
curriculum maps as well as have access to an online plan book for their individual lessons. The focus
of our curriculum alignment and mapping work in 2014-2015 includes piloting common assessments
and establishing model lessons and resources for each unit. The district entered into a three-year
contract to phase in both the use and cost of this program. Due to budget constraints in FY14, the
district modified the agreement, delaying full implementation until FY15. As such, there will be a
significant increase request in the Curriculum and Professional Development budget will be in
Professional Development supplies. Reduced due to budget cuts in FY14, this line will return to the
full amount $6,500.00 in FY15.
With the adoption of the new Massachusetts frameworks for math in 2011, the district began a process
of realigning our curriculum and instructional materials to the new standards. After replacing many of
the high school math texts in 2012, the district has been working on upgrading the math resources for
grade K-8. Middle School teachers are using professional development funds to create the grade level
texts. Both Taft and Whitin Elementary teachers have participated in a pilot to select new resources
that are aligned to the state frameworks and prepare our students for success on standardized
assessments. Through the use of a diagnostic assessment, the team will evaluate student growth under
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each program. The pilot team will make a program recommendation by February 2014 for
implementation in September 2014. This resource is essential to the early development of mathematics
in our early learners. Current quotations for these programs range between $250,000 and $400,000.
After making a selection on the program, the pilot team will work with the Director of Curriculum and
Professional Development to determine which components of the program are required and a formal
quote will be generated. This will represent the largest budget increase request from the Curriculum
Office. The district is seeking an increase of $60,000 for this textbook series, for a total budget of
$70,000. While far short of the current quotations, the district feels that we can purchase adequate
resources and professional development with these funds.
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Budget Calendar – FY15
Budget Subcommittee reviews state aid estimates, user fees,
and contract negotiation process
July 24
School Committee directs administration regarding budget development
August 16
Budget priorities establish by the School Committee
September 10
Budget preparation information sent to administrators
October 1
Enrollment data provided to the School Committee and Town
November
Principals, Directors, and Curriculum and Instruction Leaders
meet with School Committee to present FY15 program priorities
December 3
Administrators develop budget
Nov. – Jan.
Fee schedule for FY15 approved by the School Committee
January 7
Revenue estimates received by the state
Jan. – Feb.
Budget document distributed to School Committee
February 4
Budget posted on district website
February 11
School Committee Budget Debate
Feb. 4 – 18
School Committee Public Hearing
Feb. 11
School Committee Final Budget Vote
Feb. 18 – 26
School Committee Recommended Budget to Town Manager
February 27
Annual Spring Town Meeting
May 13
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Superintendent’s Introductory Message
In an effort to provide the Uxbridge community with an understanding of the fiscal and programmatic
needs of its school system, we have developed this comprehensive document to serve as a resource for
current and future budget planning and to provide citizens with transparency in the annual
development process. Historical trends and projections are included for student enrollment, staffing,
annual expenses, local and state aid, and recent history of grants received and other revenue generating
efforts to offset the foundation budget. You will read about the Department of Elementary and
Secondary Education mandates and initiatives that have a direct impact on our district initiatives as
well as the resource allocation that is required of the Uxbridge Public Schools to meet state
expectations. District improvement efforts to meet the needs of our students are explained in the
school based and pupil services sections of this report.
To gain a better understanding of how our school system operates as an organization, it is important to
start with the Uxbridge Public Schools Vision Statement and Theory of Action and follow the
connection to the state and district goals and initiatives that are currently in place. From there, it
should become clear that most of the school department budget is either contracted or mandated. In
fact only one percent of the operating budget is discretionary.
It is important to note that we are in the process of negotiating new collective bargaining agreements
with all three of our units (Teachers, Secretaries, and Paraprofessionals) and the contract for our
cleaning service expires at the end of the 2013-2014 school year. The Uxbridge Public Schools
employed custodians prior to FY12, but these positions were eliminated from the district to lower the
number of teaching positions that would have been reduced. New contracts in all four areas will have
an impact on the FY15 budget.
In February 2014, the Uxbridge Public Schools will be participating in a DESE Full Program Review,
previously conducted by the Office of Educational Quality and Accountability, that will involve state
officials meeting with district administration, teachers, parents, municipal leaders, local officials, and a
review of the district’s records. The Program Review will analyze the district’s progress in the
following standards: I. Leadership, Governance, and Communication, II. Curriculum and Instruction,
III. Assessment and Effective Use of Data, IV. Human Resources and Educator Development, V.
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Student Support, and VI. Financial and Asset Management. The DESE’s assessment will serve as
guidance for long-term improvement planning for fiscal and programmatic stability and success.
While we place a strong focus on mandates and contractual obligations when building the School
Committee’s budget, our attention is also centered in providing our students with the skills and
learning opportunities that will prepare them for continuous education after high school, the world-ofwork, and successful, independent citizenship. As it is stated in our vision, everything we do is to
prepare students to meet the challenges of their adult lives; and it is with this in mind as we establish
goals for our budget development process.
When our students graduate from Uxbridge High School, they enter a highly competitive, global
environment for both college and the world-of-work. Both our district improvement goals and budget
goals are intentionally built to remain competitive in what has now become a highly competitive K-12
public education market.
School districts across the country, but especially in Massachusetts, have responded to the political
pressures to raise academic standards, improve student achievement, and expand learning
opportunities so that our children will have an advantage in the global workforce. It is our obligation
to prepare your children for life and learning beyond grade 12 and we gladly accept this responsibility.
Our challenge, however, will be to provide the same quality education, co-curricular activities, and
support services (or better) for our current students in Uxbridge during these difficult economic times
as we were able to provide the children who came before them.
The economic challenges have continued for the community of Uxbridge and we as the school
department need to be conscious of these fiscal constraints as we work to balance the interests of our
families with school-age children with the interests of the municipal departments and taxpayers.
The complication to this balance is the “School Choice” effect. As the Uxbridge Public Schools lose
revenue with each student who attends another public school out of the local district, each municipal
department loses revenue as well. In turn, the financial stability of the local school system is directly
connected to the financial stability of all municipal departments, the general wealth of the community,
and the value of homes.
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Over 20 years ago, “School Choice” provided parents with the opportunity to enroll their children with
a free, public school education outside of their home district. Once a child is accepted, he/she is
entitled to remain in the School Choice district until graduation. The home community would pay
tuition for any student attending school outside of the home district. School districts can choose not to
accept students from other communities, but districts cannot stop families from pursuing educational
opportunities outside of the home district. This history is shared because Uxbridge was among the first
communities in Massachusetts to accept School Choice students. As a result, unfortunately, School
Choice Out (students attending other school districts) rose to $1 million by FY13.
A culture was established in Uxbridge, like several communities in Southern Worcester County, where
inter-district educational opportunities became a competitive market in grades K-12. This was a
competition that is expected in post-secondary education, but never before in local, public school
districts. By the time the 12+ year, town-wide debate ended over the need for a new high school, over
170 families left for public school systems outside of Uxbridge. The new high school promised to be
the revenue generator that would attract new families to town, bring students back home, and stabilize
the local economy. The resurgence of student enrollment, however, has not occurred so far and the
community has struggled to address the aging facility issues while the significant increases in state
mandates have added strain to the school department budget.
Regardless of these financial challenges and obstacles, the Uxbridge Public Schools are committed to
aggressively pursuing new revenue streams to offset the budget and to provide our students with new,
competitive educational opportunities.
For 2014-2015, the high school has recently earned a grant in the amount of $27,600 to launch a new
Science, Technology, Engineering, and Math Program (STEM) and this will keep us competitive in
the region as more districts in the Commonwealth are working to update curricula to meet the worldof-work demands. As we set the foundation for this program to begin in 2014-2015 for grades 9-12,
we are also working to expand STEM to grades 6-8 within the next few years.
A new partnership with the Cambridge Institute of International Education has been established to
market our high school to foreign students overseas who wish to attend school in the United States.
Foreign students will be charged tuition to attend Uxbridge High School and we are planning to enroll
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five-ten students each year for the next two years until groundwork can be established to expand our
international program.
The school district is working to expand the iPad initiative to the McCloskey Middle School and this
will come at no cost to the district due to our internal insurance plan that brings in revenue to replace
iPads annually. The integration and expansion of technology district-wide is priority goal to enhance
student learning opportunities and the success of the new insurance program will expedite our
expansion with limited, controlled cost against the foundation budget.
These are only a few examples of new efforts to bring new revenue and new educational opportunities
to our students in the upcoming school year and foreseeable future, but the district will continue to
build partnerships and bring in new revenue.
The FY15 Proposed Budget
On February 4, 2014, the Preliminary FY15 Level-Service School Department Budget of $18,585,974
was presented to the School Committee. This is a 2.77% increase from FY14 and it does not yet
include Cost of Living Adjustments that will be bargained through our upcoming negotiations. This
budget currently supports the continuing of all existing programs for students and the staffing required
to run these programs.
Student Enrollment
Student population is expected to be 1904 students in FY15. This is a decrease of four students
overall. The Taft Early Learning Center enrollment is expected to decrease by nine students. This is a
forecast before PK and Kindergarten registration, which may change the enrollment of Taft Early
Learning Center. The Whitin Elementary School enrollment is expected to drop by 28 students due to
the promotion of the largest class in the district (169) to the McCloskey Middle School. The middle
school is expected to increase by two students and Uxbridge High School enrollment is expected to
increase by 32 students (before factoring students exiting the district for private or regional high
schools).
Our work to build a level-service budget also includes the efforts to meet the School Committee goals
of reinstating Spanish instruction at the middle school level and adding a Pre-School Coordinator at
the Taft Early Learning Center.
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The budget commentaries that were developed by the Principals, Director of Pupil Services, and
Director of Curriculum, Instruction, and Assessment include program and staffing needs that have
been identified by School Councils. These additions are not included in the FY15 budget proposal at
this time, but the improvement requests will be documented for discussion and consideration.
Therefore, the new staffing requests, which include Pre-School Coordinator, Middle School Spanish
Teacher, Middle School Music Teacher, Middle School Reading/Literacy Teacher, Middle School
Technology Integration Teacher, Middle School Library Paraprofessional, Applied Behavior Analysis
(ABA) Technicians, and the addition of an Art Teacher to be shared between the Taft Early Learning
Center and the Whitin Elementary School are not included in the tables and charts of this report. If the
School Committee votes to include these positions in the FY15 School Department Budget, the efforts
will be to do so without increasing the total number of staff from FY14.
The Three Parts of the Budget
It is important for citizens to understand what the budget pays for: (1) Educational Services, (2)
Staffing, and (3) Facilities. Only 1% of the budget is discretionary spending; the other 99% is either
contracted or mandated.
Educational Services
The Uxbridge Public Schools works to provide a quality academic and co-curricular program for all
students. In 2013, UHS was recognized as one of the fastest growing high schools to offer collegelevel courses in Grades 10-12. Uxbridge students who scored three (3) or higher on Advanced
Placement exams far exceed the state and national averages. UHS also received recognition for
leadership as the Student Council earned the Gold Council of Excellence Award at the Annual
Massachusetts Association of Student Council Conference. These recognitions at the high school level
are a district-wide accomplishment as educators throughout the system are committed to preparing
students for life and learning beyond Grade 12.
Per Pupil costs for educational services are well below the state average. In FY12, the most recent year
that statewide district comparisons are available, Uxbridge spent $12,074; $1,562 less per child than
the state average of $13,636.
