State of The District

SOUTH ORANGE & MAPLEWOOD
SCHOOL DISTRICT
ANNUAL REPORT
Statistics Reflect 2014-2015 School Year
Senior Leadership Team Principals
District Summary
Mr. Kevin Walston Ms. Elizabeth Aaron
Assistant Superintendent Columbia High School
Ms. Cheryl Schneider Mr. Jerrill Adams

Business The School District of South Orange and Maplewood serves more Maplewood Middle
Administrator/Board School
than 6,800 students in nine schools, including six elementary
Secretary
Ms. Lynn Irby
schools, two middle schools and one high school. The South Orange Middle
Ms. Susan Grierson School
Assistant Superintendent community and its schools are racially and economically diverse
for Curriculum & Instruction with more than 90 percent of Columbia High School graduates Ms. Ann Bodnar
Clinton Elementary
Ms. Ella Rideau planning to attend college each year. School
Director of Special Services
Ms. Kimberly
Mr. Philip Stern Hutchinson
In-House Counsel
Jefferson Elementary
Mr. Paul Roth School
The districts vision is to be the top-performing diverse suburban
Chief Information Officer
Ms. Bonita Samuels
school district in the nation. Its mission is to provide an excellent
Ms. Suzanne M. Turner Marshall Elementary
Director of Strategic education for each and every student by providing them with School
Communications
rigorous academic opportunities to reach their personal college Mr. Mark Quiles
Seth Boyden
and career aspirations, including providing supports for struggling Elementary School
Board Members
students to succeed. The district will provide an equitable Ms. Audrey Wallock
Elizabeth Baker
Term: 2015 2018 education that breaks the links between demographics and South Mountain
Elementary School
academic achievement. The district will educate its students to be
Elizabeth Daugherty
Ms. Malikah Majeed
Term: 2014 2017 responsible and productive members of society at large: caring, Tuscan Elementary
collaborative and ethical people; critical thinkers and problem School
Maureen Jones
Term: 2015-2018 solvers; effective writers and speakers; and lifelong learners.
Link to Board Members
Stephanie Lawson-
Muhammad http://www.somsd.k12.nj.u
Term: 2014-2017 s/page/5
Madhu Pai
Term: 2016-2019
Donna Smith
Term: 2015-2018
Johanna Wright
Term: 2014-2017
Annemarie Maini
2016-2019
Christopher Sabin
2016-2019
Vision
Excellence and Equity in Public Education without Excuse
High Expectations for ALL Students with Success at Each Grade
Deep Engagement and Exhilarating Experiences of the Whole Student in Their Learning, Interests and Passions
State of the District

Parent Engagement in, Knowledge of, Access to, and Planning for Educational Options
Teachers Valued as Collaborative, Reflective and Innovative Professionals
Understanding and Using Our Diverse Community as an Asset and Strength
Facilities, Technology and Programming Which Supports New and Leading Options for Learning
Partnerships for Enhanced Learning and Wise Use of Resources
Our Mission
To prepare each and every student, regardless of demographic or socioeconomic background, for postsecondary educational success, and
to educate all students to be responsible and productive members of the global society at large, and especially:
caring, collaborative and ethical people
critical thinkers and problem solvers
effective writers and speakers
thoughtful consumers and producers of media
lifelong learners
Core Values
We measure success by student growth and achievement
Every student is worthy of intellectual, social, and emotional respect
Effective teaching is essential
Quality education demands genuine appreciation for differences
We can all learn from each other
Parents and guardians are our partners
Demography should not be destiny, academically or otherwise
All students deserve the opportunity to achieve their fullest potential
Preamble
These district goals establish the ends by which the districts success in fulfilling its mission of educating students shall be measured from
2014-2017. Each of these goals, and the underlying objectives, is important and relates to the others. No objective shall be considered met
if its achievement comes through the erosion of another objectives baselines.
These goalsspecifically their achievement or lack thereofshall form the primary basis for evaluation of the superintendent by the board.
The board presents this document as the primary statement of priorities that shall govern the initiatives, and budget allocations in 2014-15.
Each year the board will review and amend these goals by resolution, including resetting and adding milestones.
Lastly, the board wishes to emphasize that the schools of South Orange-Maplewood seek to educate the complete student, utilizing a broad
and diverse curriculum that includes art, music, languages, technology, physical education and other subjects that may not be mentioned as
The School District of South Orange and Maplewood

priorities in the goals that follow. Although continuing improvement in the quality of language-arts and math instruction is an essential priority
(as indicated in Goal One), it is not the boards intent that such improvement should occur through a de-emphasis of the arts, humanities
and sciences.
Roles
The board has a responsibility to ensure that the district goals reflect community values, to establish the necessary policies to achieve the
goals, and to communicate with the community about the goals and progress toward them.
The superintendent is responsible for progress toward the goals, through the management of all staff to achieve clearly stated milestones.
The board shall evaluate his performance by assessing success against the milestones on an annual basis.
Definitions
Each of the four district goals has four or five components:
Goal statement. Articulation of the fundamental, long-term aspirations for the schools of South Orange-Maplewood.
Objectives. Major components of the goals.
Indicators. Criteria used to evaluate progress toward the objectives. They consist of types of information, both quantitative and
qualitative, that can reasonably be used to evaluate progress.
Baselines. Articulation of the current status for each indicator.
Milestones
. One-year targets that serve as the primary basis for measuring the districts progress and the chief means among several for evaluating
the superintendents annual performance.
Other terms:
Rigorous. Defined by Common Core Curriculum principles as robust and relevant to the real world, reflecting the knowledge and
skills that our young people will need for success in college and careers.
Differentiated Instruction. Provision of appropriate instructional materials and approaches to facilitate student learning of same
curriculum.
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Goals
Articulation of the fundamental, long-term aspirations

for the schools of South Orange-Maplewood.
1 Student Learning: Promote the intellectual

development of all students, challenging and
inspiring them to do their best
2 Professional Staff: Consistently and

collaboratively lead students of diverse
backgrounds and learning styles to learn at or
above the appropriate grade-level standards
3 Engagement and Outreach: Communicate

effectively with parents, students and the South
Orange-Maplewood community
4 Resource Management: Pursue and achieve

Goals 1-3 while slowing the rate of increase in
operating expenditures
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Objective

s
These 11 objectives are the road map that
explains how the district will reach its
goals. Each of the objectives has a set of
specific indicators that provide a more
detailed explanation of exactly what needs
to be done to implement that particular
objective.
1. Students will demonstrate proficiency on key benchmarks to postsecondary readiness equal

to or better than peer districts , identified by NJ-DOE as Peer Comparison Groups and DFG.
2. Rigorous curricula, differentiated instruction and expanded learning opportunities will
enable all students to thrive and fulfill their academic potential.
3. The district and staff will collaborate to foster faculty governance.
4. Professional development programs and activities will strengthen district facultys ability to
contribute to measurable improvements in student achievement.
5. Recruitment and hiring will increase the quality and diversity of the professional staff.
6. A performance evaluation system will be driven by objective measures that are tied to
student learning and school/district goals.
7. Parents will receive timely, relevant information about their children, their schools and the

District and be engaged in the education of their children and their schools.
8. The South Orange-Maplewood Public Schools will communicate with the School District
community to foster transparency, accountability and community engagement with respect
to the development and implementation of District policies.
9. A budget that supports the attainment of district goals, reins in spending on budget
categories that are rising at a faster rate than the cost of living and is produced in an efficient
and transparent manner.
10. Well-maintained and safe facilities that enable focused and effective teaching and learning,
and that are repaired and updated in a fiscally responsible manner that is architecturally
sensitive.
11. The State of New Jersey announced all standardized testing will be conducted electronically
beginning in the 2014-2015 school year. This presents an opportunity to leverage the
required equipment purchases to pilot one to one computing programs. One to one
computing means that every student and teacher is provided a computer device and
software to enhance instruction.
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A SNAPSHOT OF THE SOUTH
ORANGE AND MAPLEWOOD

SCHOOL DISTRICT
As of October 15, 2014, the South Orange and Maplewood Public Schools served more than
sixty-eight hundred students. The district manages 10 learning sites, 6 elementary schools
and 1 annex, 2 middle schools, 1 senior high school.
Students by School Level

Enrollment
As of October 15, 2014,
there are a total of
6865 students enrolled in
kindergarten through
grade 12
Columbia High School

1915
Maplewood Middle School
808
South Orange Middle School
789
Clinton Elementary School
553
Jefferson Elementary School
517
Marshall Elementary School SOMSD Students (Ethnicity)
525
Seth Boyden Elementary School
553
South Mountain Elementary School
598
Tuscan Elementary School
607
SOMSD students are diverse, coming from

countries throughout the world and speaking
more than 37 languages and dialects. 1.2% of
SOMSD students are English Language
Learners.
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State of the District The School District of South Orange and Maplewood
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State of the District The School District of South Orange nd Maplewood
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State of the District The School District of South Orange and Maplewood
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Percent of Students Participating in One or More AP
The School District of South Orange nd Maplewood
Courses
50% 47% 600
45%
45% 42%
40% 41% 40% 500
40%
37%
35%
400
28%
30%
25% 25%
23% 22% 23% 23%
25% 300
20%
13% 12% 200
15%
10% 10% 11%
8% 9%
10%
100
5%
0% 0
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
All Students Black Students White Students

Number of AP Students Number of Black AP Students Number of White AP Students
Percent of Student Participation on One or More AP

Exams
40% 450
37% 35%
35% 33% 400
32%
30%
30% 350
25%
300
25% 22%
20% 250
18% 20%
20% 18%
17% 200
15%
150
9% 9%
10% 7% 7% 100
6% 7%
5% 50
0% 0
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
All Students Black Students White Students

Number of Students Number of Black Students Number of White Students
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Number of Written AP Exams
900
774 796
800
713
660 666 655 651
700
Number of Written Exams 615 639
566
600 549 535 508 535
500
400
300
200
100
School Year
Written Exams Score 3 or Higher
Percent of Written AP exams Scoring

3 or Higher

100%
Percent of Exams With a Score of 3 or Higher
95%
90%
85% 85%
83% 84%
85% 82%
81%
80% 77%
75%
70%
65%
60%
School Year
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Goal One: Student Learning
The South Orange-Maplewood Public Schools will promote the intellectual development of all
students, challenging and inspiring them to do their best.
Objective A, Student Performance: Students will demonstrate proficiency on key benchmarks

to postsecondary readiness equal to or better than peer schools, identified by NJ-DOE as Peer
Comparison Groups and DFG.
Note NJ is in a transition period with regard to its standardized testing, shifting from NJASK to
PARCC in AY14-15. The BOE prefers to preserve current benchmarks to see if PARCC does
not introduce a significant variation from previous test scores. Once the data for AY14-15 is
available (estimated for September, 2015) new, recalibrated targets may be required in a manner
that identifies the proportional change relative to the DFG and Peer Comparison Group.
A. PARCC
Indicator 1: Improve performance relative to the DFG and within Peer Comparison
Groups.
Student performance comparisons, for both proficiency and advanced proficiency (or the
equivalent categories to be named in PARCC) to the DFG-I and Peer Comparison
Groups (disaggregated by school) on an aggregated student-population basis, district-
wide, on state assessments in language arts, math and science for each grade tested.
Milestones:
2014-2015 2015-2016 2016-2017

