LeominsterReport

Report on Superintendent’s Entry Plan

Nadine Binkley

21 November 2006

Table of Contents

Part I: Gathering Qualitative Data 3

Introduction and purpose 3

Data Gathering 3

Interviews and Feedback 3

Visits to Schools 3

Discussions with Other Groups 4

Questions 5

Reporting 5

Part II: Gathering Quantitative Data 6

Strategic Plan 6

Strategic planning team 6

What is a strategic plan? 7

Mission statement 7 Goals and Objectives 8

Enrollment Data 10

Enrollment by School 10

Enrollment by Grade 11

Free and Reduced Lunch, ELL, Special Education Numbers 11

Staff Data 12

Staffing Summary 12

Each Category as a Percent of Total Staff 12

Salary – Maximum, Minimum, Median, Average 13

Substitute Salary 13

Part III: Areas of Strength and Issues for Further Discussion 23

Areas of Strength 23

Issues for Further Discussion 27

Part IV: Next Steps 29

Introduction 29

Guiding Principles 29

Proposed Goals 30

Part V: Conclusions 33

Part VI: Interviews Conducted 34

Part I: Gathering Qualitative Data

Introduction and purpose

The purpose of this entry plan was to help me, as the new Superintendent in Leominster, to learn about the school system and the community in a relatively condensed period of time. Before I could begin to make informed decisions that affect the children of Leominster, I felt it was important that I understand the norms, values, traditions and hopes of the community. This entry plan will help me to begin to develop a deep understanding of the wonderful community in which I am working and devoting much of my professional life.

I set out to accomplish the following goals.

· To get to know teachers, administrators, students, parents, community members and elected officials in Leominster.

· To understand what the critical issues are in the Leominster School District.

· To identify the educational issues that need to be addressed and to determine how and by whom they should be addressed.

· To establish a set of goals to begin my work as Superintendent of the Leominster Public Schools

Data Gathering

I gathered data through school visits and through individual and group interviews. I also collected data on enrollment, staffing and programs.

Interviews and Feedback

I began getting to know the Leominster Schools by spending at least one full day in each school. As well, I interviewed people who work closely with the school district. I interviewed School Committee members and each City Councilor. I met with the Chief of Police, the Fire Chief and the Head of DPW. I met with our State Representative and our State Senator. I met with the co-chairs of the Latino Alliance and the administration of the Spanish-American Center. I met with each Central Office Administrator. I attended some PTO meetings and also met with a group of parents who invited me to a discussion group. I interviewed two previous superintendents. I interviewed the President of the Teachers’ Association and the MTA Representative. I met with the City Comptroller, City Purchasing Agent and the Treasurer.

Visits to Schools

During the month of September, I visited each school for at least one full day. During these visits, I met with the principal and discussed the organization of the school, we examined the school improvement plan, and we looked at sources of data collection that the principal uses. I met with teachers and staff members in an informal gathering without the presence of administrators. At the middles schools and the high school, I met with a small group of students in order to begin to understand the school from their perspective. At each school I also met with other members of the leadership teams whether they are Assistant Principals or Headmasters. The principal and I did classroom visits where we observed what the class was doing, looked at student work and talked to students about what they were learning and why they were learning it.

I met with four consultants from the Center for Collaborative Education, a group that has been guiding the high school through its change to five independent small schools. As well, I spoke with Lewis Cohen, Director of the Coalition of Essential Schools, a group that is funding and guiding the high school through its change to five independent small schools.

The formal and informal parts of these visits provided me with a great deal of knowledge about how the schools work and what is important to our students and our employees who work with our students. I was able to identify common points of appreciation and concern throughout the school district. People gave generously of their time to share with me what they like about our schools, what their concerns are and what their hopes and aspirations are for the children of Leominster.

I also met with Bernie Marso, Teachers’ Association President and Lois Mason, MTA Representative. Ms Marso and I have agreed to meet on a monthly basis to ensure that the good communication we have established continues.

As well, I met with the Fame group from the high school, the leadership of CTE and Robotics Club leaders.