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A concern that the Town and district must address is the cost to Health Insurance and Special
Education. In FY12, the Town and district paid $2,372 per child for health insurance for current and
past employees – $8 higher per student than the state average and the highest among the Blackstone
Valley districts. In fact, Uxbridge spent $299 more per child for health insurance than the second
highest district in the Blackstone Valley (Northbridge).
Uxbridge spent considerably less than the state average of $21,549 for Out-of-District Special
Education costs in FY12 (Uxbridge spent $7,761 less), but the district ranked third highest among the
Blackstone Valley districts. Both Health and Special Education services are mandated regulations for
public school districts and Uxbridge is working to invest in local Special Education programming that
will lead to reduce spending in OOD spending. Health insurance plans are negotiated through the
Town for all public departments.
Salaries
Uxbridge spends $222 less per child than the state average for Classroom and Specialist teachers (5th
out of 10 Blackstone Valley districts) and $135 less per child than the state average for administration
(last out of 10 Blackstone Valley districts). The district is in its third and final year of all Collective
Bargaining Agreements and we are in negotiations for successor agreements.
Facilities
Utilities increased from $536,744 in FY12 to $650,744 in FY13; a 21% increase. Maintenance and
Operations increased from $651,796 in FY12 to $758,124 in FY13; a 16% increase. While both
increases are attributed to adding a fourth school and campus to the district, maintenance to aging
buildings is the other contributor to the large increases. Examples include the $60,000 in annual costs
to fix the aging pneumatic ventilation system at the McCloskey Middle School and roof repair to the
Taft, Whitin, and McCloskey schools that exceed $30,000 annually. The warranties for the three roofs
expired by 2007.
Carpet and flooring removal is required in 73 of the district’s classroom where the age is estimated
between 25-30 years old and the cost for removal is above $177,000. Furthermore, asbestos abatement
at the McCloskey Middle School is estimated at $650,000.
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Due to the scope of the facility repairs, both the School Committee and Board of Selectmen have
authorized the School Department to submit a Statement of Interest to the Massachusetts School
Building Authority in an effort to receive financial assistance from the state for roof replacement.
Expenses for school facility issues have dominated the focus for education spending in recent years. In
an effort to reduce the cuts to classrooms during the deficit years, The School Committee outsourced
cleaning services in FY12 and this has led to annual savings of $200,000. The maintenance staff
includes one Plant Manager and two assistants to manage four campuses and the School Department is
requesting to maintain this level of service in FY15.
The Town Capital Planning Committee, in compliance with Town By-law 16-2, has submitted a
Capital Improvement Plan to the Town Manager that ranks nearly $2 million in school building
improvements as the highest priorities of the Committee for improvements between FY15 and FY17.
Efforts will be to earmark resources from Town reserve accounts to reduce further burden to tax
payers to pay for infrastructure improvements.
Summary
A level-service budget for FY15 allows the School Department to maintain instructional programs
throughout the district. Furthermore, it will allow instructional programs to be restructured to meet
many of the goals of the School Committee and to begin the improvement efforts of the School
Councils. As Special Education Out-of –District placements and School Choice Out have continued to
be a financial challenge to the school district and the community, you will read of the efforts in place
by the schools to ensure that we are a competitive public schools system in the region and the state;
and as a result, we will improve our ability to retain our children in the Uxbridge Public Schools.
Our Honors and Advanced Placement programs at Uxbridge High School will continue to flourish,
elementary class sizes will remain at levels supported by research, and co-curricular activities and
opportunities will remain to support the development of well-rounded students throughout the district.
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Enrollment History 2005-2015
GRADE
PreK
K
1
2
3
4
5
6
7
8
9
10
11
12
SP
TOTAL
FY05
139
151
154
160
155
168
166
162
190
179
140
137
131
141
0
2173
FY06
147
158
147
168
156
156
170
166
160
185
122
138
137
132
1
2143
FY07
141
156
158
147
165
154
156
167
157
156
120
123
137
137
0
2074
FY08
132
153
152
164
156
165
157
161
169
156
104
117
114
129
0
2029
FY09
133
162
153
160
167
154
174
152
159
170
122
114
120
104
6
2050
FY10
129
119
170
149
152
167
160
173
163
161
122
119
99
113
5
2001
FY11
123
127
120
174
147
158
164
160
172
160
118
118
119
87
6
1953
FY12
97
128
138
118
167
151
159
169
162
172
116
105
119
109
6
1916
FY13
113
141
126
132
121
160
146
157
168
165
134
102
112
116
7
1900
FY14
122
126
142
141
132
129
169
144
159
167
133
129
102
105
8
1908
FY15
124
130
126
142
141
132
129
169
144
159
136
133
129
102
8
1904
Note: Full day Kindergarten started August 2013
Enrollment as of October 1st and December 1st
SC In
SC Out
BVT
75
237
136
67
246
167
68
237
190
66
230
195
73
204
193
78
193
192
59
191
174
61
184
168
57
171
177
69
177
151
65
152
?
Norfolk Aggie
20
19
17
13
11
11
7
8
7
10
10
District Staffing
DISTRICT WIDE
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
3.00
6.00
4.00
3.00
16.00
3.00
4.00
3.00
3.00
13.00
4.00
4.00
4.00
3.00
15.00
3.00
4.00
5.00
3.50
15.50
3.00
4.00
5.50
3.50
16.00
3.00
4.00
5.50
3.50
16.00
+/Variance
FTE's
District-Wide Administration
CO Admin Support Staff
DW Operations Support Staff
DW SPED
TOTAL DW FTE's:
0.000
0.000
0.000
0.000
0.000
SALARY EXPENSE
DW Operations Support Staff
$
$
$
282,602
268,006
190,074
$
$
$
292,331
195,826
175,049
$
$
$
376,623
202,564
226,550
$
$
$
311,423 $
209,060 $
277,858 $
317,651 $
213,137 $
301,634 $
317,651
213,137
295,413
(6,221)
DW SPED
$
195,595
$
197,470
$
204,805
$
226,390 $
226,879 $
226,879
-
TOTAL DW SALARY $:
$
936,277
$
860,676
$
1,010,542
$
1,024,731 $
1,059,301 $
1,053,080
District-Wide Administration
CO Admin Support Staff
-
(6,221)
21
TOTAL SCHOOL BUILDINGS
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
+/Variance
FTE's
Building Admin
Building Support Staff
8.00
10.00
7.00
9.00
7.00
9.00
7.00
9.00
7.00
9.00
7.00
9.00
0.000
0.000
General Ed Teachers
General Ed Specialists
General Ed Paras
116.60
15.12
1.00
110.60
14.12
1.00
110.60
14.62
1.00
112.50
15.62
1.00
103.30
15.62
0.00
102.30
15.62
0.00
(1.000)
0.000
0.000
SPED Teachers
SPED Specialists
SPED Paras
TOTAL FTE's:
18.00
15.42
63.20
247.33
20.00
15.72
53.80
231.23
20.00
14.72
55.50
232.43
20.00
14.72
52.80
232.63
21.00
13.70
54.10
223.72
21.00
13.70
55.10
223.72
0.000
0.000
1.000
0.000
SALARY EXPENSE
Building Admin
$
682,633
$
639,584
$
631,053
$
650,319
$
665,819
$
665,819
-
Building Support Staff
$
355,574
$
329,149
$
328,437
$
337,527
$
311,550
$
311,550
-
General Ed Teachers
$
7,599,556
$
7,421,393
$
7,572,404
$
7,840,187
$
7,399,292
$
7,484,344
85,052
General Ed Specialists
$
1,005,350
$
987,427
$
1,030,164
$
1,111,959
$
1,140,724
$
1,164,875
24,151
General Ed Paras
$
20,771
$
20,201
$
22,011
$
24,276
$
-
$
-
-
Substitutes
$
155,723
$
205,032
$
206,633
$
271,627
$
157,000
$
157,000
-
SPED Teachers
$
1,131,915
$
1,289,207
$
1,333,574
$
1,369,894
$
1,485,543
$
1,521,008
35,465
SPED Specialists
$
1,040,305
$
1,064,541
$
1,043,033
$
1,050,152
$
1,015,665
$
1,029,012
13,347
SPED Paras
$
1,529,530
$
1,340,117
$
1,528,525
$
1,464,739
$
1,645,219
$
1,689,459
44,240
$ 14,023,067
202,255
TOTAL SALARY $:
$ 13,521,357
$ 13,296,651
$ 13,695,834
$ 14,120,680
$ 13,820,812
22
Uxbridge Public School Staff
300.00
250.00
TOTAL FTE's
200.00
DISTRICT STAFF
BUILDING ADMIN
150.00
GENERAL ED TEACHERS
SPED TEACHERS
100.00
SPED PARAS
50.00
0.00
FY10
FY11
FY12
FY13
FY14
FY15
Uxbridge Public School Salaries
$16,000,000
$14,000,000
$12,000,000
TOTAL SALARY $
$10,000,000
DISTRICT STAFF
BUILDING ADMIN
$8,000,000
GENERAL ED TEACHERS
$6,000,000
SPED TEACHERS
$4,000,000
SPED PARAS
$2,000,000
$FY10
FY11
FY12
FY13
FY14
FY15
23
Taft Early Learning Center Principal’s FY15 Budget Commentary
School Improvement Plan
Mission Statement
Our mission is to build a strong foundation for lifelong learning by nurturing, guiding, and challenging
all students to achieve their maximum potential. We believe that children are our highest priority and
promote a collaborative partnership among students, staff, parents, and community.
School Council Members
Judi Lamarre- Principal
Christine Gallo- Teacher
Holly Earl – Teacher
Anne Belanger- Community Member
Jillian Burr - Teacher
Erika Devlin- Parent
Brian Carter - Teacher
Jenn Lutton- Parent
School Improvement Goals for 2013 – 2014
1. By June 2014, 80% of Taft School students will meet or exceed grade level benchmarks as
evidenced by the DRA 2.
2. Writing: Improve the quality and quantity of student writing PreK-2 by developing students as
writers through aligned instructional units focused on the craft, conventions, and process of
writing, using a Writer’s Workshop model as measured by improved writing scores using
grade level rubrics.
3. Mathematics: All students will experience a Mathematics curriculum aligned with the MA
Common Core Frameworks by incorporating Understanding by Design concepts into content
current curriculum areas.
24
Taft School Council and School Improvement Goals
During the 2013-2014 school year, the Earl D. Taft Early Learning Center created goals along with a
vision and mission that is aligned to district goals and objectives. Through the collaborative effort of
parents, staff and community members, a School Improvement Plan was developed to improve student
learning goals, increase communication, and develop a sense of school culture and community. We are
focusing on three core values of respect, responsibility and being ready to learn every day. We work to
provide an academic environment that supports high student achievement, promotes local and global
citizenship, and ensures up-to-date teaching and learning opportunities for all students.