Narrow the existing gap between Samenarrow Samenarrow gap by an additional
SOMSD and DFG by 25%. (The gap by an 25%.
goal is to cut 25% of the gap, not additional 25%.
to gain 25 points.) Same-improve Same-improve rankings by 5
All schools will show an rankings by 5 percentage points annually.
improvement in ranking within percentage
their Peer Comparison Groups points annually
as reported by The School
Report Card state report.
Improve rankings by 5
percentage points annually
The NJASK and HSPA exams were designed to measure students performance against the
New Jersey Core Curriculum Standards (NJCCS). The PARCC assessments are aligned to the
Common Core State Standards (CCSS) and were created to measure students ability to apply
their knowledge of concepts rather than memorizing facts. PARCC moved away from standard
multiple choice formats. The PARCC assessments require students to solve problems using
mathematical reasoning and be able to model mathematical principles. In English Language
Arts (ELA), students were required to read multiple passages, write essay responses, research
tasks and perform literary analysis.
Since PARCC is designed to measure complex real world skills and benchmarks are set against
a different set of standards, PARCC results cannot be compared to prior standardized NJASK
and HSPA results. Instead, the results create a new baseline set of data that can be used to
measure progress moving forward.
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2015 PARCC 2015 PARCC
English Language Arts Math
District DFG District DFG
Grade /
% Passing % Passing
Grade % Passing % Passing Exam
3 68.6 64 3 62.5 65.1
4 71.9 73.7 4 55 61.5
5 70.4 71.9 5 55.1 59.4
6 63.9 68.4 6 56.1 59.7
7 68 71.1 7 45.1 53.6
8 57.6 69.7 8 32.3 31.7
9 40.2 55.9 Algebra I 45.9 59.6
10 30.7 51.3 Algebra II 27 44.5
11 21.7 52.3 Geometry 38.1 42.1
Indicator 2: Meet NJDOE annual performance targets for the all students group and
in each identified subgroup. NJDOE annual performance targets are based on the
NJDOE ESEA waiver.
Milestones:
NJDOE annual performance targets are set in annual equal increments so that
within six years (by 2017 using 2011 as a starting point), the percentage of non-
proficient students in the all students group and in each subgroup is reduced by
half.
For example, if the all students group is currently demonstrating a proficiency
rate of 40 percent, the methodology would take the 60 percent point gap between
100 percent proficiency and the current rate (100 40 = 60) and then divide the
gap in half to determine the target for the sixth year a gain of 30 percentage
points (60 / 2 = 30). Then, the 30-percentage point gain is divided into six equal
increments (30/6 = 5) so that annual targets can be set.
Thus, the group in this example begins this process with a rate of 40 percent and
is then expected to move to proficiency rates of 45 percent, 50 percent, 55
percent, 60 percent, 65 percent, and finally 70 percent, respectively, in each of the
following years of the six-year period
*Special Monitoring Report Groups performing below year-over-year targets shall trigger
a special monitoring report to address lack of growth and interventions towards
improvement.
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Language Arts: 2010- 2011- 2011- 2012- 2013- 2014- 2015- 2016-
2010-2011
Percentage of Students 2011 2012 2012 2013 2014 2015 2016 2017
#_Students
Proficient and Above Baseline Goal Actual Goal Goal Goal Goal Goal
Districtwide 3471 80% 82% 83% 83% 85% 87% 88% 90%
White 1683 93% 93% 94% 94% 94% 95% 96% 96%
Black 1463 64% 67% 69% 70% 73% 76% 79% 82%
Hispanic 166 77% 79% 76% 81% 83% 85% 87% 89%
Asian 124 89% 89% 89% 90% 91% 92% 93% 94%
Special Education 523 41% 46% 47% 51% 56% 61% 66% 71%
English Language Learners 47 26% 32% 58% 38% 44% 50% 57% 63%
Economically Disadvantaged 661 55% 58% 60% 62% 66% 70% 74% 77%
Male 1743 76% 78% 78% 80% 82% 84% 86% 88%
Female 1728 84% 85% 87% 87% 88% 89% 91% 92%
Math: 2010- 2011- 2011- 2012- 2013- 2014- 2015- 2016-

2010-2011
Percentage of Students 2011 2012 2012 2013 2014 2015 2016 2017
#_Students
Proficient and Above Baseline Goal Actual Goal Goal Goal Goal Goal
Districtwide 3471 81% 83% 84% 84% 86% 88% 89% 91%
White 1683 95% 96% 96% 96% 97% 97% 97% 98%
Black 1463 66% 69% 68% 72% 75% 77% 80% 83%
Hispanic 166 76% 78% 81% 80% 82% 84% 86% 88%
Asian 124 94% 95% 93% 95% 96% 96% 97% 97%
English Language Learners 47 32% 38% 54% 43% 49% 55% 60% 66%
Economically Disadvantaged 661 56% 60% 61% 64% 67% 71% 75% 78%
Male 1743 80% 82% 81% 84% 85% 87% 88% 90%
Female 1728 82% 84% 85% 85% 87% 88% 90% 91%
Since PARCC is designed to measure complex real world skills and benchmarks are set against
a different set of standards, PARCC results cannot be compared to prior standardized NJASK
and HSPA results. Instead, the results create a new baseline set of data that can be used to
measure progress moving forward.
PARCC Results PARCC Results

English Language Arts Math
Percent of Students Scoring a 4 or 5 Percent of Students Scoring a 4 or 5
Baseline Baseline
2014-2015 2014-2015
Districtwide 60.0% Districtwide 49.0%
White 75.7% White 65.3%
Black 34.6% Black 24.3%
Hispanic 47.3% Hispanic 32.6%
Asian 66.4% Asian 56.5%
Native Hawaiian or Pacific Islander 60.0% Native Hawaiian or Pacific Islander 40.0%
Multi-Racial 86.1% Multi-Racial 72.3%
Special Education 22.9% Special Education 16.2%
Regular Education 65.7% Regular Education 54.2%
English Language Learners 8.0% English Language Learners 9.8%
Economically Disadvantaged 28.5% Economically Disadvantaged 19.9%
Non-Economically Disadvantaged 67.2% Non-Economically Disadvantaged 55.9%
Male 53.0% Male 47.6%
Female 67.1% Female 50.4%
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Indicator 3: Participation and success in Advanced Placement (AP) courses in the
high school.
Note Increasing participation in AP courses is a priority of the Board of Education. We

anticipate wider participation will yield more scores of 3 or higher in raw numbers though the
overall proportion of those at 3 or higher may decrease. We believe that an AP experience,
regardless of score, will provide students with a strong foundation for college success and
therefore do not want to inhibit AP participation by using an improved performance
benchmark.
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Milestones 2014-2015:
Increase the percentage of the high school student body enrolled in AP courses
by 20% and the percentage of black students and special education students
enrolled in AP courses by 25%
Increase the percentage of students both enrolled in courses and sitting for the
exam by 10%.
Increase the percentage of students in each graduating class who participated in
AP, inclusive of those who took the test, by 10%
Thorough review of entrance criteria and enrollment practices/resource allocation
for all Honors, Advanced Honors and AP courses
Columbia High School Student Participation in AP Courses
Percent of Students Participating in One or More

AP Courses
50% 45% 47% 600
45% 41% 42%
40% 40%
40% 500
37%
35% 400
28%
30% 25% 25%
23% 22% 23% 23%
25% 300
20%
13% 12% 200
15% 10% 10% 11%
8% 9%
10% 100
5%
0% 0
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
All Students Black Students

White Students Number of AP Students
Number of Black AP Students Number of White AP Students
COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP COURSES
District
Achieved
2009-2010 2010-2011 2011-2012 2012-2013 Target 2014-2015
Target
2014-2015
All
Students 22.0% 23.0% 23.0% 25.0% 33.6% 25.0% N
Black 8.0% 10.0% 9.0% 11.0% 16.3% 12.0% N
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900
774 796
800
713
660 666 655 651
700
Number of Written Exams
615 639
566
600 549 535 508 535
500
400
300
200
100
School Year
Written Exams Score 3 or Higher
COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP EXAMS
2009- 2010- 2011- 2012- 2013- 2014-

2010 2011 2012 2013 2014 2015
% of AP Scores 3 Or
Higher 81% 83% 85% 84% 85% 82%
# of AP Scores 3 Or
Higher 535 508 566 535 655 651
Columbia High School is creating a long range strategic plan while in the process of Middle
States Self-Study. It is anticipated the high school will present a long range strategic plan
during the 2015-2016 school year.
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Objective B, Learning Opportunities: Rigorous curricula, differentiated instruction and
expanded learning opportunities will enable all students to thrive and fulfill their academic
potential.
Indicator 1: District-wide attention, across subject areas and spanning grade cohorts
to instruction, curriculum, professional development and resource allocation for
effective and equitable implementation of Common Core Curriculum Standards
(CCCS), Middle Years Program-International Baccalaureate (MYP-IB) and Partnership
of Assessments for Readiness of College and Careers (PARCC). Curriculum revisions
will abide the Standard Operating Procedure for review and revision as outlined in
District Policy. Regular or quarterly monitoring reports for District preparations for
these systemic changes will be reviewed by the Equity and Excellence Committee and
reported to the BOE.
Note Curriculum revisions chart will be completed by Administration and reviewed by

EE/Board and to be inserted into District Goals in October 2014
Status
Course
2014 2015
Art and Music
AP studio Art Drawing Revised & Implemented
Drawing Revised & Implemented
Art 4 Drawing and 2-D Design Revised & Implemented

Instrumental Music Elementary
Revised & Implemented
Band/Orchestra
Art 4 Revised & Implemented
World Drumming Revised & Implemented
Mathematics
Supplemental Curriculum Grades 9-11 Revised & Implemented
Geometry Revised & Implemented
Pre-calculus Revised & Implemented
Algebra 2 Revised & Implemented
Media and Technology
Library Media K-5 Revised & Implemented
Social Studies
World History College Prep 9 Revised & Implemented
U.S. History 1 College Prep 10 Revised & Implemented
World History ELL 9 Revised & Implemented
Science Research Course (3 years) Revised & Implemented
Creative Computing & Design- Scratch, MS Revised & Implemented

Web Development & Curriculum
Fundamentals of Web Development Revised & Implemented
Python
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Indicator 2: Strategic Plans in place at CHS, to be reconfigured around the Middle
States Accreditation, which includes the following categories: 1. Philosophy/Mission,
2. Governance/Leadership, 3. School Improvement Planning, 4. Finances, 5. Facilities,
6. School Finance/Organization, 7. Health and Safety, 8. Educational Program, 9.
Assessment and Evidence of Student Learning, 10. Student Services, 11. Student
Life/Activities, 12. Information Resources and Technology.
Implementation of revision plans with regular BOE review

