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REPORT OF THE SUPERINTENDENT OF SCHOOLS (continued) In late January and early February of 2005, the Abington Public Schools, had a visit from an audit team from the Commonwealth of Massachusetts Office of Educational Quality and Accountability (OEQA). The visit culminated six (6) months of preparation and detailed documentation by our school district. The OEQA's examination covered five (5) domains each with multiple standards and indicators. The major domains are Assessment and Evaluation, Curriculum and Instruction, Academic Support Services, Leadership, Governance and Organization and Business and Finance. The audit team's findings from its examination of district policies and procedures and our district's 2001-2004 performance on the MCAS are contained in a 125 page report accepted by the Educational Management Audit Council at its meeting in July 2005. The report's Executive Summary begins with the following statement: During the period 2001-2004, the Abington Public School District was among the "High" performing school systems in the Commonwealth of Massachusetts. The Executive Summary continues with a summary of findings by major domain. A sampling of findings is as follows: Assessment and Evaluation • In addition to using the MCAS test, the district developed and implemented an assessment plan that included a variety of assessments at all levels. Teams regularly reviewed and analyzed assessment results and used the results to inform its use of the curriculum, staff, and resources. • The assessment scores of the district's largest subgroup, special education students, did not improve at the same rate as those of regular education students. The direct use of student assessment data in developing, implementing, evaluating, and analyzing programs and resources was regular and systematic. During the period under review, the district achieved Adequate Yearly Progress (AYP) in all categories, a Competency Determination (CD) rate of 100 percent, and sustained improvement in ELA and math as measured by the MCAS test. Curriculum and Instruction • The district's curriculum was academically sound, and all who administered and taught it understood it. • The 2003-2004 budget cuts negatively affected Grade 4, resulting in a 13 percent drop in proficiency on the MCAS ELA and math tests. • The district's aggregate retention, suspension, and expulsion rates were well below the state average throughout the period under review. • For the period under review, the district had a Professional Development Council that provided leadership for the development, implementation, and evaluation of the district's professional development plan. Academic Support Services • District and school personnel, with help from the community, were committed to providing supplemental and remedial academic support to students who were not meeting state performance standards. • During the period under review, MCAS grant funding to the district decreased from $25,000 to $7,000 making it more difficult for the district to develop or enhance academic support programs. • Despite the district's efforts to advance student performance during the period under review, there was little student improvement from the 'Warning/Failing' and 'Needs Improvement' categories to the 'Proficient' category on the MCAS test. Leadership, Governance and Organization • During the period under review, the district clearly had a major focus on its efforts toward meeting the goals and actions identified in its School Improvement Plans (SIPs) and in its strategic plans, Vision 2000 and Vision 2008, and toward improving program services and practices. • The district had long-standing practices and procedures that both pre- dated the period under review and which it consistently implemented throughout, and which clearly delineated lines of authority and the accompanying responsibilities. • A sense of community, a collegial and collaborative leadership style, and a consistent, district-wide focus on student achievement combined to promote effective operation and enhanced the likelihood of improving the achievement of all students. Business and Finance - Fiscal year 2004 budget reductions adversely impacted the educational delivery in the district; however, the district administration had a tightly organized plan for reinstituting the reductions. - The district had a capital plan that was not funded for the years under review, resulting in very few needs being addressed through the school's local budget. A copy of the full report from the Office of Educational Quality and Accountability is available in the Office of the Superintendent of Schools at the Early Childhood Center. |
| School Superintendent - 2005 Annual Report Commonwealth of Mass. Office of Educational Quality & Accountability - Evaluation of Abington Schools |
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