Taft Enrollment
PreK
K
1
2
TOTAL
FY05
139
151
154
160
604
FY06
147
158
147
168
620
FY07
141
156
158
147
602
Enrollment History 2005-2015
FY08
FY09
FY10
132
133
129
153
162
119
152
153
170
164
160
149
601
608
567
FY11
123
127
120
174
544
FY12
97
128
138
118
481
FY13
113
141
126
132
512
FY14
122
126
142
141
531
FY15
124
130
126
142
522
Taft ELC
Enrollment
# of Classes
Average Class Size
Pre-K
124
8
K
130
7
15.5
18.6
Grade 1
126
7
18.0
Grade 2
142
6
Total
522
28
23.7
18.6
Current estimates indicate that the student enrollment at the Taft Early Learning Center for the 201415 school year will be 522 students; down nine students from the 2013-2014 school year. If there were
no service changes next year, grade level assignments would be as follows: 124 students in PreKindergarten - average of 15.5 students per class with four teachers; 130 students in Kindergarten average of 18.6 students per class with seven teachers; 126 students in grade 1 - average of 18.0
students per class with seven teachers; 142 students in grade 2 – average of 23.7 students per class
with six teachers.
With the current enrollment numbers, classroom sizes are likely to increase to 21 to 26 students per
class if the district faces a similar deficit in FY15. The anticipated configurations would be as follows:
25
Kindergarten would reduce from seven classroom teachers to six teachers and the average class size
would be 21.6 students. Grade 1 would reduce from seven classroom teachers to five teachers and the
average class size would be 25.2 students. Grade 2 would remain at six classroom teachers to avoid
class sizes of 28 students. This would mean a reduction of three FTE grade level teaching positions
and further class period reductions to Library/Computer, Music, and Physical Education.
Budget Requests
In an effort to meet the School Committee’s budget goals and to address the instructional and
developmental needs of our students, The Taft School Council focused on five key elements for school
improvement:
1. to balance class sizes;
2. to add a Learning Lab to provide services to students who are non-verbal and physically
challenged and need individualized attention and instruction;
3. to add Art as part of Special Subjects offerings;
4. to integrate increased technology;
5. to address professional development needs to successfully implement a new math program,
an improved writing curriculum, and PBIS
These goals could be met with the following increases:
Learning Lab Teacher - rationale and request for increased staff (1.0FTE, $50,000)
With the number of preschool students that are advancing to Kindergarten with significant cognitive
delays, classroom design and staffing need to be addressed. While we have a program for those
students with significant behavioral needs, we do not have a classroom that will accommodate those
students with cognitive needs that cannot often be met in the typical classroom setting. Many of these
students are non-verbal and physically challenged and need a smaller space where they can learn at
their individualized pace.
Art Teacher - rationale and request for increased staff (0.5 FTE, $25,000)
All students need to be exposed to the arts. Currently, the Kindergarten incorporates drawing and
coloring activities into their core academic subjects with their grade level teachers, but students do not
26
receive instruction from an Art teacher. The importance of this type of learning is documented in brain
research. For some students, this is the one structured opportunity to engage in new materials, explore
new textures and structures. It would provide students with an opportunity to explore their creativity,
geometric forms, symmetry, and point of view.
Technology Integration – rationale and request for updated hardware
The district has a major technology initiative, which states that by June 2014, all teachers will
incorporate technology to enhance research skills, problem solving skills, collaboration skills and
presentation skills. We are fortunate to have a technology specialist that works directly with staff in
integrating units and offering instructional opportunities for both staff and students. There is a need for
document cameras, laptop carts, LCD projectors or other technology to assist with our district
technology initiatives.
Professional Development- rationale and request for new math program training, continued training in
writing curriculum alignment, and Positive Behavioral Interventions and Supports (PBIS)
Due to the anticipated math program adoption and roll out in grades K-2, professional development
should be utilized to support teachers in utilizing this new tool, while using assessments, and
collecting data to analyze student results.
We have started the work of designing and aligning the writing curriculum to the Common Core
Curriculum State Standards (CCSS). We realize that the basic foundational skills begin with our
students at Taft. Without these basic skill sets students will not be able to access technology,
collaborate and design projects, write opinion pieces or actively engage in and connect to the real
world. This Professional Development will be ongoing throughout the 2014-2015 school year.
In conjunction with Whitin Elementary and with McCloskey Middle School, Taft has adopted the
PBIS (Positive Behavioral Intervention Supports). This supports our goal of creating a positive school
culture and climate. District-wide professional development would provide vertical alignment of this
tool and provide a smooth transition from one level to the next.
27
Combined Elementary Staffing & Salary Expenses
ELC / ELEMENTARY COMBINED
FTE's
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
+/Diff.
Building Admin:
Principals & Assistant Principals
Support Staff
Lead Teachers
2.00
4.00
2.00
2.00
4.00
1.00
2.00
4.00
1.00
2.00
4.00
1.00
2.00
4.00
1.00
2.00
4.00
1.00
0.000
0.000
0.000
General Ed Staff:
Pre-K Classroom Teachers
Kindergarten Classroom Teachers
Grade 1 Classroom Teachers
Grade 2 Classroom Teachers
Grade 3 Classroom Teachers
Grade 4 Classroom Teachers
Grade 5 Classroom Teachers
4.00
5.00
9.00
7.00
9.00
6.00
7.00
4.00
5.00
7.00
8.00
7.00
7.00
7.00
4.00
5.00
6.00
9.00
7.00
7.00
7.00
4.00
7.00
7.00
7.00
6.00
8.00
7.00
5.00
7.00
7.00
6.00
6.00
6.00
7.00
4.00
7.00
7.00
6.00
6.00
6.00
7.00
(1.000)
0.000
0.000
0.000
0.000
0.000
0.000
Art
Music
Health / Physical Ed
Technology
Foreign Language
Library Media Specialist
1.60
1.00
2.00
1.00
1.00
1.00
1.00
1.00
2.00
1.00
0.00
1.00
1.00
1.00
2.00
1.00
0.00
1.00
1.00
2.00
2.00
1.00
0.00
1.00
1.00
2.00
2.00
2.00
0.00
1.00
1.00
2.00
2.00
2.00
0.00
1.00
0.000
0.000
0.000
0.000
0.000
0.000
Guidance/Counselors/Social W
Nurse
Title 1 / Reading Specialists
0.70
1.00
4.50
1.00
1.00
4.50
1.00
1.00
5.00
1.62
2.00
5.00
1.62
2.00
5.00
1.62
2.00
5.00
0.000
0.000
0.000
Paraprofessionals - General Ed
0.00
0.00
0.00
0.00
0.00
0.00
0.000
6.00
2.00
1.62
4.80
2.00
1.00
-
6.00
2.00
1.62
4.80
1.80
1.00
1.00
6.00
2.00
1.62
3.80
1.80
1.00
1.00
7.00
2.00
1.00
3.80
1.80
1.00
-
8.00
1.00
1.00
3.80
1.80
1.00
-
8.00
1.00
1.00
3.80
1.80
1.00
-
0.000
0.000
0.000
0.000
0.000
0.000
0.000
41.20
-
33.80
-
34.50
-
32.80
-
34.10
4.00
36.10
4.00
2.000
0
SPED Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
ESL/ELL
SPED Specialists
Paraprofessionals - SPED
NECC Staff
28
Combined Elementary Staffing & Salary Expenses Continued
ELC / ELEMENTARY COMBINED
SALARY EXPENSE
FY10
FY11
FY12
FY13
Forecast
FY15
FY14
+/Diff.
Building Admin:
Principals & Assistant Principals
Support Staff
Lead Teachers
$
$
$
183,725
131,184
137,468
$
$
$
193,117
137,455
74,184
$
$
$
173,000
133,581
76,244
$
$
$
181,800
138,752
79,072
$
$
$
185,436
129,562
80,654
$
$
$
185,436
129,562
80,654
$
$
$
-
General Ed Staff:
Pre-K Classroom Teachers
Kindergarten Classroom Teachers
Grade 1 Classroom Teachers
Grade 2 Classroom Teachers
Grade 3 Classroom Teachers
Grade 4 Classroom Teachers
Grade 5 Classroom Teachers
$
$
$
$
$
$
$
245,800
339,718
587,741
485,921
558,840
397,498
479,815
$
$
$
$
$
$
$
253,216
350,684
485,053
567,695
465,159
479,234
469,283
$
$
$
$
$
$
$
265,358
331,190
404,907
661,457
480,140
466,344
483,703
$
$
$
$
$
$
$
245,687
483,272
494,509
516,371
436,254
553,549
487,142
$
$
$
$
$
$
$
325,738
497,885
513,509
462,336
448,041
450,056
494,504
$
$
$
$
$
$
$
334,592
502,876
515,536
463,336
455,138
452,547
496,153
$
$
$
$
$
$
$
8,854
4,991
2,027
1,000
7,097
2,491
1,649
Art
Music
Health / Physical Ed
Technology
Foreign Language
Library Media Specialist
$
$
$
$
$
$
93,782
70,366
121,315
60,702
67,337
67,337
$
$
$
$
$
$
$
$
$
72,827
159,193
142,074
142,800
74,307
$
$
$
$
$
71,399
156,073
135,401
70,286
72,850
$
$
$
$
$
68,712
73,482
132,310
66,014
70,407
$
$
$
$
$
66,652
71,422
128,190
63,954
68,347
$
72,827
159,193
142,074
142,800
74,307
$
$
$
$
$
$
-
Guidance/Counselors/Social W
Nurse
Title 1 / Reading Specialists
$
$
$
49,256
65,667
314,435
$
$
$
74,636
66,652
319,153
$
$
$
76,696
68,712
353,040
$
$
$
114,207
115,781
370,101
$
$
$
117,967
119,803
380,847
$
$
$
122,993
125,051
391,273
$
$
$
5,026
5,248
10,426
Paraprofessionals - General Ed
$
-
$
-
Substitutes
$
79,687
$
80,995
$
76,233
$
133,347
$
64,000
$
64,000
$
-
SPED Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
ESL/ELL
SPED Specialists
$
$
$
$
$
$
400,278
136,449
117,332
298,737
131,334
62,078
-
$
$
$
$
$
$
$
410,655
140,330
112,666
307,127
119,974
65,404
68,417
$
$
$
$
$
$
$
420,955
144,450
115,993
265,165
123,681
67,464
70,477
$
$
$
$
$
$
497,804
143,136
82,092
275,794
122,373
69,714
-
$
$
$
$
$
$
582,055
74,307
83,733
283,710
131,089
71,108
-
$
$
$
$
$
$
594,620
74,307
87,501
287,561
131,089
71,108
-
$
$
$
$
$
$
$
12,565
3,768
3,851
-
Paraprofessionals - SPED
NECC Staff
$ 1,022,059
-
$
921,643
-
$
978,064
-
$
916,599
-
$
$
983,204
119,132
$ 1,052,123
$ 119,132
$
$
68,919
-
-
-
-
-
-
29
Whitin Elementary School Principal’s FY15 Budget Commentary
School Improvement Plan
Mission Statement
The mission of Whitin Elementary School in partnership with staff, parents, and community members
are committed to creating a community of life-long learners. We believe that students learn best in a
safe and supportive environment in which individuality and diversity is respected and valued within
the school setting.
School Council Members
Lori Fafard, Principal and Co-Chair
Ann Caso, Parent
Debra Dinoi, Adjustment Counselor
Melissa Silvestro, Parent
Mary Ellen Jansson, Teacher
Maria Turner, Parent
Nancy Bielecki, Community Member
School Improvement Goals for 2013-2014
1. All teachers will be implementing the Empowering Writers program in all academic areas in
order to track student progress in the different forms of writing (narrative, expository,
opinion/persuasive writing) using the grade level writing rubrics.
2. During the 2012-2014 school year, teachers will implement the new math core standards to
increase student achievement in the area of mathematics. As a staff, we will examine the ORQ
(open response question) assessment and the steps to properly answering them to achieve the
highest possible score.