Site visit and an analysis of strengths, weaknesses, opportunities and threats
(SWOT)
Develop recommendation regarding the possibility of extending IB MYP through
10th grade based on input from the Middle States review process
Columbia High School held Columbia 2025 conference. 66 participants

including teachers, administrators, students, current former and future parents,
community and civic leaders spent 3 days in this conference, funded by the
Achieve Foundation, reflecting on Columbia High Schools past and
envisioning its future. This adds to the work already underway as part of the
Middle States Self-Study in preparation for the November 2015 Accreditation
visit. It is anticipated the high school will present a long range strategic plan
during the 2015-2016 school year.
Indicator 3: MMS and SOMS will demontrate adequate process towards IB
accreditation.
Successful submission of application for candidacy by April 2015 for IB-MYP

In May of 2015 an update on the middle school transformation was presented
during the May 18th Board of Education meeting. Administration recommended
ending the International Baccalaureate Program (IB). The item discussed during
the update included but was not limited to:
Why was the IB Middle Years Programme (IB MYP) introduced to

SOMSD?
What steps have been taken to implement MYP in SOMSD?
Since IB was introduced, what other significant initiatives have taken place
at the state and national level that have involved middle school staff?
What are teachers saying about IB?
Summary of the positive comments from the survey
Summary of the comments raising concern related to teaching/learning
and planning IB:
This decision is in no way a reflection of the work, professionalism or commitment

on the part of the administrators and teachers at both schools. They have done a
herculean effort to implement this new initiative despite other major initiatives
competing for their time and attention. However, after three years, the IB program
has not been as transformative as expected. A brief discussion among Board
Members included:
Concerns that maybe more time should be given to implementing the IB
Program.
Whether it is best to wait for the new superintendent to arrive before
discontinuing the program.
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Properly informing parents whose children will be affected by cancelling
the IB program.
Teachers do not feel the program is working and are in favor of
discontinuing the IB Program.
The School Board approved the recommendation to not seek IB candidacy.
Indicator 4: Expanded Learning Opportunities
Extended planning and early implementation (e.g., assessment) phase for Gifted
and Talented strategy
The South Orange & Maplewood Board approved Gifted and Talented
Strategies for implementation during the 15-16 school year. The South
Orange Maplewood School District is committed to providing appropriate and
challenging learning opportunities for all students. Rather than providing a
one-size-fits-all approach to learning, we believe that every student is entitled
to receive what they need in order to be successful. Utilizing a multi-faceted
approach to gifted and talented program, SOMSD identifies and makes
provisions for students in each grade level who possess or demonstrate
exceptionally high levels of ability across various subject areas, as compared
to their peers within the district. Programming is continually assessed,
reviewed and modified as necessary.
Integration of online course offerings into regular process of course selection with
attention to providing information and access to students who may be unfamiliar
with this learning opportunity
There are currently over 165 individual online classes that have either been completed or
are in progress, taken by 140 Columbia High School students. These courses provide for
either credit recovery or enrichment. Information on the availability of online learning
opportunities is found in the high schools course selection catalogue. Letters were sent
to all high school parents regarding online learning and parameters. The letter included
links to available classes. Students were also introduced to online courses through
individual meetings with teachers and/or guidance counselors. While students are able to
take courses at CHS under the direction of a facilitator, some students still find self-
monitoring and pacing a challenge. We continue to modify program delivery in order to
improve student outcomes. This year the program expanded to enable students to
participate in enrichment courses throughout the entire school year. In addition, students
whose schedules did not allow them to take necessary courses as part of the regular
school day are participating in online courses to fulfill requirements.
Explore creation of an online learning suite within CHS to augment existing

programs, provide access for students
In an effort to provide our students with increased opportunities, we are

exploring the possibilities of adding additional World Language options such
as Mandarin Chinese to the online catalog as well as exploring the potential of
combining different levels of World Language classes into one section by
incorporating online differentiation within the classroom setting.
Possible realignment of resources/course offerings to better fit changing economic

climate by May, 2015 in light of CHS, SOMS and MMS Strategic Plan process
Columbia High School is creating a long range strategic plan while in the
process of Middle States Self-Study. It is anticipated the high school will
present a long range strategic plan during the 2015-2016 school year.
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Goal Two: Professional Staff
The staff of the South OrangeMaplewood Public Schools will consistently and collaboratively
lead students of diverse backgrounds and learning styles to learn at or above the appropriate
grade-level standards.
Objective A: The district and staff will collaborate to foster faculty governance.
Indicator 1: District-staff collaboration in enhancing faculty governance and in

reducing impediments to faculty governance at the district and state level.
District-staff dialogue on identifying local and state obstacles to faculty

governance and areas in which faculty governance could be enhanced
A forum for regular dialogues between SOMEA leadership and Central

Office was established. The goal of these dialogues was for SOMEA
Leadership and Central Office to be proactive in addressing problems.
Objective B: Professional development programs and activities will strengthen district

facultys ability to contribute to measurable improvements in student achievement.
Indicator 1: Professional development for district staff to increase their ability to

effectively deliver the written curriculum and meet the social emotional needs of
our students in both general education and special education settings.
Increase participation in collaborative professional learning such as The

Learning Walk, Instructional Rounds, Model Classroom Initiatives, and
PLCs (professional learning communities)
The District continues to support collaborative professional learning in a variety

of ways:
The Learning Walk

The purpose of the Learning Walk is for teachers to learn and practice the
skills needed to engage each other in professional conversations regarding
the events of a learning experience observed in their classrooms. The
Learning Walk pilot took place in three sessions: two in October and one in
December. A total of seventy-four staff members participated in the three
sessions ten from Columbia High School, twenty-four from the middle
schools, and forty from the elementary schools. Classroom visits took place at
every school in the District. Feedback forms were collected from each group
and indicated extremely positive feedback on the experience with a desire on
the part of the participants to have additional opportunities to visit each others
classrooms in the future.
Model Classroom Initiatives

Elementary mathematics teachers engaged in visits to model classrooms.
The initiative gives teachers who are implementing Math in Focus the
opportunity to visit classrooms in their own school or in another elementary
school to experience Math in Focus lessons taught by their colleagues.
Elementary language arts teachers have also engaged in model classroom
visits either individually or in small groups to experience Guided Reading,
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classroom questing techniques, use of mentor text, and other instructional
technique.
Professional Learning Communities (PLCs)

All schools have active PLCs in place and follow a district schedule for the
purpose of PLC meetings that occur throughout the school year. Members of
these PLCs present what they have learned to their colleagues in the spring.
These presentations are organized by school principals in support of the work
of PLCs. District and school administrators also engage in PLCs on topics of
work they have chosen to explore.
Increase the Districts capacity to evaluate professional learning outcomes

as they relate to improved teaching and learning
Professional development is provided on a continuous basis to staff in order

to fulfill individual, school and district level professional development goals.
Professional development opportunities are aligned to teaching and
learning, and address staff needs in alignment with the National Professional
Development Standards, adopted by NJDOE.
The following are the action steps taken to address this milestone:
Schools created school-level professional development goals that

aligned with District Goals, District Professional Development Goals,
and the Danielson Framework for teacher evaluation.
The District Professional Development was written to include the PD

Goals for all schools.
A Professional Development Quarterly Reporting system is in place.

The report asks schools to specify elements of the Danielson
Framework that are addressed by each of the schools PD Goals.
Schools report any professional development activities that occur in a
given quarter.
The district has been engaged in the use of the Danielson Framework
for Teaching for 7 years. In 2014-2015, the use of the digital platform
Teachscape was expanded. This tool provides evaluators with a
common digital platform where observation information, artifacts,
comments, and ratings are recorded. A feature of the Teachscape
platform is the ability to analyze observation data in order to determine
the areas of need for individuals, groups of teachers across a grade
level or school, and across the district as a whole. The PD Tree Map
arranges these data by Domain Indicators of the Danielson
Framework. Administrators have the ability to compare the
professional development opportunities in which teachers participate
with their needs as they are noted in teacher PDPs, teacher
observations and evaluations, and school PD Goals, triangulating the
available data. This data analysis supports and strengthens the
districts ability to ensure that the professional development provided is
targeted, meaningful, and has a positive impact on the classroom.
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Between 2014-2015 and 2016-2017 all staff shall participate in cultural
competency training
Administrators, principals and supervisors attended cultural competency

training throughout the year.
Objective C: Recruitment and hiring will increase the quality and diversity of the
professional staff.
Indicator 1: Highly qualified and diverse applicants.
Exceed 90% top choice hires
The District exceeded the milestone of hiring Top Choice applicants by 2%

for 2014-2015. Of the 84 applicants hired, 77 (92%) were Top Choice
candidates.
20% increase in the number of candidates identifying themselves as people of

color
There was a 6% increase in the number of candidates identifying

themselves as people of color from 2013-2014 to 2014-2015. In 2014-2015,
843 candidates chose not to identify their ethnicity.
One hundred percent of hires made according to district practicesincluding use

of the Framework for Teaching to assess knowledge of effective practice, a group
interview, and a sample lesson done in a district classroom with students (or
presented to staff if students are not available)
The Framework for Teaching was used to assess knowledge of effective

practice of all new hires. 96% of the new hires were interviewed by more
than one staff member. Three staff members were only interviewed by a
supervisor because it was during the summer when no other staff was
available. 86% of the new hires completed a demonstration lesson. The
eleven new hires that did not complete a demonstration lesson were hired at
the end of August when no summer school classes were available.
However, they did present to the interview committee lesson plans that they
developed.
Objective D: A performance evaluation system will be driven by objective measures that

are tied to student learning and school/district goals.
Indicator 1: Valid, fair, reliable and constructive systems for performance

evaluation of principals, assistant principals, supervisors, teachers (non-tenured
and tenured) and district administrators, driven by multiple measures (student
achievement and individual evaluation) of individual performance as well as
contributions to team efforts that are aligned to school/district goals and
AchieveNJ.
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Implement the State approved AchieveNJ regulations regarding

observations/evaluations, student growth objectives, student growth percentiles,
corrective action plans, and school improvement panels
All AchieveNJ regulations regarding observation/evaluations, student growth

objectives, student growth percentiles, corrective action plans, and school
improvement panels were implemented.
Continue summative rating for staff in alignment with AchieveNJ, including a

summative rating derived from both teacher practice and student learning
The four domains of the Framework for Teaching (planning and preparation,
classroom environment, instruction, and professional responsibilities) and
the accompanying components, which define a distinct aspect of the
domain, identify those aspects of a teachers responsibilities that have been
documented through empirical studies and theoretical research as
promoting improved student learning. The Framework for Teaching levels of
performance are as follows:
1 = Ineffective The teacher performing at the ineffective level does not

appear to understand the concepts underlying the components of one or
more of the domains. The level of performance is substandard and
ineffective and only minimally contributes to student learning.
2 = Partially Effective The teacher performing at the partially effective

level appears to understand the concepts underlying the components of
the domains and attempts to put the elements of each component into
practice. Implementation of the components may be sporadic, intermittent,
or otherwise not entirely successful.
3 = Effective The teacher performing at the effective level clearly