3. By June 2014, Whitin Elementary School students will follow the three R’s of discipline –
Respect, Responsibility, Ready to Learn.
30
Whitin School Council and School Improvement Goals
During the 2013-2014 school year, the WES Council developed a mission statement that aligned to the
district’s mission and the School Improvement Plan. The focus of the plan is on student achievement
and preparing students to be successful in writing, math, and social skills/thinking. Whitin Warriors
are respectful, responsible, and ready to learn on a daily basis.
Analysis of the 2013-2013 MCAS data and classroom assessments show that some of the students at
Whitin Elementary School have made progress towards becoming competent writers. Even though we
have made some progress with students achieving proficiency in ELA, we still have many students
who need to improve their ability to write and who need direct instruction with the writing process,
topic development, and mechanics across all core and content subject areas.
Further analysis of past MCAS data and classroom documentation show that many of the students at
Whitin School are still struggling with data collection, number sense, fractions, measurement,
symbols, and open response (ORQ) writing in mathematics. Though we have made progress with the
number of students achieving proficiency, we still have many students who need to improve their
ability level.
Lastly, due to the grade level reconfiguration of Whitin Elementary School, student partnerships need
to be established and supported in order to promote academic achievement and social emotional
growth. Efforts build social skill development, we will be working to establish the Positive Behavior
Intervention and Support system (known as PBIS) in grades Pre-K – Grade 8.
31
Whitin Enrollment
Grade
3
4
5
TOTAL
FY05
155
168
166
489
FY06
156
156
170
482
FY07
165
154
156
475
Enrollment History 2005-2015
FY08
FY09
FY10
156
167
152
165
154
167
157
174
160
478
495
479
FY11
147
158
164
469
FY12
167
151
159
477
FY13
121
160
146
427
FY14
132
129
169
430
FY15
141
132
129
402
Whitin ELEMENTARY
Enrollment
# of Classes
Average Class Size
Grade 3
141
6
Grade 4
132
6
Grade 5
129
7
Total
402
19
23.5
22.0
18.4
21.2
Current estimates indicate that the student enrollment at the Whitin Elementary School for the 2014-15
school year will be 402 students; down 28 students from the 2013-2014 school year due to the
promotion of 169 students to the McCloskey Middle School. If there were no service changes next
year, grade level assignments would be as follows: 141 students in Grade 3 - average of 24 students
per class with six teachers; 132 students in Grade 4 - average of 22 students per class with six teachers;
129 students in grade 5 - average of 18 students per class with seven teachers.
With the current enrollment numbers, classroom sizes are likely to increase to 24-26 students per class
if the district faces a similar deficit in FY15. The anticipated configurations would be as follows:
Grade 3 would remain at six classrooms and the average class size would be 24 students. Grade 4
would reduce from six classroom teachers to five teachers and the average class size would be 26
students. Grade 5 would reduce from seven classroom teachers to five teachers and the average class
size would be 26 students. This would mean a reduction of three FTE grade level teaching positions
and further class period reductions to Library, Computer, and Physical Education/Health.
Budget Requests
In an effort to meet the School Committee’s budget goals and to address the instructional and
developmental needs of our students, The Taft School Council focused on five key elements for school
improvement:
1. to balance class sizes;
32
2. to maintain PE/Health instruction and services;
3. to maintain technology instruction and services;
4. to address professional development needs to successfully implement a new math program,
include all teachers in Handwriting Without Tears training, and PBIS
These needs would be met through the following increases:
Technology Integration – rationale and request to remain at 1.0 FTE (even if classroom teacher
reductions provide the Technology teacher with open blocks)
This position supports our District Goal: By June 2014, all teachers will incorporate technology to
enhance research skills, problem solving skills, collaboration skills, and presentation skills. We are
fortunate to have a technology specialist that meets with each class once a week and again to involve
students in Computer Skills Enhancement classes. Students are learning power point, typing skills,
participation in on-line assessments (DORA and STAR) and integrating content writing projects
during these classes. There is a definite need for this technology specialist to continue full time in this
capacity with a reduction in classroom numbers.
Physical Education, Health, and APE – rationale and request to remain at 1.0 FTE (even if classroom
teacher reductions provide the PE/Health teacher with open blocks)
Physical Education, Adaptive Physical Education (APE), and Health are taught by one teacher at
WES. At these ages, we can make an impression on their personal safety, bullying issues, obesity
issues, nutrition, personal hygiene, exercise, and social awareness. Students have physical education
classes weekly and health once every two weeks. There is a definite need for the physical education
teacher to continue full time to teach all three areas.
Handwriting Without Tears – rationale and request for additional materials
Students in Pre-K, K, 1, 2, and 3 have been taught the HWT program. We made a commitment to this
handwriting program 3-4 years ago. As a result, there are less OT evaluations and student writing is
legible because of this scope and sequence. Our last grade level to fulfill this commitment is for Grade
4 teachers to be trained in May 2014, ready to give direct instruction to students at the start of the new
school year -2014/2015. The manipulatives and needed materials have already been purchased for
33
grades Pre-K – 3. Remaining needs in Grade 3 include consumable workbooks and new materials for
Grade 4. The teacher half day workshop is free due to our involvement in grades Pre-K – 3. Grade 4
will be the last grade level to be taught penmanship using the Handwriting Without Tears program.
Professional Development – rationale and request for new math program training, continued training
in Handwriting Without Tears, and Positive Behavior Intervention and Support
Given the math piloting of three different programs (K – 5) there needs to be professional
development to support our teachers of a new math program adoption. There will be a need to assist
our teachers in learning the components, assessments, lessons, and data measures of this new math
tool.
In conjunction with Taft ELC and McCloskey Middle School, WES has adopted the PBIS (Positive
Behavioral Intervention and Support). This supports our #3 goal on the WES School Improvement
Plan. PD for our three schools would provide vertical alignment of this tool and an uninterrupted
transition from one grade level and schools.
34
McCloskey Middle School Principal’s FY15 Budget Commentary
School Improvement Plan
Mission Statement
The McCloskey Middle School is committed to working in partnership with parents to provide a high
quality, developmentally responsive curriculum and experientially-based programs which are
respectful of the diverse characteristics and needs of pre and early adolescent children. Our mission is
to help students become good citizens who are healthy, caring, ethical, physically active, and
intellectually reflective individuals who believe that life is enriched by learning.
School Council Members
Rich Drolet, Principal
Jennifer Lutton, Parent
Todd Kaplan, Asst. Principal
Becky Morganelli, Parent
Nadine Clifford, Teacher
Cathy Sanford, Parent
Kara Ekstrom, Teacher
Melissa Schleinitz, Parent
Jayne Buteau, Teacher
Donna Wilson, Parent
Deidre Cahill, Paraprofessional
Cari Robertson, Parent
Cathy Chauvin, Paraprofessional
Christine Martellio, Parent/Teacher
Simone Palmer, Principal resident/intern
School Improvement Plan Goals for 2013-14
1. To improve student achievement by integrating best practices in the classroom in an effort to
increase Massachusetts Comprehensive Assessment System (MCAS) scores and attain
Adequate Yearly Progress (AYP)
2. To support and provide services to staff and students to meet the diverse needs of all learners
3. To nourish the whole student in mind and body through expanding initiatives in music, art, and
physical education
4. To uphold a safe and healthy school environment
35
5. To work together with the community in a collaborative effort to increase parental involvement
creating a united environment within the school district
6. To nurture and maintain a staff which fosters a positive school climate by encouraging
communication, respect, and collegiality
7. To increase the use of technology school-wide
School Council and School Improvement Goals
During the 2012-13 school year, the McCloskey Middle School Council, which included McCloskey
Middle School staff members and parents, created a School Improvement Plan for the 2013-14 school
year. Through a collaborative effort, the School Council developed seven goals, which were aligned to
the Uxbridge School System’s vision and objectives as well as the McCloskey Middle School mission
and vision for Improvement. Along with the district, McCloskey Middle School is focusing on
improving student achievement through increasing the level of academic rigor for all students. This
focus will move McCloskey Middle School toward being a developmentally responsive school
characterized by high expectations, fulfill its mission to provide curriculum that is challenging and
exploratory, and promote improvement by establishing rigorous learning that a student is required to
master in order to successfully make the transition to high school.
McCloskey Middle School plans to increase the level of rigor of teaching and learning through a
multitude of initiatives that are aligned with the District’s Strategic Objectives of educator
development and improving student learning. These initiatives will move our students forward in their
growth toward becoming good citizens who are healthy, caring, ethical, physically active, and
intellectually reflective lifelong learners.
Enrollment
Grade
6
7
8
TOTAL
FY05
162
190
179
531
FY06
166
160
185
511
FY07
167
157
156
480
Enrollment History 2005-2015
FY08
FY09
FY10
161
152
173
169
159
163
156
170
161
486
481
497
FY11
160
172
160
492
FY12
169
162
172
503
FY13
157
168
165
490
FY14
144
159
167
470
FY15
169
144
159
472
36
Current estimates indicate that the student enrollment at McCloskey Middle School for the 2014-15
school year will be 472 students (169 students in grade 6 - average of 28 students per class, 144
students in grade 7 - average of 24 students per class, and 159 students in grade 8 - average of 27
students per class).
37
Middle School Staffing & Salary Expenses
MIDDLE SCHOOL
FTE's
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
Diff.