understands the concepts underlying the components of the domains and
puts them into practice successfully and on a consistent basis. Teacher
directed success is the hallmark of this performance level. Teachers rated
as proficient have students who are cognitively engaged.
4 = Highly Effective The teacher performing at the highly effective level,

in addition to clearly understanding the concepts underlying the
components of the domains and putting them into practice in a highly
successful manner and on a consistent basis, could model these
components for other teachers. Student directed success is the hallmark
of this performance level. Teachers rated as distinguished have students
who engage in metacognition and take ownership over their learning.
This past spring, each classroom teacher was assigned one of these levels of
performance as part of their summative evaluation. Teachers were notified
well in advance on how this single level of performance was to be determined.
The District Evaluation Advisory Committee (DEAC) was instrumental in
creating the process. All summative ratings were submitted to the State as
required through NJSMART.
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Goal Three: Engagement and Outreach
The South Orange-Maplewood Public Schools will communicate effectively with parents,
students and the South Orange-Maplewood community.
Objective A: Parents will receive timely, relevant information about their children, their
schools and the District and be engaged in the education of their children and their schools.
Indicator 1: Parents will receive timely, relevant information about their children,
schools and district:
Parents and, as appropriate, students will be notified when students fail to meet
critical benchmarks and advised of interventions available to improve the students
performance.
Elementary school families received updates on their childrens progress
through 3 report cards, 2 interim reports, and 2 parent teacher conferences.
Additional outreach was made when particular areas of concern arise.
Secondary school families received updates on their childrens progress
through quarterly progress reports, quarterly report cards and regular
updates to students records through PowerSchool a powerful online tool
for monitoring attendance and assignment grades.
When students are in need of additional support, a variety of tools were
used to engage the family including: phone calls or emails from individual
teachers or administrators, parent/teacher/team meetings, Intervention
committees, and fixed and flexible academic support.
Parents and, as appropriate, students will be notified of relevant grade level goals,
expectations, and opportunities.
Written information is provided to families including K-5 welcome letters,
report cards, progress reports, class expectations handouts, course syllabi,
and the CHS Course Catalogue.
Teacher contact opportunities and curriculum events are scheduled
throughout the year including K-12 back to school nights, K-5 parent teacher
conferences, elementary curriculum nights, middle school parent academies,
and CHS grade level nights.
Parents and, as appropriate, students will be notified of relevant policies and
procedures related to academic placement.
District Policy and Regulations 2314 provide detailed information about all
policies and procedures related to academic placement. These are
available on the district website, and the link is included in academic
placement letters beginning in 5th grade.
Middle school math academic placement information is conveyed to parents
through three math test information and placement letters during grade 5.
8th graders met with guidance counselors to discuss level placement criteria
and recommendations for 9th grade.
CHS Course Catalogue specifies academic placement procedures, including
process for appealing placements.
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Indicator 2: PowerSchool usage will be promoted among parents and teachers
to keep parents (students) apprised of student progress in grades 6-12.
Teachers will update Teacher Gradebook in a consistent and timely manner to
provide meaningful feedback
When Teacher Gradebook was introduced, the stated expectation was that
grades must be input within 15 school days (approximately 3 weeks) of receipt of
the assignment. In 2014-2015:
61% of gradebooks were updated within 1 week
72% of gradebooks were updated within 2 weeks
99% of gradebooks were updated within 3 weeks
Less than 1% of gradebooks were updated in more than 3 weeks
80% of parent/guardians of grade 6-12 students will use the Parent Portal of
PowerSchool
As of June 2, 2015, at least 81% of secondary school families had accessed
their students PowerSchool records:
2014-2015 PowerSchool Parent Portal Statistics:

2012-2013 2013-2014 9/1/14 - 6/02/15 web 9/1/14 - 6/02/15 App
# Students (Active & Inactive) 3,598 3,591 3,961 3,961
# of Logins by Parents 272,989 230,933 311,366 65,547
# of logins by students 92,564 77,853 88,375 54,737
Total # logins 365,553 308,786 399,741 120,284
# of students whose records were accessed 2680 (74%) 2875 (78%) 3087 (81%) 1,369 (36%)
Avg. length of parent visit (minutes) 14.1 14.4 21.6
Avg. length of student visit (minutes) 17.7 8 9
Avg. # parent logins per day 898 1025 1132 238
Avg. # student logins per day 304.5 305.9 321 199
Avg. total logins per day 1202.5 1330.9 1453 437
*= Please note that student performance information is available through both the
traditional web-based PowerSchool Parent Portal as well as through an app. The
administrator reports detail parent usage for each system separately, so we are
unable to determine whether a parent is using one or both tools. We therefore
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conservatively state that at least 81% of all students records have been accessed.
This number could in fact be much higher.
Objective B: The South Orange-Maplewood Public Schools will communicate with the
School District community to foster transparency, accountability and community engagement
with respect to the development and implementation of District policies.
Indicator 1: The District will make available to the public information related to major
policy proposals to ensure that the public has sufficient information to understand
and an opportunity to provide meaningful input to the Board and the Superintendent
regarding such proposals.
Community engagement events held on Communications, Future of Seth Boyden,
and School Safety to solicit community input on options being considered by the
Board of Education.
Focus groups held with a wide array of stakeholder groups to help identify the
priorities for the Superintendent Search.
Indicator 2: The District will make available to the public information, data and
reports requested by the Board related to the implementation of major policy
initiatives and progress toward meeting District goals.
Implementation updates on School Safety, International Baccalaureate
Programme, Montrose School, Gifted and Talented Strategies and other policy
initiatives included in Superintendents Monthly Update on Progress Towards
District Goals at Board of Education meetings.
Implementation updates posted on District Website and distributed to the press.
Indicator 3: On an annual basis, the District will gather information from

parents, students and staff regarding the achievement of District goals and the
delivery of educational services in the District.
Ensure broad representation from the community is achieved.
Ensure the number of respondents is sufficient to draw conclusions and make
recommendations.
The Communications, Engagement and Outreach Committee decided not to
conduct a satisfaction survey in 2014-2015.
Surveys were conducted at our three focus schools Clinton, Maplewood
Middle and South Orange Middle.
Indicator 4: The participation rates of parents/guardians from groups which

have, in the past, had disproportionately low levels of participation in key
district events will increase.
Increased participation from parents/guardians with historically low participation
levels will be solicited in district surveys, district focus groups and BOE community
forums.
Significant outreach made to a wide array of stakeholders for the
Superintendent Search process, Forum on Communications, Forum on Seth
Boyden, and Town Hall on School Safety, including translating some
communications into Haitian Creole and partnering with local community
organizations and houses of worship.
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Objective C : A variety of communications tools will be used to regularly share with parents,
students and the South Orange-Maplewood community positive information about our
District, schools, staff and students, celebrating in particular the achievements of our
students and staff.
Indicator 1: Implementation of communications strategy using tools including the

district website, email communications, written publications and external media
relations.
Through the District website and E-Newsletter, provide regular and timely
information which highlights positive information about the District, our schools,
staff and students.
Articles posted regularly on the district website, and staff and student
accomplishments noted in monthly Board recognitions and provided to the
press.
Develop and implement, annually, a communications strategy to introduce 5th and
8th grade parents, respectively, to the Middle Schools and the High School.
5th grade communications strategy included:
Revised communications about math placement for 6th grade.
Hosted Getting Ready for Middle School event for 5th grade families.
Issue invitations to middle school events for 4th and 5th grade families.
8th grade communication strategy included:
Restructured fall 9th Grade Preview Night to provide more relevant
information to families.
Hosted new spring 8th to 9th grade Transition Night.
Issued invitations to high school events for 7th and 8th grade families.
Invited rising 9th graders to summer Flexible Academic Support Time to
work on summer assignments and acclimate to the high school.
New principal revised communications to rising 9th grade families to be
more user-friendly and informative.
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Goal Four: Resource Management
The South OrangeMaplewood Public Schools will pursue and achieve Goals 1-3 while slowing
the rate of increase in operating expenditures.
Objective A: A budget that supports the attainment of district goals, reins in spending on budget
categories that are rising at a faster rate than the cost of living and is produced in an efficient and
transparent manner.
Indicator 1: Transparent development and timely approval of a district budget aligned

to district goals, responsive to taxpayer burden, and articulated in the context of a 5-
year budget forecast.
Approve 2014-15 operating budget with a year-over-year tax impact not greater
than 2% for the operating budget. Should, after exhausting all feasible options to
reduce costs, it be impossible to limit the tax impact to 2% without substantially
impeding the districts ability to meet its goals, banked cap may be used.
The Board of Education approved a 2015-2016 budget that used a portion
of banked cap in order to support the Districts growing enrollment.
Specific areas highlighted in approving the additional funding included
identified needs at the elementary level. The2015-2016 budget was
approved at 2.41% tax increase for operating budget and 2.10% including
debt service. An additional $2,033,937 was legally available to increase
the budget, but recognizing the taxpayer burden, the district developed a
budget lower than the allowable cap.
5-year budget forecast projecting trends in revenues, expenses and tax levies and
identifying opportunities for short and long term cost savings.
A 5-year budget forecast was presented indicating a growing deficit
between projected expenses and revenues if maintained at a 2% tax
increase annually. The gap between revenues and expenses increases
further when taking into consideration the growing enrollments that the
District has been experiencing. Pilots using technology to reduce costs
and programs to reduce energy usage, as well as other opportunities, are
being explored to reduce recurring expenses to reduce the long-term
deficit.
Objective B: Well-maintained and safe facilities that enable focused and effective teaching and
learning, and that are repaired and updated in a fiscally responsible manner that is architecturally
sensitive.
Indicator 1: A capital plan that extends to 2025.
Refine priorities and projects within phases for the capital plan
Capital projects approved in 2013-2014 began implementation during the
2014-2015 school year. Additional projects approved as part of the 2015-
2016 budget included an electrical upgrade project at Jefferson
Elementary School, partially funded through a state grant, and a bathroom
renovation project at Clinton Elementary School. Administration continues
to review facility needs and to refine the priorities for identified projects.
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Align Facility design to support CHS Strategic Plan/Middle State Accreditation
recommendations
Discussions continued throughout the year regarding the CHS Strategic
Plan/Middle State Accreditation. A multi-year capital plan with updated
priorities will be established incorporating the facility recommendations
resulting from the Middle State Accreditation process.
Indicator 2: An emergency management program that exceeds State requires.
Full assessment of emergency management program
Generate action plan based on assessment findings by December 2014 to inform
budget development for 2015-2016
Establish confidential security monitoring reporting
Ongoing assessments of the emergency management program took place
throughout the 2014-2015 school year with regular monthly emergency
management meetings for continuous monitoring and updating of the emergency
program. Security management needs were taken into consideration during the
2015-2016 budget development and will continue to be reviewed for future budget
development. The Finance, Facilities and Technology committee of the Board of
Education focused on security protocols and assessment towards the end of the
2014-2015 school year with establishment of specific monitoring reporting as part
of the security discussion agenda for the 2015-2016 school year.
Objective C: The State of New Jersey announced all standardized testing will be conducted
electronically beginning in the 2014-2015 school year. This presents an opportunity to leverage
the required equipment purchases to pilot one to one computing programs. One to one
computing means that every student and teacher is provided a computer device and software to
enhance instruction.
Indicator 1: Pilot one to one computing programs.
For every school that participates on standardized assessments, continue to
support one to one computing programs and expand one to one computing where
possible.
Indicator 2: Evaluate the one to one computing pilots.

In November, prior to finalizing the budget for the 2015-2016 school year, create a
report on the Districts experience and findings of the one to one computer pilots
to inform the benefits of one to one computing towards instruction and the costs of
pursuing a one to one initiative district wide.
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One to One Computing
Introduction
Vision
Learning and information: Anytime and Anywhere.
Introduction
During the 2012-2013 school year technology goals and objectives were developed
by the technology planning committee. The technology committee identified the
school district was ready to pursue a one to one computer initiative. The Technology
Planning Committee expressed that technology can enhance instruction,
communication, and assessment in education and every student should have access
to the internet 7 days a week, 24 hours a day, to maximize the effectiveness of
technology infusion.
What is One to One Computing?

One to One Computing in education means that every student and teacher is
provided a computer and educational software so information and lessons may be
accessed at anytime and anywhere via the internet. The word computer is used
generically to mean a personal computer, laptop, netbook, handheld, or tablet
computing device. Though one to one computing provides equipment to students and
teachers, its focus is to enhance teaching and learning by improving and empowering
every lesson using the tools of technology.
Opportunities
In 2012, the State of New Jersey announced standardized testing will be administered
electronically beginning in the 2014-2015 school year. While schools build capacity to
comply with the new assessment initiatives, schools are also increasing access of
computer devices and thereby moving closer to one computer to one student ratios.
This creates the opportunity to pilot one to one environments without spending
additional funds above funding requirements to meet state mandates.
Assessment
Feedback, Reflection, and Revision

One to one computing provides students and teachers more opportunities for
feedback, reflection, and revision. For example:
Using collaboration tools, such as Google docs, students can share a term paper
or essay with the teacher while they are doing the assignment. The teacher has
the ability to add comments to the students work, while the student is actually
working on the assignment and before the assignment is due. The student has a
chance to reflect on the material and revise the content, enriching the overall
learning process.
Automated Practice Quizzes

One to one computing enables the ability to automate quizzes and make them
available on demand so that students can check for themselves whether or not
they understand the material, without any risk of hurting their course grade.
Instant Feedback
One to one computing can help provide instant feedback. Students benefit from
(and expect) timely feedback. The longer students have to wait to get work back,
the less likely it is that they will make constructive use of teachers comments.
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A teacher no longer has to wait to see the student in class to share the results of
an assignment or test. The information can be sent to the student electronically.
Some assessments may be automated and display the results when the exam is
over.
One to one computing can remove or reduce the time required for routine marking
providing teachers additional time for instruction.
Simple assessments can be automated freeing up some of the teachers time that
may be better used to focus on instruction.
Portfolios
One to one computing can provide invaluable technology tools for managing personal
data through electronic portfolios, enabling students a way to provide flexible and
accessible evidence of their understanding and competence.
Evernote and Google Docs is an example of software applications that enable a

student to store a portfolio of information including but not limited to, homework,
tests, quizzes, research papers, and class notes. This information can be
reviewed by teachers to help determine what a student understands.
Daily Formative Assessments

One to one computing makes daily formative assessments possible.
While teachers take attendance, students can participate in automated surveys.

Survey data is instantly available to teachers, enabling the teacher to know what
elements of the previous lesson the class does and does not understand.
Communication
How can one to one computing improve communication?
Create Learning Communities Beyond the Classroom

Technology enables schools to build local and global communities that include
teachers, administrators, students, parents, practicing scientists, and other interested
people. The Web connects students to experts in the real world and provides
numerous opportunities for expressing understanding through images, sound, and
text. For example: A student may be researching or learning about the Civil War. The
student may e-mail a specialist in on the Battle of Gettysburg to verify specific
information about the battle.
Improve Communication with Parents

School communications can be more efficient and regular with parents to keep them
informed about school programs and their childrens progress in school by
supplementing traditional venues such as newsletters, notes, and telephone calls and
with e-mails, website information, and by providing parents access to student data
online.
Improve Communication with Students

Teacher student communications can be improved by providing students access to all
curricular materials, homework, and assignment due dates electronically.
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Instruction
How can one to one computing improve Instruction?
Improved engagement
Many educators observed improved student attendance and improved student
interest in classrooms using one to one technology. Instruction time is more abundant
and effectively used when a student is engaged and present in class more often.
Supports project based learning

A one to one technology implementation works best in classrooms in which learning is
driven by projects requiring research, collaboration, and production (Final project such
as a slide show, video, or Web page).
Broadens learning beyond the classroom

Time and distance no longer create barriers when students can access the world
around them in an instant. Students can see news unfold on their laptops, view
locations around the world on a web cam and get real-time local data, and e-mail a
nuclear physicist to clarify questions raised during science class.
Takes advantage of a teachable moment

Many advantages of one to one classroom computing also apply to computers in a
lab or at a small classroom computer center. Capitalizing on a student's intriguing
question or on an unexpected discussion is much harder when a teacher has to
schedule computer time. In a one to one computing classroom, a topic arises and the
teacher and students are immediately online, investigating, questioning, and
extending the conversation with information and tools not available to them in other
situations.
Prepares students for the work place

When a student's only exposure to a computer is in a lab at the end of the hall,
technology can be seen as a fragmented skill unrelated to daily life or a future career.
As we know, however, computers are essential for almost any job. Doctors record
patient notes on tablet devices, small businesses order supplies online, farmers check
the Internet for the latest weather conditions. One to one computing ensures that all
students have the skills and confidence to integrate technology into their work.
Provides simulation and visualization

Software such as modeling programs and visualization tools offer students ways to
experiment and observe phenomenon and to view results in graphic ways that aid in
understanding.
Changes the way teachers teach

Technology offers educators effective ways to reach different types of learners and
assess student understanding through multiple means.
Implementation
Classroom
In order to implement a one to one initiative successfully the district must have:
Administrative commitment and vision: From district to site-based

administrators, leaders should be committed to change and willing to provide both
the financing and long-term dedication to the technology's success. The district
must acknowledge that moving to one to one computing will take three to five
years, require ongoing and ample professional development, ongoing and ample
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technical support resources, building leadership, and constant funding to repair
and replace obsolete systems.
Parental support: Parents must be aware of the initiative and support it. In some
independent schools, parents themselves pay for the laptops, handhelds, or
tablets. In public schools, parents might not pay for the technology, but they do
need to be aware of its impact on their child. That impact includes the
responsibility for a laptop, handheld, or tablet PC that comes home with the child,
as well as the risks of inappropriate Internet use.
Staff development and technical support: Teachers should have access to
devices before students do. They also should be provided with technical and
instructional support so they can build the skills and confidence needed to use
technology in their classrooms.
Strong Network backbone: What happens when a school's 50 or 60 computers
grow to 7,000 or more devices? Much attention needs to be paid to the
technology that isn't seen, including switches, Wi-Fi access points, and Internet
lines.
Safety and security: Computer devices need to be secured when not in use.
Students need to know how to surf and e-mail safely. Policies detailing
accountability need to be defined. How does accountability differ when a device
remains in school versus the device that is assigned to an individual and allowed
to be taken home?
Curricular Goals: Effective technology integration is achieved when its use
supports curricular goals. It must support four key components of learning: active
engagement, participation in groups, frequent interaction and feedback, and
connection to real-world experts.
Curriculum
Curriculum must contain technology components providing a core set of resources
and examples of how to infuse technology into each lesson. Additionally, keyboarding
must be taught in the second and third grade to support PARCC assessments which
begin in third grade.
Internet Filtering
According to state law, schools must provide internet filtering. The purpose of internet
filtering is to help protect students from "inappropriate" material. The selected filtering
product must be robust enough to protect students from "inappropriate" material while
providing enough flexibility to ensure students and teachers can access information
and software required by the curriculum. Additionally, internet filtering products are
not "perfect" and teachers must supervise and ensure the students are using the
technology responsibly and appropriately.
Wireless Capacity
Wi-Fi access must be robust enough to handle the volume of connections and
throughput required for students and teachers to access digital content.
Internet Bandwidth
High speed redundant internet links must be installed to support all internet activity.
Reliability and speed become extremely important in a one to one environment as
instructions and access to content depends on it.
Printing
A one to one environment enables the ability to go "paperless" and work
electronically. All work and grades would be shared electronically. Individual
classroom and personal printers would be removed. Central copy machines would
serve as shared network printers to support printing when needed. Reducing paper
and toner consumption, and eliminating small classroom and personal printers will
help offset the cost of one to one technology.
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Professional Development
Teachers and students will rely on technology every day. Every year there is some
degree of employee turn-over and the pace technology continues to change. For
these reasons a dedicated Technology Trainer, that is a certified teacher with
teaching experience, should be hired to coordinate all technology professional
development and support technology leadership teams in each school.
Three levels of technology training would be provided: Departmental, small group,

and individual.
Departmental Training
All departmental professional development sessions should include a technology
component. (i.e. Social Studies staff development and technology development at the
same time so teacher will understand how to use technology to enhance instruction).
This training directly ties technology infusion and delivery of the curriculum together.
Small Group
Workshops should be scheduled all year long to provide basic instruction on how to
use the equipment and software within the school district.
Individual
One on one training sessions should be scheduled as needed with each teacher. The
instruction would take place in the teachers class to model how technology should be
used to enhance instruction.
Software
The district must standardize on a core set of software tools to support BYOD,
maximize collaboration, and streamline professional development and support. The
software tools of choice optimally will be free and exist on the internet. This will
reduce the financial costs associated with a one to one program and remove a degree
of technical support services, keeping the overall number of support staff smaller.
Based upon current district pilots the suggested software tools are:
Google Docs - productivity and collaboration software tools.