Building Admin:
Principals & Assistant
Principals
Support Staff
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
2.00
0.000
0.000
General Ed Staff:
Grade 6 Teachers
Art
English
7.00
1.00
4.00
7.00
1.00
4.00
7.00
1.00
4.00
7.00
1.00
4.00
6.00
1.00
4.00
6.00
1.00
4.00
0.000
0.000
0.000
Foreign Language
Health / Physical Ed
Math
Music
Science
Social Studies
Technology
Library Media Specialist
1.00
3.00
4.00
3.00
2.00
3.00
1.00
-
1.00
3.00
4.00
3.00
2.00
2.00
1.00
-
1.00
3.00
4.00
3.00
2.00
2.00
1.00
-
1.00
2.00
4.00
2.00
2.00
2.00
1.00
-
2.00
5.00
1.00
2.00
2.00
1.00
-
2.00
5.00
1.00
2.00
2.00
1.00
-
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
Guidance/Counselors
Nurse
Title 1 / Reading Specialists
2.915
1.00
2.615
1.00
2.615
1.00
2.00
1.00
2.00
1.00
2.00
1.00
0.000
0.000
0.000
General Ed Paras
1.00
1.00
1.00
1.00
-
-
0.000
SPED Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
SPED Specialists
ESL/ELL
6.00
1.00
1.00
-
7.00
1.00
1.00
0.50
7.00
1.00
1.00
0.50
6.00
1.00
0.615
1.00
1.00
0.50
6.00
1.00
0.60
1.00
1.00
0.50
6.00
1.00
0.60
1.00
1.00
0.50
0.000
0.000
0.000
0.000
0.000
0.000
0.000
11.00
12.00
12.00
11.00
10.00
(1.000
)
SPED Paras
13.00
-
+/-
38
Middle School Staffing & Salary Expenses Continued
MIDDLE SCHOOL
SALARY EXPENSE
Building Admin:
Principals & Assistant
Principals
Support Staff
General Ed Staff:
Grade 6 Teachers
Art
English
Foreign Language
Health / Physical Ed
Math
Music
Science
Social Studies
Technology
Library Media
Specialist
FY10
FY11
FY12
+/Diff
171,080
79,172
$
$
176,212 $
75,176 $
180,225 $
76,057 $
183,830 $
77,545 $
190,000 $
74,148 $
190,000
74,148
-
$
$
$
$
$
$
$
$
$
$
469,502
50,196
275,649
68,907
206,396
260,975
207,830
113,600
171,798
68,907
$
$
$
$
$
$
$
$
$
$
484,559
56,339
281,127
69,940
202,040
270,029
210,948
119,027
126,813
69,940
500,011
58,399
289,637
72,000
208,220
278,269
217,945
123,147
130,933
69,940
520,662
61,916
293,453
74,550
142,564
285,792
146,139
125,182
129,349
71,339
455,090
71,108
262,150
145,488
362,616
52,224
129,713
135,135
76,041
458,365
71,108
267,169
149,062
365,815
54,052
137,174
135,135
76,041
3,275
5,019
3,574
3,199
1,828
7,461
-
-
-
154,435
75,375
3,451
-
185,750
71,378
$
$
$
$
$
$
$
$
$
$
$
$
General Ed Paras
$
20,771
$
20,201 $
Substitutes
$
41,689
$
72,399 $
$
$
356,600
76,377
70,366
-
$
$
309,415
$
-
$
$
176,695 $
72,448 $
-
$
$
432,198
78,522
71,422
28,827
-
$
$
$
$
$
$
$
$
$
$
-
$
$
SPED Paras
Forecast
FY15
FY14
$
$
Guidance/Counselors
Nurse
Title 1 / Reading
Specialists
SPED Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
ESL/ELL
SPED Specialists
FY13
$
$
196,900 $
$
$
$
$
$
$
-
171,125 $
74,508 $
-
$
$
$
$
$
$
$
$
$
$
$
$
$
$
-
148,024 $
73,897 $
150,984 $
75,375 $
-
-
-
-
22,011 $
24,276
-
-
-
73,258 $
57,308 $
61,750
-
$
$
420,019
85,285
40,860
77,651
28,235
74,307
6,062
1,495
1,034
3,199
322,078 $
293,343
(28,735)
451,845
80,582
73,482
27,827
-
$
$
$
$
$
$
332,470 $
398,434
83,632
35,370
72,850
25,692
69,785
$
$
$
$
$
$
341,820 $
61,750 $
413,957
85,285
39,365
77,651
27,201
71,108
$
$
$
$
39
Course Distribution
McCloskey Middle School will provide 72 hour-long sections in the core academic subjects that meet
every day for the year (18 math sections - 6 sections per grade X 3 grades, 18 English/language arts
sections - 6 sections per grade X 3 grades, 18 science sections - 6 sections per grade X 3 grades, and
18 social studies sections - 6 sections per grade X 3 grades) and approximately 45 hour-long sections
in the Unified Arts (meets every other day on a semester basis) which includes health, art, music,
band, computer/technology, physical education, and academic enrichment/directed study.
Budget Requests
This year’s budget proposes the implementation of staffing changes in order to accommodate six
important needs:
1. to balance class sizes;
2. to increase Unified Arts offerings (Spanish, general music) while maintaining Band
& Chorus
3. to establish grade level teaming structures with smaller team sizes;
4. to increase reading support for struggling students;
5. to restore library services; and
6. to integrate increased technology
These needs would be met through an increase in staffing in several critical areas.
Music - rationale and request for increased staff (0.5 FTE, $25,000)
In order to accommodate placement of students into unified arts classes in the current schedule, which
is comprised of eight 42-minute periods, some of the unified arts classes, including
music/band/chorus, art, computer/technology, health, and physical education, have large class sizes of
35 plus students. In order to make class sizes more manageable and thus enhance student learning in
all other unified arts classes, the budget proposes the hiring of a 0.5 music teacher. Without adding a .5
music teacher, we will continue have unified arts class sizes of 35 plus students and we will also need
to eliminate band and chorus from the school day. Addition of a part-time Music teacher would allow
a more even distribution of student numbers in all unified arts classes (keeping all unified arts classes
40
at 24 to 28 students and also keeping band/chorus in place) as well as support School Improvement
Goal #3: To nourish the whole student in mind and body through expanding initiatives in music, art,
and physical education.
Spanish - rationale and request for increased staff (1.0 FTE, $50,000)
In order to introduce the Spanish language to students in middle school, and to help prepare students
for high school and the global world that we live in, we propose the hiring of 1.0 Spanish teacher. 8th
grade students (and perhaps some 7th grade students) would have a semester of Spanish (an hour-long
class that would meet every other day for a total of 90 hours of Spanish instruction). This would add to
our Unified Arts offerings. Addition of a Spanish teacher would also allow for a more even
distribution of student numbers in all Unified Arts classes with smaller class sizes in Unified Arts in
grade 8. Lastly, it is a goal of the School Committee to reinstate Spanish to the middle school
curriculum.
Reading/Literacy - rationale and request for part-time specialist (0.5 FTE, $25,000)
This supports School Improvement Goal #2: To support and provide services to staff and students to
meet the diverse needs of all learners; School Improvement Goal #1: To improve student achievement
by integrating best practices in the classroom in an effort to increase Massachusetts Comprehensive
Assessment System (MCAS) scores and attain Adequate Yearly Progress (AYP). Adding this position
will ensure that a reading specialist assesses the individual learning needs of students, then works with
individual students and teachers tailor instruction and assessments accordingly. The justification to add
a part-time reading specialist is to provide interventions and supports for students at-risk in reading or
students who read significantly below grade level. We currently have a full-time Math specialists who
administers diagnostic assessments school-wide, uses data to provide interventions to students, and
supports students “at-risk” in math. She also monitors the progress of these students who may be
deemed below grade level in mathematics. We would like to start a similar program for students in
reading.
41
Technology Integration Teacher - rationale and request for part-time technology integration specialist
(0.5 FTE, $25,000)
This supports our District Goal: By June 2014, all teachers will incorporate technology to enhance
research skills, problem solving skills, collaboration skills, and presentation skills. Last year, we were
able to have technology integration for approximately four days per week. In this model, teachers
planned when they would have the benefit of a technology teacher to work on projects and learn to
integrate technology. Students were often given the option to make presentations to show the class
what they had learned. A technology integration specialist can enhance what teachers are doing.
A recent survey showed that teachers would like to increase technology integration opportunities.
They would like to use a technology integration specialist to help with keyboarding and formatting,
create better presentations, use online skills practice activities, conduct more research projects, make
graphs and visual aids, help students to avoid plagiarism, teach how to create citations, and much
more.
The benefits of teaching students the collaboration and communication skills across the technology
curriculum is key to preparing them to work in the future no matter what type of career they pursue.
Students are already living in a digital world, and they need to learn to interact with the digital tools in
a positive way. Teachers also feel more confident if they can try new things with the assistance of a
technology integration specialist.
A Technology Integration Specialist supports and mentors personnel with the use of technology. This
faculty member also works with administrators to ensure staff is able to select and utilize appropriate
technologies for curriculum planning, instruction, and assessment that meet the needs of the young
adolescent. This faculty member would demonstrate the use of new technologies for staff and model
the use of these technologies with students in the classroom environment. The technology integration
specialist would also provide professional development for staff to demonstrate the use of new
technologies. Effective technology integration will support active engagement, frequent interaction
and feedback, and connection to real-world experts.
42
Library Aide –We would utilize a paraprofessional to serve as a library aide. This would be the same
structure that was in place during the 2012-2013 school year.
New Teaming Structure
Our new teaming structures would create smaller teams (teams of 75-100 students) than we currently
have. We currently have grade level teams of 150+ students. Smaller teams create “schools within a
school,” facilitate teachers to get to know students better, and assist with a improved, supportive
climate and culture. Teacher teams would be afforded increased common planning time to help
organize and improve the quality and quantity of interactions between teachers and students. They
would also be able to collaborate, look at student work, analyze student data, and communicate with
parents/guardians more effectively. Providing more structured planning time for teachers will help to
align the curriculum across teams and grades to map efforts that address the academic, developmental,
social, and personal needs of students. This supports Goal #6: To nurture and maintain a staff, which
fosters a positive school climate by encouraging communication, respect, and collegiality.
This new teaming structure would require the same FTE number of teachers that we currently have:
There will be two 6th grade teams of approximately 75 students each, one 7th grade team of
approximately 100 students, one 7th/8th “split” team of approximately 100 students, and one 8th grade
team of approximately 100 students. Each team will have 1 math, 1 English/language arts, 1 social
studies, and 1 science teacher. Three out of the 5 teams (one per grade) will have an inclusive special
education teacher and 1-2 paraprofessionals. Students will be known very well by each of their 4 core
teachers. This teaming structure will increase teacher collaboration, parent communication, and instill
that no child “falls through the cracks.”
Moving from an 8-period to a 6-period day, each class period will go from 42 minutes to to 60
minutes. Although there will be a decrease in time in math and English language arts classes (no more
double-block), there will be a significant increase in time in science, social studies, physical education,
and music (and possibly Spanish).
43
Operations
a. 3 Technology Carts – (electronic document cameras, laptop carts, laptops, LCD
projectors) This supports School Improvement Goal #7: To increase the use of
technology school-wide.
b. Professional Development – PBIS (Positive Behavioral Interventions and Supports)
This supports School Improvement Goal #4: To uphold a safe and healthy school
environment. Utilizing the PBIS program will help to develop and maintain a
developmentally responsive way to implement, honor, and uphold a positive school
climate. This also supports School Improvement Goal #6: To nurture and maintain a
staff, which fosters a positive school climate by encouraging communication, respect,
and collegiality.
c. Extracurricular Activities – Maintaining and enhancing this area will support our
mission: curriculum that is challenging, integrative, and exploratory. This supports
School Improvement Goal #2: To support and provide services to staff and students to
meet the diverse needs of all learners.
44
Uxbridge High School Principal’s FY15 Budget Commentary
School Improvement Plan
Mission Statement
Our mission at Uxbridge High School is to provide the resources and educational experiences to meet
the diverse needs of students, with the aim of encouraging responsible citizenship and life long
learning. In partnership with parents and community, Uxbridge High School fosters this development
in a save learning environment.
School Council Members
Tara Bennett – Principal
Susan Bromann, Parent
Christine Marshall, Faculty
Mary Sherlock, Parent
Justin Pominville, Faculty
Alex Kuros, Student
Sue Priore, Community Member
Allison Cotter, Student
Phyllis Roy, Parent
Rachael Cardarelli, Student
Melanie King, Parent
School Improvement Plan for 2013-2014
1. Standards-Based Unit Design: All units of study will be formatted into the Atlas Rubicon
System as standards-based designs by the spring of 2014.
2. Instructional Technology Integration: All Uxbridge High school teachers will incorporate the
use of the iPad to enhance research skills, problem solving skills, collaboration skills, and/or
presentation skills by June 2014.
3. Improving the School Schedule and Program of Studies to meet the needs of all learners.
4. Uxbridge High School will review the current daily schedule structure and its continued
viability in meeting student needs and providing common planning time by January 2014.
5. MCAS Achievement & Growth: Uxbridge High School will increase MCAS achievement in
the area of writing to reduce the proficiency gap by 50% in the content areas of math, science,
and ELA by 2016.