Evernote - Note taking and portfolio software.
Edmodo - School safe social networking software to support the creation of
learning communities.
Skype - For video conferencing
Electronic Books
The problem with electronic books is the requirement to select e-book software. Some
e-book software only works with certain "electronic stores" potentially limiting access
to material. The internet contains a vast collection of original source information and
free publications from reputable places such as universities. It is worth considering
using electronic binders of internet resources instead of E-books to reduce costs and
eliminate the need to load e-books on individual computer devices. Supervisors and
teachers can select these materials ahead of time and push the content down to
student accounts and devices for access. Another alternative is to use web based
books that do not require the content to download to a specific device.
Student Devices
Hardware should be selected after curricular goals and documents are established
and software tools are selected to support desired instructional activities. A one to
one program means the district will purchase and support a large volume of
equipment. Due to the size and scope of a one to one program, there are many items
associated to operations and implementation that are not normally encountered in
smaller environments such as home use or small offices.
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BYOD (Bring Your Own Device)
Embrace students using their own devices to offset costs of a one to one program.
Implementing a Bring Your Own Device (BYOD) initiative requires the district to
clearly communicate the software and web resources that the device must be able
to access.
Equip each room with mobile device or purchase and assign each student a
device?
Determine if each classroom will be equipped with computer devices or if students will
be able to bring the device home. Sharing devices requires time spent at the
beginning and end of each period to distribute and collect equipment minimizing
instructional time and possibly making it difficult for some students to access content
after school, but arguably reduces theft (and expenses) as it is easier to keep track of
the equipment and lock it up at the end of the day. If students are each assigned a
computer and permitted to bring the device home (Distributing and collecting a large
number of devices at the beginning and end of each day is very problematic) the
district will probably be faced with a higher number of thefts and repairs increasing the
maintenance cost of a one to one program. For example, about 300 students leave
the district each year without notifying the school district. How can the district retrieve
the 300 devices? Replacing 300 devices annually is a major expense.
Remove computer labs

When one to one is fully implemented, one or more computer labs should be removed
to reduce ongoing technology replacement and repair costs and reclaim classroom
space. Classrooms that are used to teach specific skills CAD, Graphic Arts, TV
Production would continue to be maintained as the equipment and software required
is specialized.
Parameters to use when selecting a computing device

The computer must boot up fast and log into the network fast (10 seconds)
The computer must have a long battery life to last the school day (6 hours)
The computer device must be able to run the selected core software and
applications (i.e. Google Docs, Evernote, Edmodo, Skype).
The computer devices must be PARCC compliant. Devices used for PARCC must
be owned by the school district and remain in district.
Teacher Devices
Implementing a one to one program requires each teacher will be equipped with a
fully functional laptop computer. The laptop is a general purpose tool to provide the
teacher access to both administrative and instructional software.
Software
PowerSchool for grading and attendance purposes
E-mail
The laptop will work with classroom multi-media equipment
Student software (Google Docs, etc.)
Technical Support
Technical support must be available immediately to eliminate instructional down time.
It is highly recommended to provide the following resources to implement a one to
one program successfully:
Extend help desk hours - Additional staff is required to extend help desk hours,
track inventory, handle increased call volume
Staff one technician in each building.
34
Provide spare inventory of additional equipment in each school to immediately
swap out inoperable devices.
Funding
While a one to one program provides opportunities to reduce expenditures in some
areas it requires additional funds for the purchase of computer equipment, high speed
fault tolerant communications, ongoing professional development, and technical
support. Full implementation will ultimately require an increase in expenditures.
Additional Funding Requirements

Electrical outlets for LCD projectors and charging stations
Increased electrical usage
Add one (1) Technology Professional Developer
Possible Expenditure Reductions

Text books
Printing
Removal of existing computer labs
Criticisms and Solutions
While one to one computing can be beneficial and transformative in education,

suggesting we just give every teacher and student a computer will increase student
learning is a simplistic and short-sighted. Adding digital devices into the classroom
without a fundamental change in the culture of teaching and learning will not lead to
significant improvement. Unless clear goals across the curriculum are articulated, a
one to one computing initiative does not live up to its promise. During times of
declining resources within our schools, it is essential to craft a vision that providing
every student a computer must lead to achievements beyond what we can
accomplish with paper. It is very important that all expenditures improve student
learning.
To avoid the pitfalls associated with one to one initiatives, it is critical to identify and
acknowledge the drawbacks and incorporate plans to avoid these pitfalls. The most
commonly stated criticisms and solutions are:
ONE
Problem
Critics argue that too many schools emphasize technology over learning. Being able
to surf the Internet or create an elegantly designed word processing document, they
say, doesn't mean that students understand math better or are better able to use
critical thinking skills.
Solution
This is addressed though ongoing professional development with a dedicated

professional development head, supervision, and by ensuring there is technology
leadership in every building. Technology leadership is a core group of teachers and
supervisors to serve as role models. The Technology Leaders must be able to
model and provide guidance as follows:
Provide a vision to connect all students to the worlds learning resources.

Model the actions and behaviors of technology infusion activities we wish to see in
our schools.
35
Support ongoing and embedded staff development programs that focuses on
pedagogy as much as technology.
Perform systems analyst to ensure that digital literacy is aligned with standards.
Help others see that technology is not just another initiative, but integral to the
curriculum.
TWO
Problem
Educators complain that laptops and handhelds distract from learning rather than
enhance it. Rather than taking lecture notes, students are watching videos, surfing the
'Net, or instant messaging friends and strangers. For some teachers, the resulting
classroom management issues outweigh the benefits of one to one computing.
Solution
It is common knowledge that distractions are one of the main enemies of a good
education. One of the most common culprits of distractions are cell phones and other
electronic devices. What is less known is the best ways to deal with these
distractions.
The most obvious way resolve the distraction of digital devices is to restrict the use of
the devices. These restrictions may appear to be a good solution but restrictions and
out-right bans become impractical. Students need to take rapid notes, connect to
information, and collaborate. Restricting these devices takes away the tools students
need to learn.
Instead of a full or partial ban on devices, it may be worth acknowledging classroom

teaching may need to be overhauled. Even though schools and teachers say they
embrace technology, the same lengthy lectures remain commonplace. One solution is
to replace the 50 minute lecture with short segment lectures mixed with online
quizzes, digital videos, simulation and visualization software, and other technology
driven ways of presenting information. Additionally, we should embrace the
opportunity to teach students on proper technology etiquette in the same way we
teach kindergartners how to raise their hands.
THREE
Problem
Lack of student and teacher training also is a concern. Often, students are given
laptops and teachers are told to start teaching with them, when they themselves are
new to the technology. With little training and a lot of administrative pressure, many
teachers have students take notes in Word or surf online and call it technology
integration. Laptops are expensive typewriters, and relying on the Internet for most (or
all) of one's research without understanding how to validate the source of information
is risky. Without significant support for teacher training, the cost-benefit ratio of one to
one computing rarely is justified.
Solution
This is handled through a combination of curriculum, leadership, and professional

development. Curriculum documents for each discipline should include technology
components. This serves as a framework to establish goals and methods on how
technology will be used to enhance the curriculum.
36
Do not begin a full one to one implementation but rather begin with a pilot in each
building. The pilot should be conducted with motivated and technology savvy
teachers. These teachers will eventually become the Technology Leadership
required to model technology infusion for the school.
Finally, three modes of professional development must be provided. The first mode
consists of simple workshops to show how to operate the technology as installed in
the school environment. The second mode combines technology staff development
with each disciplines staff development. This is where teachers learn how to infuse
technology into the curriculum for the specific discipline they are teaching. The third
mode is to provide one to one instruction in the teachers classroom. The teacher can
observe how to use the tools of technology within the environment. This is a perfect
opportunity to provide time for the Technology Leadership of the building to work
with individual teachers. Having a dedicated technology professional developer will
help to solve this problem.
FOUR
Problem
The question arises, "Have studies shown unequivocally that one to one computing
has a significantly higher impact on learning than the traditional lab or classroom
center model?" For many districts, the financial commitment required to give each
student a handheld, laptop, or tablet PC means looking carefully at each of the
options to see if as much, or more, can be done with less. Are there ways to achieve
educational goals with less risk and lower cost?
Solution
Stating that technology improves student achievement is one of the most common
rationales for moving to a one to one program and it is also the hardest to prove.
Additionally, many computer companies publish research supporting one to one
programs making it even harder to find objective evidence of improved student
outcomes. There are independent organizations that have published the following in
support of one to one initiatives:
Some preliminary studies suggest that students not only write more, but write
better, when using laptops rather than pen and paper.
The Center for Applied Research in Education Technology (CARET) provides a
variety of research that suggests that students improve interpersonal abilities and
teamwork skills through collaboration using laptops and handhelds.
CARET also sites research that teachers can better monitor, or can monitor in
more varied ways, student understanding and application of skills and concepts
through one to one technology.
Some empirical evidence exists that students' organizational skills improve in the
one to one-computing classroom. Papers are no longer lost in the bottom of
lockers, lost in cars, or chewed by dogs.
FIVE
Problem
Technology tools change rapidly, and outcomes can vary depending on

implementation.
37
Solution
By developing a technology plan that is aligned with the budgeting process, schools
can cope with rapidly changes in technology. Generally, each school must re-evaluate
the technology tools required to support the curriculum annually and commit required
funding to replace and repair aging and obsolete equipment. Typically technology
components are replaced every three to five years. Future technology budget
requests can be forecasted by determining the total amount of hardware and software
will be required and calculate how much funding would be required to replace twenty
to thirty percent of the install each year.
The issue of variation in implementation is minimized with constant professional

development, supervision, and curricular revisions. This problem is no different than
other issues of variation such as delivery of curriculum and grading. The only
difference is technology makes these issues more transparent and easier to monitor.
Website References
The International Society for Technology in Education https://www.iste.org/
Edutopia http://www.edutopia.org
November Learning http://novemberlearning.com/
Project Red http://www.projectred.org/
Video Links
Successfully Building and sustaining a One to One Computing Program
http://www.youtube.com/watch?v=TYO1iooSLmc
One to One Laptop Computing in Poverty Schools
http://www.youtube.com/watch?v=gvZJONxv1ZM
One to One Computing Lessons Learned
http://www.youtube.com/watch?v=Bil0IXCyiIU
One to One Laptops in a Fifth Grade Classroom
http://www.youtube.com/watch?v=O-3CHia9UWg
What Most Schools Do Not Teach
http://www.youtube.com/watch?v=nKIu9yen5nc
Top 10 Reasons to Use Technology in the Classroom
http://www.youtube.com/watch?v=ulb4jl3xqs8
Can Technology Change Education?
http://www.youtube.com/watch?v=l0s_M6xKxNc
Why Chromebooks for Education?
http://www.youtube.com/watch?v=MeSBorbRZOA
http://www.youtube.com/user/LindaFarahDee
38
District Goals 2014-2017
| August 25, 2014
South Orange and

Maplewood
Approved August 25, 2014
0
THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD
Contents
PREAMBLE .......................................................................................................................................... 1
ROLES ................................................................................................................................................ 2
DEFINITIONS........................................................................................................................................ 1
GOAL ONE: STUDENT LEARNING ......................................................................................................... 4
GOAL TWO: PROFESSIONAL STAFF ................................................................................................... 10
GOAL THREE: ENGAGEMENT AND OUTREACH...................................................................................... 12
GOAL FOUR: RESOURCE MANAGEMENT ............................................................................................. 14
| August 25, 2014
1
| August 25, 2014
2
Preamble
These district goals establish the ends by which the districts success in fulfilling its
mission of educating students shall be measured from 2014-2017. Each of these goals,
and the underlying objectives, is important and relates to the others. No objective shall
be considered met if its achievement comes through the erosion of another objectives
baselines.
These goalsspecifically their achievement or lack thereofshall form the primary

basis for evaluation of the superintendent by the board. The board presents this
document as the primary statement of priorities that shall govern the initiatives, and
budget allocations in 2014-15. Each year the board will review and amend these goals
by resolution, including resetting and adding milestones.
Lastly, the board wishes to emphasize that the schools of South Orange-Maplewood
seek to educate the complete student, utilizing a broad and diverse curriculum that
includes art, music, languages, technology, physical education and other subjects that
may not be mentioned as priorities in the goals that follow. Although continuing
improvement in the quality of language-arts and math instruction is an essential priority
(as indicated in Goal One), it is not the boards intent that such improvement should
occur through a de-emphasis of the arts, humanities and sciences.
Roles
The board has a responsibility to ensure that the district goals reflect community values,
to establish the necessary policies to achieve the goals, and to communicate with the
community about the goals and progress toward them.
The superintendent is responsible for progress toward the goals, through the
management of all staff to achieve clearly stated milestones. The board shall evaluate
his performance by assessing success against the milestones on an annual basis.
Definitions
Each of the four district goals has four or five components:

Goal statement. Articulation of the fundamental, long-term aspirations for the
schools of South Orange-Maplewood.
Objectives. Major components of the goals.
Indicators. Criteria used to evaluate progress toward the objectives. They
consist of types of information, both quantitative and qualitative, that can
| August 25, 2014
reasonably be used to evaluate progress.