45
Enrollment
Grade
9
10
11
12
TOTAL
FY05
140
137
131
141
549
FY06
122
138
137
132
529
FY07
120
123
137
137
517
Enrollment History 2005-2015
FY08
FY09
FY10
104
122
122
117
114
119
114
120
99
129
104
113
464
460
453
FY11
118
118
119
87
442
FY12
116
105
119
109
449
FY13
134
102
112
116
464
FY14
133
129
102
105
469
FY15
136
133
129
103
501
The projected enrollment for Grades 9-12 for 2014-2015 is 501 (excluding out of district special
education students), which is an increase of approximately 32 before we factor students leaving for
regional, private, or public schools. The teaching staff was reduced by 6.2 positions in 2013-2014.
Reductions were made in the history, science, math, visual arts, foreign language, family and
consumer science, and technology (this full-time position was reassigned to the lower elementary
level) department.
Estimating class size average at the high school level is a challenging prediction as the enrollment for
most courses is based on student requests and teacher recommendations. The course enrollment
process at the high school level differs from the elementary and middle school levels in the following
ways: (1) In grades 9-12, students are placed in homogeneous groups in the core academic classes. In
grades Pre-K – 8, students are placed in balanced, heterogeneous groups. In other words, high school
students are placed according to similar achievement levels for several courses; elementary and middle
school students are grouped according to diverse ability levels, thus making it easier to balance class
sizes; (2) In grades 9-12, students are afforded the opportunity to choose elective courses that support
their skills and interests. These courses enhance opportunities for continuing education beyond high
school and/or career opportunities. The challenge again is predicting student interests from year to
year, thus making it more challenging to balance class sizes.
46
Department
English
Family & Consumer
Science
Fine Arts- Performing
Arts
Fine Arts- Visual Arts
Foreign Language
Guidance
Math
Physical
Education/Health
Science & Tech. Ed
Social Studies
Special Education
Virtual High School
Total:
COURSES
SECTIONS
PROGRAM
POPULATION
13
26
553
AVG. CLASS SIZE
23.3
6
16
355
21.7
3
7
8
N/A
23
8
16
16
2
37
86
242
318
468
716
12.4
20.5
19.9
N/A
21.5
7
29
14
13
51
175
36
56
27
20
120
380
816
863
655
135
134
5341
23.7
17.8
24.2
6.7
8-25
16.9
47
High School Staffing & Salary Expense
HIGH SCHOOL
FTE's
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
+/Diff.
Building Admin:
Principals & Assistant
Principals
Support Staff
2.00
4.00
2.00
3.00
2.00
3.00
2.00
3.00
2.00
3.00
2.00
3.00
0.000
0.000
General Ed Professional Staff:
Art
English
Foreign Language
Health / Physical Ed
Math
Music
Science
Social Studies
Technology
Tech Ed
Library Media Specialist
Family Consumer Science
1.00
4.00
3.00
3.00
5.00
1.00
5.00
5.00
3.00
1.00
2.00
1.00
4.00
3.00
3.00
5.00
1.00
5.00
4.00
3.00
0.60
2.00
1.00
4.00
3.00
3.00
5.00
1.00
5.00
4.00
3.00
0.60
2.00
1.00
4.00
3.00
3.00
5.00
1.00
5.00
4.00
0.50
4.00
1.00
2.00
0.60
4.00
2.00
3.20
4.00
1.00
4.00
3.00
0.50
3.00
1.00
1.00
0.60
4.00
2.00
3.20
4.00
1.00
4.00
3.00
0.50
3.00
1.00
1.00
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
0.000
4.00
1.00
-
3.00
1.00
-
3.00
1.00
-
3.00
1.00
-
3.00
1.00
-
3.00
1.00
-
0.000
0.000
0.000
-
-
-
-
-
-
0.000
6.00
1.00
1.00
-
7.00
1.00
-
7.00
1.00
-
7.00
1.00
-
7.00
1.00
-
7.00
1.00
-
0.000
0.000
0.000
0.000
0.000
0.000
0.000
9.00
9.00
9.00
8.00
9.00
9.00
0.000
Guidance/Counselors
Nurse
Title 1 / Reading Specialists
General Ed Paras
SPED Professional Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
ESL/ELL
SPED Specialists
SPED Paras
48
High School Staffing & Salary Expense Continued
HIGH SCHOOL
SALARY EXPENSE
Building Admin:
Principals
Support Staff
General Ed Staff:
Art
English
Foreign Language
Health / Physical Ed
Math
Music
Science
Social Studies
Technology
Tech Ed
Library Media Specialist
Family Consumer Science
Guidance/Counselors
Nurse
Title 1 / Reading Specialists
FY10
SPED Staff:
SPED Teachers
Team Chair
Psychologist
Speech Language
OT/PT
ESL/ELL
SPED Specialists
SPED Paras
FY12
FY13
Forecast
FY15
FY14
+/Diff.
$
$
190,360
145,218
$
$
196,071
116,518
$
$
201,584
118,799
$
$
205,617
121,230
$
$
209,729
107,840
$
$
209,729
107,840
0
0
$
$
$
$
$
$
$
$
59,805
233,030
174,529
210,419
318,270
43,096
350,324
325,993
192,406
80,814
140,938
$
$
$
$
$
$
$
$
63,009
247,057
184,062
193,019
327,163
45,274
362,999
264,726
197,829
33,551
143,053
$
$
$
$
$
$
$
$
65,069
255,297
190,274
190,242
337,463
47,334
370,836
272,966
207,615
35,610
147,173
$
$
$
$
$
$
$
$
$
$
$
$
69,714
260,151
194,518
182,122
343,621
49,469
382,557
281,681
22,777
272,246
61,453
146,139
$
$
$
$
$
$
$
$
$
$
$
$
39,333
274,124
137,580
213,732
301,020
74,755
313,530
204,703
22,755
223,307
46,863
74,755
$
$
$
$
$
$
$
$
$
$
$
$
40,828
282,215
141,074
220,045
301,020
74,755
317,619
206,661
23,551
227,877
48,644
74,755
1,495
8,091
3,494
6,313
0
0
4,089
1,958
796
4,570
1,781
0
253,197
65,667
-
$
$
211,191
66,652
-
$
$
217,371
68,712
-
$
$
218,550
71,399
-
$
$
222,921
72,827
-
$
$
222,921
72,827
-
0
0
0
-
0
31,250
0
$
$
$
$
$
General Ed Paras
Substitutes
FY11
$
$
$
-
$
$
$
-
-
-
-
$
34,347
$
51,638
$
57,142
$
80,972
$
31,250
$
$
$
375,037
70,790
76,842
-
$
$
446,354
71,852
-
$
$
460,774
73,912
-
$
$
473,656
69,714
-
$
$
489,531
71,108
-
$
$
506,369 16,838
71,108
0
0
0
0
0
0
198,056
$
221,574
$
217,991
$
206,320
$
220,805
$
224,861
$
$
4,056
School Schedule and Programs
The high school transitioned from a trimester to a semester schedule for 2013-2014. This semester
schedule includes full-year, semester, and quarter classes. This change resulted in the implementation
of full-year English at the 9th and 10th grade levels; full-year integrated math, science, and English for
students who need to reach grade level benchmarks; the Mosaic Behavioral Program moving to an
integrated curriculum approach focusing on Science, Technology, Engineering, and Math (STEM) and
the humanities (English and Social Studies); the Academic Support Center (ASC) providing direct
49
instruction to support students effective progress on IEP goals; students have the same teacher for fullyear and semester courses; an increase in class size for the majority of courses (21% of our sections
are over subscribed); the reduction of Advanced Placement courses offered in the curriculum; and the
addition of Virtual High School (VHS).
A scheduling committee with the goal to better align our curriculum with the state recommended Mass
Core curriculum and to determine the best curriculum opportunities for students reviewed the current
daily schedule. Evidence from a course programming survey sent to students and parents/guardians
found a need to increase advanced placement courses offerings in the curriculum (not part of VHS)
and increase foreign language (Spanish is the only offering). Recommendations given to the
Superintendent from the Uxbridge School Committee includes expanding Advanced Placement and
honors course offerings, provide a college prep curriculum and reducing vocational classes at UHS.
As a result of the feedback received from students/parents/guardians and the requests from the School
Committee, the following changes for UHS course offerings will occur for FY15. No additional staff
will be needed to make the schedule changes.
1. Uxbridge High School will provide a 6-period/6-day rotating schedule for 2014-2015.
2. Students will have six classes every day with one of the six classes being a longer
block. Each course will meet every day.
3. Spanish I will be a required full-year course (9th grade)
4. A STEM (science, technology, engineering, math) pathway called Project Lead the
Way will be introduced and implemented
5. An increase in core content electives will be available
6. Course offerings in visual arts, performing arts, technology education, and physical
education will see curriculum changes to better reflect 21st century skills and the
development of the whole-child
The change in the daily schedule and course offerings support School Improvement Plan Goal #3:
Uxbridge High School will review the current daily schedule structure and its continued viability in
meeting student needs and providing common planning time by January 2014. The inclusion of formal
common planning time is a necessity for the staff. With the expectation and demand for personalized
instruction, college and career readiness, the development of integrated units, common assessments,
standards based units that include power standards, and the need to close the achievement gap, the
50
staff needs time to collaborate, reflect, and develop instructional strategies and assessment tools that
will provide students the skills to make them competitive prospects for both college and career
opportunities.
The inclusion of common planning time supports School Improvement Goals #1: All units of study
will be formatted into the Atlas Rubicon System as standards-based designs by the spring of 2014, and
#4: Uxbridge High School will increase MCAS achievement in the area of writing to reduce the
proficiency gap by 50% in the content areas of math, science, and ELA by 2016. Common planning
affords teachers time to reflect on instructional practices and make adaptations to units of study as
needed and provide time to collaborate on student work, common assessment results, and other
pertinent areas of student development.
Participation in extracurricular activities is anticipated to be similar to FY14. Athletics, performing
arts, and student council are strong assets of UHS and a sense of pride to the community. The
sustainment of these programs and the development of other clubs are needed to provide our students
with a balanced high school experience.
Budget Requests
Operations
The operations portion of the budget reflects costs of contracted services, supplies, memberships,
transportation, durable goods, consumable supplies, and education testing. The implementation of
Project Lead the Way requires professional development training, the acquisition of 20 new
computers, software, supplies, and an annual program fee. Grant funding has been secured through the
Andrews Foundation to cover the start up cost. The addition of Music and Technology in Performing
Arts requires six dedicated computers at a cost of $5,400. Grant funds are being sought to bring this
21st century class to Uxbridge. Certain department line items will be increased to cover larger class
sizes as well as the development of new courses. Financing for these needs will come from
reallocating existing budget funds. Athletics will continue its cycle of replacing uniforms and
replacing equipment as needed.
51
Director of Pupil Services FY 15 Budget Commentary
SPECIAL EDUCATION
The Department of Pupil Services is seeking to maintain programs currently in place. We are
committed to providing a continuum of services across the district and within each building, as stated
in district goal #5. By state and federal regulations, we must provide services for special education
students with diverse learning needs from age 3 through 21. These needs range from learning,
cognitive, physical, emotional and social disabilities. We work to provide programming that will allow
all students to learn within their hometown schools where they can grow and become productive
members of their home community.
GUIDE TO SPECIAL EDUCATION PROGRAMS
This guide provides an overview of programs that are available for students 3 through 21 years old.
Detailed information on the below programs can be found on the district web site under Pupil
Services.
PROGRAM
GRADES
SCHOOL
Integrated Preschools
Sub-Separate Preschool option
Ages 3-5
Ages 3-5
Taft ELC
Taft ELC
Inclusion Kindergarten
K
Taft ELC
Inclusion Services
K-12
All school buildings
Resource/Therapy Services
PK-12+
All school buildings
Sub-Separate Programs
Transitional Lab
Learning Labs
Flex Resource Rooms
Bridge Program
Mosaic Mill
K-12
K-2
3-12
3-8
6-8
9-12
All school buildings
Taft ELC
Whitin, McCloskey, High School
Whitin and McCloskey Middle
McCloskey
Uxbridge High School
NECC Partnership Classroom
K-2
3-5
Taft ELC
Whitin Elementary
Independence Project
Ages 18-22
High School-off site location
Alternative Placements
PK-12+
DOE Approved In-state and out of
state schools
52
To provide the programming needs, our professional staff has the required training and licenses to
work with a wide variety of disabilities. Professional licenses include: Moderate and Severe
Disabilities, Speech and Language Pathology, Occupational Therapy, Physical Therapy, and Board
Certified Behavior Analysts (BCBAs). At times we need to contract with outside providers for a
Teacher of Deaf and Hard of Hearing, Teacher of the Visually Impaired, and/or Orientation and
Mobility Specialist. Students with the most significant disabilities need the assistance of a
paraprofessional. A paraprofessional may provide support to a small group of students within a general
education or separate special education classroom, physical support or social/emotional/behavioral
support. At times the disability impacts a student’s ability to access the curriculum so greatly that a 1:1
paraprofessional is required. Some of our students require a paraprofessional with specific training in
Applied Behavioral Analysis. The “ABA Technicians” are trained to carry out Discrete Trial
Instruction and specifically designed behavioral plans.
DESE requires districts to provide a continuum of services for students. In recent years, due to the
changing needs of our populations, we reorganized our staffing to create some new programming
options. The Mosaic Mill Program at the high school is now a full time, self-contained program that
services students with emotional and behavioral needs. These students may need to receive instruction
within a small group in order for them to access the general curriculum and earn a high school
diploma. Within the Mosaic Mill Program, as in our McCloskey Bridge Program, students receive
their academic coursework with social, emotional and behavioral supports and strategies. We have
added special education class options at McCloskey Middle and Uxbridge High in order to more
effectively support our student learning needs.
At the high school we have added Integrated Math and Integrated English language arts. These classes
provide an option for our students who are significantly below grade level in either math or ELA and
need significant modification in order to improve their math and/or ELA skills. At the McCloskey
Middle School we have added a math class. This math class is for students who are significantly below
grade level and need significant modification in order to improve their math skills. In 2012, we
contracted with New England Center for Children with Autism (NECC) to develop a program within
the district to provide specialized services for children with significant needs on the Autism Spectrum
that address the learning, social, and behavioral needs with 1:1 ABA teaching.
53
At the Whitin Elementary School and McCloskey Middle School we now have “Flexible Resource
Rooms” to provide the social, emotional and behavioral supports for our students with moderate needs
on the Autism Spectrum. These programs are designed to provide the supports to the students in a
variety of ways. For some students it is a quiet space for before and afterschool check-ins, quiet space
during the school day when they are feeling dysregulated or anxious, space for sensory breaks, social
skills training, development of self-regulation through the Zones of Regulation, and for some
academic instruction. The IEP teams determine what supports are needed for the student to be able to
access the general curriculum.
The increase in students with significant disability needs have begun to strain our ability to effectively
service these populations.
54
Intellectual
Sensory Hard of Hearing
Communication
Emotional
Physical
Health
Sensory Deaf/blind
Multiple Disabilities
Autism
Neurological
Development Delay
266
13
3
93
1
16
3
27
32
1
2
59
18
23
2012-13
1,901
236
10
3
95
0
16
1
27
33
1
2
44
15
8
2011-12
1,936
274
10
3
105
1
14
1
36
32
0
4
37
19
12
2010-11
1,969
273
14
4
103
1
8
2
32
33
0
4
37
21
14
2009-10
2,017
306
15
6
122
1
14
1
34
36
0
2
37
22
16
2008-09
2,063
299
22
3
144
1
13
1
19
23
0
1
32
21
19
2007-08
2,037
307
24
3
154
1
6
0
22
31
0
0
24
22
20
2006-07
2,065
297
23
4
137
1
16
1
15
37
0
4
20
12
27
2005-06
2,117
291
20
2
130
1
12
2
12
46
0
3
18
18
27
2004-05
2173
310
19
1
111
1
16
1
6
72
1
9
14
32
27
Impairment
Disabilities
SPED Total
1,903
Specific Learning
Adjusted Total
2013-14
Sensory Vision
School Year
Enrollment & Disability Trends
UXBRIDGE PUBLIC SCHOOLS SPECIAL EDUCATION DISABILITY TRENDS
Information from: http://www.doe.mass.edu/infoservices/reports/enroll/default.html?yr=sped1112
Students with significant disabilities require more intense services that are generally provided outside
the general education classroom. Not only do these students need special education teachers who have
multiple specialized teaching methodologies, such as Lindamood Bell Reading, Touch Math, or
Framing Your Thoughts Writing, and/or Applied Behavioral Analysis (ABA), but also they need a
much smaller structure, controlled learning environment. The learning group size may be 1:1 or 1:2.
These students’ services would probably include speech and language, occupational therapy, social
skills group and/or physical therapy. Some students with significant disabilities need a 1:1
paraprofessional for safety and learning. Our sub-separate Learning Lab programs and our NECC
Partnership Classroom fall into this category.
Some of our older students with significant disabilities are unable to fulfill the state requirements to
earn their high school diploma. Those students will move onto our Independence Project after high
55
school. With transition as the focus, the Independence Project stresses synergy between the home,
school, and community. We provide on-site vocational training specific to each individual’s needs and
the specific life skills each person needs to feel successful in his or her life. Vocational work includes:
individual skills analysis, task formation, job shadowing and coaching, internships, and hopefully parttime to full-time, employment upon exiting the program. Functional Academics includes: banking
transactions, personal budgeting, following recipes, managing time, monitoring weather, using a
calculator, scheduling activities, and using a computer. Independent Living Skills include: doing
laundry, shopping, writing emails, using a telephone, managing leisure time, planning and preparing
meals. Social Skills that are focused on are: interpersonal skills, job-related skills, basic
conversational skills, and self-advocacy skills. Our goal is for these students to acquire the skills
necessary to be a productive and active community member.
Unfortunately, there are times when a student has such significant or unique special needs, the student
is sent Out of District (OOD) to a private DESE approved special education program/school. Currently
and in the past few years, we have had between 18-20 students at Out of District placements. For
FY15 the OOD Placement and Treatment budget is projected to be $1,497,591.65. In FY 13 and
FY14, the OOD costs were $1,158,884 and $1,271,217, respectively. OOD transportation for FY 15 is
projected to be $410,726. In FY 13 and FY 14, the OOD transportation costs were $315,216 and
$410,726, respectively. DESE sets the tuition price of these programs, which run from 180 to 365 days
per year. At times, another state agency will cost share with the district for a placement in a residential
program. Generally students are placed in OOD schools/programs only after we have exhausted our
district options and resources. As you can see in the next chart, we have been stable with the number
of students in OOD programs over the past 10 years. Most of the students who are in OOD placements
are in the upper grades, a trend that is seen by most communities.
56
Uxbridge Special Education OOD Tuition and Transportation Costs
Placement &
Treatment
# of OOD Students
Transportation
# of Transported
Students
FY 13
FY14
FY15
$1,158,884
19
$315,216
18
$1,271,217
21
$410,726
19
$1,497,591
20
$410,726
17
UXBRIDGE SPECIAL EDUCATION OUT OF DISTRICT TRENDS BY GRADE LEVEL
Information from October 1 Enrollment Reports
School
Year
2013-14
2012-13
2011-12
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
2004-05
PreK K
1
2
3
4
5
6
7
8
9
10
11
12
SP
Total
0
0
1
0
0
0
0
0
0
0
1
1
0
0
1
1
1
0
0
0
1
1
0
0
2
1
1
0
0
0
1
1
0
2
0
0
0
0
0
0
0
0
1
1
0
0
1
2
0
1
1
1
2
0
1
1
2
1
1
1
4
2
0
0
0
1
2
2
1
1
1
2
2
0
1
1
2
1
0
3
0
0
0
1
1
3
2
1
3
0
1
1
2
3
4
3
0
1
2
4
3
3
3
2
3
1
2
2
3
3
3
1
2
4
2
2
0
6
2
3
4
3
4
1
1
0
6
3
1
6
1
3
2
2
2
2
0
0
1
0
21
19
21
17
18
16
19
20
15
22
0
0
2
1
0
0
0
1
1
0
TOTAL SPED STAFF
FTE's
SPED Teachers
SPED Specialists
SPED Paras
TOTAL FTE's:
FY10
FY11
FY12
FY13
FY14
Forecast
FY15
+/Diff.
18.00
15.42
63.20
96.62
20.00
15.72
53.80
89.52
20.00
14.72
55.50
90.22
20.00
14.72
52.80
87.52
21.00
13.70
54.10
88.80
21.00
13.70
55.10
89.80
0.000
0.000
1.000
1.000
SALARY EXPENSE
SPED Teachers
SPED Specialists
SPED Paras
$
$
$
1,131,915
1,040,305
1,529,530
$
$
$
1,289,207
1,064,541
1,340,117
$
$
$
1,333,574
1,043,033
1,528,525
$
$
$
1,369,894
1,050,152
1,464,739
$
$
$
1,485,543
1,015,665
1,645,219
$
$
$
1,521,008
1,029,012
1,689,459
5,465
13,347
44,240
TOTAL SALARY $:
$
3,701,750
$
3,693,865
$
3,905,132
$
3,884,785
$
4,146,427
$
4,239,479
93,052
57
Special Education Staff
120.00
100.00
80.00
TOTAL FTE's:
60.00
SPED Teachers
SPED Specialists
40.00
SPED Paras
20.00
0.00
FY10
FY11
FY12
FY13
FY14
FY15
Special Education Salaries
$4,500,000
$4,000,000
$3,500,000
$3,000,000
$2,500,000
$2,000,000
$1,500,000
$1,000,000
$500,000
$-
TOTAL SALARY $:
SPED Teachers
SPED Specialists
SPED Paras
FY10
FY11
FY12
FY13
FY14
FY15
58
Budget Requests
ABA Technicians for PreK and Kindergarten – request and rationale for 2.0 FTE – ($36,000)
In the past years, the number of students diagnosed with Autism has increased. (Autism affects 1 in 50
births; comparing school year 2013-2014 to 2012-2013 our Autism numbers have increased 34% with
an increase of 321% since 2004-2005.) The range of services our students with Autism vary greatly
from in-class support to separate 1:1 teaching to residential placement. Students who are significantly
impacted with Autism need intense, early intervention. The most accepted and researched based
methodology is Applied Behavioral Analysis (ABA), which requires 1:1 teaching. Our ABA
technicians with the support of our BCBAs provide the 1:1 teaching. In just Pre-school and
Kindergarten we have 16 students with Autism who need ABA in order to make effective progress.