Baselines. Articulation of the current status for each indicator.
Milestones. One-year targets that serve as the primary basis for measuring the
districts progress and the chief means among several for evaluating the
superintendents annual performance.
3
Other terms:
Rigorous. Defined by Common Core Curriculum principles as robust and
relevant to the real world, reflecting the knowledge and skills that our young
people will need for success in college and careers.
Differentiated Instruction. Provision of appropriate instructional materials and
approaches to facilitate student learning of same curriculum.
| August 25, 2014
4
Goal One: Student Learning
The South Orange-Maplewood Public Schools will promote the intellectual development of all
students, challenging and inspiring them to do their best.
Objective A, Student Performance: Students will demonstrate proficiency on key benchmarks

to postsecondary readiness equal to or better than peer schools, identified by NJ-DOE as Peer
Comparison Groups and DFG.
Note- NJ is in a transition period with regard to its standardized testing, shifting from NJASK to
PARCC in AY14-15. The BOE prefers to preserve current benchmarks to see if PARCC does not
introduce a significant variation from previous test scores. Once the data for AY14-15 is
available (estimated for September, 2015) new, recalibrated targets may be required in a
manner that identifies the proportional change relative to the DFG and Peer Comparison
Group.
A. PARCC
Indicator 1: Improve performance relative to the DFG and within Peer Comparison
Groups.
Student performance comparisons, for both proficiency and advanced
proficiency (or the equivalent categories to be named in PARCC) to the DFG-I
and Peer Comparison Groups (disaggregated by school) on an aggregated
student-population basis, district-wide, on state assessments in language arts,
math and science for each grade tested.
Milestones:
2014-2015 2015-16 2016-17
Narrow the existing gap between SOMSD and DFG Samenarrow gap Samenarrow gap
by 25%. (The goal is to cut 25% of the gap, not to by an additional by an additional
gain 25 points.) 25%. 25%*
All schools will show an improvement in ranking Same - improve Same - improve
within their Peer Comparison Groups as reported rankings by 5 rankings by 5
by The School Report Card state report. Improve percentage points percentage points
rankings by 5 percentage points annually. annually. annually.
Indicator 2: Meet NJDOE annual performance targets for the all students group and in
| August 25, 2014
each identified subgroup. NJDOE annual performance targets are based on the NJDOE
ESEA waiver.
5
Milestones:
NJDOE annual performance targets are set in annual equal increments so that
within six years (by 2017 using 2011 as a starting point), the percentage of non-
proficient students in the all students group and in each subgroup is reduced by
half.
For example, if the all students group is currently demonstrating a proficiency

rate of 40 percent, the methodology would take the 60 percent point gap
between 100 percent proficiency and the current rate (100 40 = 60) and then
divide the gap in half to determine the target for the sixth year a gain of 30
percentage points (60 / 2 = 30). Then, the 30-percentage point gain is divided
into six equal increments (30/6 = 5) so that annual targets can be set.
Thus, the group in this example begins this process with a rate of 40 percent and
is then expected to move to proficiency rates of 45 percent, 50 percent, 55
percent, 60 percent, 65 percent, and finally 70 percent, respectively, in each of
the following years of the six-year period.
*Special Monitoring Report- Groups performing below year-over-year targets shall

trigger a special monitoring report to address lack of growth and interventions towards
improvement.
SOMSD Annual Performance Targets

Language
Arts: Percentage of
Students Proficient
and Above
2010- 2011- 2011- 2012- 2013- 2014- 2015- 2016-

2010-2011
2011 2012 2012 2013 2014 2015 2016 2017
#_Students
Baseline Goal Actual Goal Goal Goal Goal Goal
District-wide 3471 80% 82% 83% 83% 85% 87% 88% 90%
White 1683 93% 93% 94% 94% 94% 95% 96% 96%
Black 1463 64% 67% 69% 70% 73% 76% 79% 82%
Hispanic 166 77% 79% 76% 81% 83% 85% 87% 89%
Native American 13 - - - - - - - -
| August 25, 2014
Asian 124 89% 89% 89% 90% 91% 92% 93% 94%
Pacific Islander 4 - - - - - - - -
Multi-Racial 18 - - - - - - - -
6
English Language
47 26% 32% 58% 38% 44% 50% 57% 63%
Learners
Economically
661 55% 58% 60% 62% 66% 70% 74% 77%
Disadvantaged
Male 1743 76% 78% 78% 80% 82% 84% 86% 88%
Female 1728 84% 85% 87% 87% 88% 89% 91% 92%
Math: Percentage
of Students
Proficient and
Above
2010- 2011- 2011- 2012- 2013- 2014- 2015- 2016-

2010-2011
2011 2012 2012 2013 2014 2015 2016 2017
#_Students
Baseline Goal Actual Goal Goal Goal Goal Goal
District-wide 3471 81% 83% 84% 84% 86% 88% 89% 91%
White 1683 95% 96% 96% 96% 97% 97% 97% 98%
Black 1463 66% 69% 68% 72% 75% 77% 80% 83%
Hispanic 166 76% 78% 81% 80% 82% 84% 86% 88%
Native American 13 - - - - - - - -
Asian 124 94% 95% 93% 95% 96% 96% 97% 97%
Pacific Islander 4 - - - - - - - -
Multi-Racial 18 - - - - - - - -
English Language
47 32% 38% 54% 43% 49% 55% 60% 66%
Learners
Economically
| August 25, 2014
661 56% 60% 61% 64% 67% 71% 75% 78%

Disadvantaged
Male 1743 80% 82% 81% 84% 85% 87% 88% 90%
Female 1728 82% 84% 85% 85% 87% 88% 90% 91%
7
Indicator 3: Participation and success in Advanced Placement (AP) courses in the high
school.
Note- Increasing participation in AP courses is a priority of the Board of Education. We

anticipate wider participation will yield more scores of 3 or higher in raw numbers
though the overall proportion of those at 3 or higher may decrease. We believe that an
AP experience, regardless of score, will provide students with a strong foundation for
college success and therefore do not want to inhibit AP participation by using an
improved performance benchmark.
Milestones: 2014-15 and 2015-16:
Increase the percentage of the high school student body enrolled in AP courses
by 20% and the percentage of black students and special education students
enrolled in AP courses by 25%
Increase the percentage of students both enrolled in courses and sitting for the
exam by 10%
Increase the percentage of students in each graduating class who participated in
AP, inclusive of those who took the test, by 10%
Thorough review of entrance criteria and enrollment practices/resource
allocation for all Honors, Advanced Honors and AP courses
Objective B, Learning Opportunities: Rigorous curricula, differentiated instruction (see

glossary) and expanded learning opportunities will enable all students to thrive and fulfill their
academic potential.
Indicator 1: District-wide attention, across subject areas and spanning grade cohorts to
instruction, curriculum, professional development and resource allocation for effective
and equitable implementation of Common Core Curriculum Standards (CCCS), Middle
Years Program-International Baccalaureate (MYP-IB) and Partnership of Assessments
for Readiness of College and Careers (PARCC). Curriculum revisions will abide the
Standard Operating Procedure for review and revision as outlined in District Policy.
Regular or quarterly monitoring reports for District preparations for these systemic
changes will be reviewed by the Equity and Excellence Committee and reported to the
BOE.
| August 25, 2014
8
Note- Curriculum revisions chart will be completed by Administration and reviewed by
EE/Board and to be inserted into District Goals in October 2014.
Core Area 2014-2015
All Core Areas: Grades 8 revisions to address Middle Years Programme of the
English Language Arts International Baccalaureate (for AY2015-16 implementation)
Mathematics
Media/Educational
Technology
Science
Social Studies
World Language
Physical Education
Fine and Performing
Arts
Mathematics
Social Studies
Science
STEM K-12 TBA
Indicator 2: Strategic Plans in place at CHS, to be reconfigured around the Middle States
Accreditation, which includes the following categories: 1. Philosophy/Mission, 2.
Governance/Leadership, 3. School Improvement Planning, 4. Finances, 5. Facilities, 6.
School Finance/Organization, 7. Health and Safety, 8. Educational Program, 9.
Assessment and Evidence of Student Learning, 10. Student Services, 11. Student
Life/Activities, 12. Information Resources and Technology.
Milestones 2014-15:
Implementation of revision plans with regular BOE review

Site visit and an analysis of strengths, weaknesses, opportunities and threats
(SWOT)
Develop recommendation regarding the possibility of extending IB MYP
through 10th grade based on input from the Middle States review process
Milestones 2015-16:
Continued monitoring of ongoing implementation of Strategic Plans

| August 25, 2014
Formalize decision on extending IB MYB through 10th grade based on input

from multiple stakeholder groups
9
Indicator 3: MMS and SOMS will demonstrate adequate progress towards IB
accreditation.
Milestone 2014-15:
Successful submission of application for candidacy by April 2015 for IB-MYP
Milestone 2015-16:
Continued monitoring of ongoing implementation of IB MYP
Indicator 4: Expanded Learning Opportunities
Milestones 2014-15:
Extended planning and early implementation (e.g., assessment) phase for

Gifted and Talented strategy
Integration of online course offerings into regular process of course
selection with attention to providing information and access to students
who may be unfamiliar with this learning opportunity
Explore creation of an online learning suite within CHS to augment
existing programs, provide access for students
Possible realignment of resources/course offerings to better fit changing
economic climate by May, 2015 in light of CHS, SOMS and MMS Strategic
Plan process
Milestones 2015-16:
Implement Gifted and Talented strategy