This is an increase of 7 students since last school year, 2012-2013. The number of ABA technicians
for Pre-school to Kindergarten has not increased. In fact we have lost 2 ABA technicians since 20112012. We need adequate staffing to provide the intense services these students need in their early
school years so we can lessen the impact of their disability and hopefully prevent an OOD placement
later.
Learning Lab Teacher – request and rationale for 1.0 FTE ($50,000)
(same request made by Taft ELC)
Another population that has increased in the last year is the number of students that are advancing to
Kindergarten with significant cognitive delays. While we have a program for those students with
significant behavioral needs (reassigned from past Learning Lab position due to needs), we do not
have a classroom that will accommodate those students with cognitive needs that cannot often be met
in the typical classroom setting. Many of these students are non-verbal and physically challenged and
need a smaller space where they can learn at their individualized pace, therefore classroom design and
staffing need to be addressed.
59
Pre-school Coordinator – request and rationale for 0.6 FTE ($45,000)
With the increasing population in the Pre-school, maintaining the state and federal regulations has
challenged us. The regulations require each student who is receiving Early Intervention services to be
evaluated and special education eligibility to be determined before the age of 3. If a student is
determined eligible then services need to be in place by the student’s third birthday. Meeting this
regulation means multiple meetings and usually several evaluations. The number of students in the
past three years that have been referred to us from Early Intervention has increased consistently. We
have a need for a position that would be responsible for the pre-school class schedule, pre-school and
kindergarten screening, paraprofessional and ABA technician schedules, and NAEYC accreditation.
This would allow the BCBA to cover both elementary buildings and the counselor to effectively meet
the needs of our increasing populations.
60
Operations
All costs associated with special education programs and services are directly connected to the
students’ Individual Education Plans (IEPs). This includes staffing requirements by DESE regulations,
which includes the proper certified staff, specialized methodologies, technology and class size for
preschool and services carried outside the general classroom. District Vision and Medical Services has
increased in the past year, due to the need to contract with outside service providers. In FY 13, costs
were $310,433; FY 14 expected costs are $317,648; and FY 15 predicted costs are $306,323. For
example this account includes our NECC Partnership Program, Teacher of the Visually Impaired, and
Teacher of the Deaf and Hard of Hearing. Our need for current technology has increased. The
advancements in technology have provided some of our more disabled students with the ability to read
and write, or even develop basic communication skills. Our District Placement and Treatment account
has increased for FY15 due to a number of new OOD placement combined with only one student
graduating/aging out. In the past couple of years we have had 3 students aging out of OOD
placements. We have also incurred the cost of a shared placement with the Department of Mental
Health.
This school year, we have been able to create a partnership with Northbridge Public Schools and
Family Continuity Program through a grant from The Health Foundation of Central Mass., Inc. in the
amount of $38,720. This partnership has allowed us to start a School Based Behavioral Health Clinic.
Parents would identify student utilizing this service, self-referral with parental authorization, school
personnel, and outside community providers such as Family Continuity, local hospitals and other local
agencies. Outpatient counseling and psychiatric appointments are scheduled at Uxbridge High School
during the school day. Two days per week, FCP sends 2 counselors who are able to provide counseling
to students. These students will not have to be dismissed from school, which in turn impacts their
academics. One day per month, FCP send their psychiatrist. Services provided would be medication
visits, psychiatric examinations, and consultative services. Often, children wait months for an initial
evaluation with a child psychiatrist. We hope this partnership increases the communication between
FCP and Uxbridge High School, which in turn provide the students with a higher level of emotional
support with results of lesser absenteeism, improved school performance, and decreased amount of
time school personnel are involved in providing mental health services rather than educational.
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Decreasing disruption in school routines, emergency room visits, and police intervention would be an
added benefit no only to the students and their families but to the community as a whole. By adding
another level of services (therapeutic support), we hope to reduce the number of students who attend
OOD placements for ED/BD issues.
Summary
By improving our continuum of services, we will increase the number of students who achieve
academic success in the district. Furthermore, we will keep more of our students attending school in
the local community with the services they need to be successful - and at a significantly cheaper cost
than sending students out of the district for their education.
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ENGLISH LANGUAGE LEARNERS
The Department of Pupil Services oversees the English Language Learners (ELL) Program. By State
and Federal regulations each school district is required to provide English Language support to
students who have a Limited English Proficiency (LEP). The following summarizes our requirements
and procedures.
Uxbridge Public Schools will screen all incoming students who may potentially be Limited
English Proficient using a home language survey in the home language, if possible. All
students, whose home language survey indicates a primary or first language that is not English
will be assessed for English proficiency, using the English proficiency criteria set by the district.
A student is determined LEP with specialized testing which ascertains the English Proficiency
level of in the areas of: Listening, Reading, Speaking, and Writing. If a student is eligible for
ELL services by regulations we are obligated to provide Sheltered English Instruction (SEI).
This may be within the general classroom or in a separate setting. The district will not limit or
cap the amount of time in which an LEP student is placed in a language support program and
will only exit the student from such a program after determining that the student is proficient in
English.
The district is required to have teachers who are certified with English as a Second Language or
ESL. These teachers support the general classroom teachers through consultation, in-class
support and separate English instruction to the students. The district will place LEP students in
sheltered English immersion classrooms, in which nearly all books and instructional materials
are in English, but with the curriculum and presentation designed for students who are learning
the language. All reading, writing and subject matter are taught in English. Teachers may use an
English learner’s native language, when necessary, for clarification purposes. The District will
modify general education classrooms, so that the activities and instruction in those classrooms
provide sheltered English instruction to LEP students as necessary. It is the ESL teachers who
assist the general education students in modifying the curriculum and instruction.
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The LEP students are tested several times during each school year. DESE has provided a new
yearly test called ACCESS, which is administered near the end of January into February. It is
much like MCAS. ACCESS test results allow DESE and the district to monitor the progress of
our LEP students. Once an LEP student is determined English Proficient, he/she is exited but
monitored for up to two years as a Former Limited English Proficient or FLEP.
By regulation we are required to have documents translated in the families native language.
Documents such as handbooks, newsletters, permission slips, report cards, etc. If necessary we
are required to hire interpreters for parent/teacher conferences, discipline meetings and other
school type functions if the parents wish to attend. Currently we have 6 different languages:
Arabic, Chinese, Bengali, Laos, Portuguese, and Spanish.
Currently the district has 1.5 ESL teachers. One full time teacher manages the elementary schools
while the part time ESL teacher works with the middle and high school students. The most challenging
for the district at this time is providing the appropriate amount of Sheltered English support for
students who come to Uxbridge with limited English, especially at the high school level.
Uxbridge Public Schools LEP enrollment
Information from October 1 Report 5
School Year
2013-2014
2012-2013
2011-2012
2010-2011
2009-2010
Total Enrollment
1903
1900
1916
1953
2001
Number of LEP students
14
19
27
26
28
DESE, as required by the U.S. Department of Justice, has revamped the SEI training requirements for
our content teachers. This new SEI course will be required for all content, general education and
special education, teachers for recertification. DESE, currently, is providing this training free of charge
through out the state. Regrettably for small districts like Uxbridge, we are limited to the number of
teachers who can register for the new SEI course. Only teachers who have LEP students in their class
are allowed to take the course. With these two requirements, we fear that Uxbridge will not have all of
the teachers certified before the state free training expires, which is 2016.
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Operations
With the exception of staff, our operational costs fall into two categories. One category being
translating documents and hiring translators for school related meetings, as necessary. In FY 13, we
expended $2,385. So far in FY 14 we have spent $1,311. The second category is materials,
assessments and professional development for the ELL staff.
Summary
With our recent ELL Coordinated Program Review, we have learned we have very good procedures in
place. We have solidified our tracking of assessments and progress. The current staff and Director of
Pupil Services have created a process for getting documents translated or bringing in necessary
translators that is working very efficiently. We expect a very positive report from DESE regarding the
implementation of the ELL regulations.
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PLANT OPERATIONS
Plant Operation Salaries
Contract Cleaning Services
Custodial Supplies
Total Plant Operations
FY08
FY09
FY10
FY11
FY12
*FY13
FY14
FY15
696,400
695,262
623,106
697,397
125,119
185,379
171,794
161,980
-
-
-
400,452
483,214
483,214
483,214
49,439
35,229
39,576
53,285
36,494
39,438
50,527
50,527
745,839
730,491
662,682
750,682
562,065
708,031
705,535
695,721
*New UHS Facility Open in FY13
FY08
FY09
FY10
FY11
FY12
FY13
FY14
FY15
Building Maintenance
196,939
228,810
163,143
201,887
309,175
225,907
297,793
297,793
Grounds Maintenance
19,200
37,023
21,051
16,790
18,465
21,636
20,850
20,850
216,139
265,833
184,194
218,677
327,640
247,543
318,643
318,643
FY08
FY09
FY10
FY11
FY12
*FY13
FY14
FY15
Heating
158,396
183,891
132,112
158,202
132,513
181,116
290,406
290,406
Electric / Water / Sewer
331,759
317,417
348,104
308,598
339,805
401,651
338,938
338,938
22,263
18,739
17,319
17,156
23,713
23,713
21,913
21,913
512,418
520,047
497,535
483,956
496,031
606,480
651,257
651,257
Total Maintenance
Waste Removal
Total Utilities
*New UHS Facility Open in FY13
TOTAL:
1,474,396
1,516,371
1,344,411
1,453,315
1,385,736
1,562,054
1,675,435
1,665,621
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Total Plant Expenses
$800,000
$700,000
Total Plant Operations
$600,000
Total Maintenance
$500,000
Total Utilities
$400,000
$300,000
$200,000
$100,000
$FY08
FY09
FY10
FY11
FY12
FY13
FY14
FY15
Utilities
Utilities increased from $536,744 in FY12 to $650,744 in FY13; a 21% increase. Maintenance and
Operations increased from $651,796 in FY12 to $758,124 in FY13; a 16% increase. While both
increases are attributed to adding a fourth school and campus to the district, maintenance to aging
buildings is the other contributor to the large increases. Examples include the $60,000 in annual costs
to fix the aging pneumatic ventilation system at the McCloskey Middle School and seasonal roof
repair to the Taft, Whitin, and McCloskey schools that exceed $30,000 annually. The warranties for
the three roofs expired by 2007.
Capital Requirements
Carpet and flooring removal is required in 73 of the district’s classrooms where the age is estimated
between 25-30 years old and the cost for removal is above $177,000. Furthermore, asbestos abatement
at the McCloskey Middle School is estimated at $650,000. Due to the scope of the facility repairs,
both the School Committee and Board of Selectmen have authorized the School Department to submit
a Statement of Interest to the Massachusetts School Building Authority in an effort to receive financial
assistance from the state for roof replacement.
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Expenses for school facility issues have dominated the focus for education spending in recent years. In
an effort to reduce the cuts to classrooms during the deficit years, The School Committee outsourced
cleaning services in FY12 and this has led to annual savings of $200,000. The maintenance staff
includes one Plant Manager and two assistants to manage four campuses and the School Department is
requesting to maintain this level of service in FY15.
The Town Capital Planning Committee, in compliance with Town By-law 16-2, has submitted a
Capital Improvement Plan to the Town Manager that ranks nearly $2 million in school building
improvements as the highest priorities of the Town Capital Planning Committee for improvements
between FY15 and FY17. The Town Manager has proposed to fund the Town Capital Plan using
resources from Town reserve accounts to reduce further burden to tax payers for infrastructure
improvements.
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NOTES
69
NOTES
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