Development of pilot online learning suite at CHS
Administration development of course revision/development plan in
light of CHS, SOMS and MMS Strategic Plans for new offerings/course
sequences in AY16-17 and beyond
| August 25, 2014
10
Goal Two: Professional Staff
The staff of the South Orange-Maplewood Public Schools will consistently and collaboratively
lead students of diverse backgrounds and learning styles to learn at or above the appropriate
grade-level standards.
Objective A: The district and staff will collaborate to foster faculty governance.
Indicator 1: District-staff collaboration in enhancing faculty governance and in reducing

impediments to faculty governance at the district and state level.
Milestones 2014-2015 and 2015-2016:
(2014-2015) District-staff dialogue on identifying local and state obstacles to

faculty governance and areas in which faculty governance could be enhanced
(2015-2016) Implementation of initiatives to reduce impediments to faculty
governance and enhance opportunities for faculty governance that are identified
in the 2014-2015 district-staff dialogue
Objective B: Professional development programs and activities will strengthen district facultys
ability to contribute to measurable improvements in student achievement.
Indicator 1: Professional development for district staff to increase their ability to

effectively deliver the written curriculum and meet the social emotional needs of our
students in both general education and special education settings.
Milestones 2014-1015 and 2015-2016:
Increase participation in collaborative professional learning such as The

Learning Walk, Instructional Rounds, Model Classroom Initiatives, and PLCs
(professional learning communities)
Increase the Districts capacity to evaluate professional learning outcomes as
they relate to improved teaching and learning
Between 2014-2015 and 2016-2017 all staff shall participate in cultural
competency training
Decrease the number of special education litigation cases initiated against
the District
Objective C: Recruitment and hiring will increase the quality and diversity of the professional
staff.
| August 25, 2014
Indicator 1: Highly qualified and diverse applicants.
Milestones 2014-2015 and 2015-2016:
Exceed 90% top choice hires
11
20% increase in the number of candidates identifying themselves as people
of color
Establish a baseline for the percentage of viable certificated candidates of
color
One hundred percent of hires made according to district practices
including use of the Framework for Teaching to assess knowledge of effective
practice, a group interview, and a sample lesson done in a district classroom
with students (or presented to staff if students are not available)
(2015-2016) Increase the percentage of viable certificated candidates of
color by 20%
Objective D: A performance evaluation system will be driven by objective measures that are
tied to student learning and school/district goals.
Indicator 1: Valid, fair, reliable and constructive systems for performance evaluation of
principals, assistant principals, supervisors, teachers (non-tenured and tenured) and
district administrators, driven by multiple measures (student achievement and
individual evaluation) of individual performance as well as contributions to team efforts
that are aligned to school/district goals and AchieveNJ.
Milestones 2014-2015 and 2015-2016:
Implement the State approved AchieveNJ regulations regarding

observations/evaluations, student growth objectives, student growth
percentiles, corrective action plans, and school improvement panels
Continue summative rating for staff in alignment with AchieveNJ, including a
summative rating derived from both teacher practice and student learning
| August 25, 2014
12
Goal Three: Engagement and Outreach
The South Orange-Maplewood Public Schools will communicate effectively with parents,
students and the South Orange-Maplewood community.
Objective A: Parents will receive timely, relevant information about their children, their
schools and the District and be engaged in the education of their children and their schools.
Indicator 1: Parents will receive timely, relevant information about their children and
schools and district.
Parents and, as appropriate, students will be notified when students fail to meet
critical benchmarks and advised of interventions available to improve the
students performance
Parents and, as appropriate, students will be notified of relevant grade level
goals, expectations, and opportunities
Parents and, as appropriate, students will be notified of relevant policies and
procedures related to academic placement
Parents will be able to easily navigate and access up to date, desired information
on the district website
Indicator 2: PowerSchool usage will be promoted among parents and teachers to keep
parents (students) apprised of student progress in grades 6-12.
Teachers will update Teacher GradeBook in a consistent and timely manner

to provide meaningful feedback
80% of parent/guardians of grade 6-12 students will use the Parent Portal of
PowerSchool
Objective B: The South Orange-Maplewood Public Schools will communicate with the School
District community to foster transparency, accountability and community engagement with
respect to the development and implementation of District policies.
Indicator 1: The District will make available to the public information related to major
policy proposals, in a timely and transparent manner, to ensure that the public has
sufficient information to understand and an opportunity to provide meaningful input to
the Board and the Superintendent regarding such proposals.
| August 25, 2014
Indicator 2: The District will make available to the public information, data and reports
requested by the Board related to the implementation of major policy initiatives and
progress toward meeting District goals.
Indicator 3: On an annual basis, the District will gather information from parents,
students and staff regarding the achievement of District goals and the delivery of
educational services in the District.
13
Milestones 2014-16:
Ensure broad representation from the community is achieved

Ensure the number of respondents is sufficient to draw conclusions and make
recommendations
Indicator 4: The participation rates of parents/guardians from groups which have, in

the past, had disproportionately low levels of participation in key district events will
increase.
Milestone 2014-16:
Increased participation from parents/guardians with historically low

participation levels will be solicited in district surveys, district focus groups and
BOE community forums
Objective C: A variety of communications tools will be used to regularly share with parents,
students and the South Orange-Maplewood community positive information about our District,
schools, staff and students, celebrating in particular the achievements of our students and staff.
Indicator 1: Implementation of communications strategy using tools including the

district website, email communications, written publications and external media
relations.
Through the District website and E-Newsletter, provide regular and timely
information which highlights positive information about the District, our
schools, staff and students
Develop and implement, annually, a communications strategy to introduce 5th
and 8th grade parents, respectively, to the Middle Schools and the High School
| August 25, 2014
14
Goal Four: Resource Management
The South OrangeMaplewood Public Schools will pursue and achieve Goals 1-3 while slowing
the rate of increase in operating expenditures.
Objective A: A budget that supports the attainment of district goals, reins in spending on
budget categories that are rising at a faster rate than the cost of living and is produced in an
efficient and transparent manner.
Indicator 1: Transparent development and timely approval of a district budget aligned

to district goals, responsive to taxpayer burden, and articulated in the context of a 5-
year budget forecast.
Milestone 2014-2015:
Approve 2015-2016 operating budget with a year-over-year tax impact not

greater than 2% for the operating budget. Should, after exhausting all feasible
options to reduce costs, it be impossible to limit the tax impact to 2% without
substantially impeding the districts ability to meet its goals, banked cap may be
used
5-year budget forecast projecting trends in revenues, expenses and tax levies
and identifying opportunities for short and long term cost savings
Objective B: Well-maintained and safe facilities that enable focused and effective teaching and
learning, and that are repaired and updated in a fiscally responsible manner that is
architecturally sensitive.
Indicator 1: A capital plan that extends to 2025.
Refine priorities and projects within phases for the capital plan
Align facility design to support CHS Strategic Plan/Middle State Accreditation
recommendations
Build public-private partnerships to support CHS renewal and district STEM+

initiatives
| August 25, 2014
Finalize facility plans and receive approval from BSE for bonding in January
2017
15
Indicator 2: An emergency management program that exceeds State requirements.
Full assessment of emergency management program

Generate action plan based on assessment findings by December 2014 to inform
budget development for 2015-2016
Establish confidential security monitoring reporting
Implement action plan

Continue security monitoring
Objective C: The State of New Jersey announced all standardized testing will be conducted
electronically beginning in the 2014-2015 school year. This presents an opportunity to
leverage the required equipment purchases to pilot one-to-one computing programs. One-to-
one computing means that every student and teacher is provided a computer device and
software to enhance instruction.
Indicator 1: Pilot one-to-one computing programs.
Milestone 2014-15
For every school that participates on standardized assessments, continue to

support one-to-one computing programs and expand one-to-one computing
where possible.
Indicator 2: Evaluate the one-to-one computing pilots.
Milestone 2014-15:
In November, prior to finalizing the budget for the 2015-16 school year, create a
report on the Districts experience and findings of the one-to-one computer
pilots to inform the benefits of one-to-one computing towards instruction and
the costs of pursuing a one-to-one initiative district wide
| August 25, 2014
16
| August 25, 2014
Published by:
THE SCHOOL DISTRICT OF SOUTH ORANGE-MAPLEWOOD
525 ACADEMY STREET MAPLEWOOD, NJ 07040
Tel. # (973) 762-5600
www.southorangemaplewood.org or www.somsd.k12.nj.us
17

State of The District

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State of The District

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SOUTH ORANGE & MAPLEWOOD

Ms. Cheryl Schneider Mr. Jerrill Adams

State of the District

The School District of South Orange and Maplewood

Articulation of the fundamental, long-term aspirations

for the schools of South Orange-Maplewood.

1 Student Learning: Promote the intellectual

2 Professional Staff: Consistently and

3 Engagement and Outreach: Communicate

4 Resource Management: Pursue and achieve

State of the District

1. Students will demonstrate proficiency on key benchmarks to postsecondary readiness equal

The School District of South Orange and Maplewood

ORANGE AND MAPLEWOOD

Students by School Level

Columbia High School

SOMSD students are diverse, coming from

All Students Black Students White Students

Percent of Student Participation on One or More AP

All Students Black Students White Students

Written Exams Score 3 or Higher

Percent of Written AP exams Scoring

The School District of South Orange and Maplewood

Objective A, Student Performance: Students will demonstrate proficiency on key benchmarks

2014-2015 2015-2016 2016-2017

Math: 2010- 2011- 2011- 2012- 2013- 2014- 2015- 2016-

PARCC Results PARCC Results

Note Increasing participation in AP courses is a priority of the Board of Education. We

Columbia High School Student Participation in AP Courses

Percent of Students Participating in One or More

All Students Black Students

COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP COURSES

Number of Written AP Exams

Written Exams Score 3 or Higher

COLUMBIA HIGH SCHOOL STUDENT PARTICIPATION ON AP EXAMS

2009- 2010- 2011- 2012- 2013- 2014-

Note Curriculum revisions chart will be completed by Administration and reviewed by

AP studio Art Drawing Revised & Implemented

Drawing Revised & Implemented

Art 4 Drawing and 2-D Design Revised & Implemented

World Drumming Revised & Implemented

Supplemental Curriculum Grades 9-11 Revised & Implemented

Geometry Revised & Implemented

Pre-calculus Revised & Implemented

Algebra 2 Revised & Implemented

Media and Technology

Library Media K-5 Revised & Implemented

World History College Prep 9 Revised & Implemented

U.S. History 1 College Prep 10 Revised & Implemented

World History ELL 9 Revised & Implemented

Science Research Course (3 years) Revised & Implemented

Creative Computing & Design- Scratch, MS Revised & Implemented

Implementation of revision plans with regular BOE review

Columbia High School held Columbia 2025 conference. 66 participants

Successful submission of application for candidacy by April 2015 for IB-MYP

Why was the IB Middle Years Programme (IB MYP) introduced to

This decision is in no way a reflection of the work, professionalism or commitment

Explore creation of an online learning suite within CHS to augment existing

In an effort to provide our students with increased opportunities, we are

Possible realignment of resources/course offerings to better fit changing economic

Indicator 1: District-staff collaboration in enhancing faculty governance and in

District-staff dialogue on identifying local and state obstacles to faculty

A forum for regular dialogues between SOMEA leadership and Central