Discussions with Other Groups

Meeting with many people who work in the City and who, as part of their positions, help to support the work of the schools, has been very rewarding. I have found that, for the most part, all want to work together as a well-functioning group. There is a sense that everyone who works in Leominster is here because they want Leominster to continue to be known as a place where people work together for the sake of the entire community. People were very welcoming.

I accepted many invitations from groups. For example, the PTOs at Northwest and Southeast invited me to speak to their membership. In each case, 30 to 40 parents and teachers came to the event. A parent, Joan Hodskins, arranged for a group of about 15 parents to meet with me at the West End Dinner for two hours one morning. This was a wonderful and lively discussion with parents who truly care about their community and schools. I have been invited to be on the Advisory Board of the Doyle Field Foundation and have attended their meetings. I have been invited to be on the Board of the Latino Alliance and have met with the co-chairs. I have been invited to be on the Leominster-Fitchburg Drug Taskforce and I attended their first meeting of the year. I was invited to visit Mount Wachusett Community College and met with several people who either work with Leominster School programs or would like to.

I met with our local officials. State Representative Jennifer Flanagan generously spent the better part of one afternoon with me and State Senator Robert Antonioni the better part of another afternoon.

The City Council members were generous with their time and agreed to meet with me individually. Because of these interviews, several City Councilors now feel free to contact me with questions, concerns and opportunities.

Questions

The following are some of these questions I asked to each of the groups or individuals I meet with. I was not doctrinaire in following this list as often our discussions led us in interesting and, sometimes, unexpected directions.

What is it about the Leominster School District that you value?
Please describe the demographics of the student body and of the teachers.
What are your hopes for the Leominster School District in the future?
Do the Leominster schools, in your opinion, do an excellent job of educating students? Why or why not?
What keeps the Leominster schools from being all they can be?
How is Leominster changing? Are the schools responding appropriately to that change?
Does the district hold the same high standards for all of its students?
Are we providing all of the services that we need to provide to students for them to be successful?
What would you like to see different about the school district in 5 years? 10 years?
What are the key issues that you think that the Leominster School district needs to face?
What do you think is the most important issue that I need to address?
What can I do to make your job (position) better? easier?
Are you well informed about what is happening in the Leominster schools? How could we do a better job of keeping you informed? Are there specific areas that you would like more information on?
What advise would you give me as I begin my tenure in Leominster?
Can you suggest anyone whom it would be important for me to speak to in my quest to learn as much about Leominster as I can?
If child attends a school other than a Leominster public school:

Why did you choose not to enroll your child in the Leominster Public Schools?
What could we offer to bring your child back to the Leominster Public Schools?

For students:

· If you were describing your school to a visitor in the district, what would you tell them?

· What programs have you found particularly helpful or interesting?

· On a typical day, what are the best parts?

· What are the strengths of your school?

· How can your school be improved?

· Describe a typical English or math class?

· Describe how you use technology in your classes?

· What type of assignments and tests do you usually get?

· What advise would you give me as a new superintendent in Leominster?

Reporting

When I finished conducting all of my interviews, I did an analysis of the responses and included that analysis further in this report. As well, I shared the results of the analysis of the entry plan with the district leadership team. I used this venue to further clarify what I have heard and to get input from the Leadership Team as to what the short- and long-term goals should be for the school district.

This report forms the basis of a presentation to the School Committee on the results of my entry plan analysis and the discussion with the Leadership Team. It will form the basis for the finalization of the short- and long-term goals after School Committee discussion and with School Committee approval.

Finally, this report will be made public, available at each school, shared with the local newspapers, and posted on the school district website. This report will include findings from the entry plan process and School Committee approved goals.

Part II: Gathering Quantitative Data

Strategic Plan – Note: this plan was developed under the leadership of the last superintendent.

Strategic Planning Team:

Administrators

Marilyn Fratturelli

Ann Marie Stoica

Susan Hitchcock

Ernie Muserallo,

Carol Hynes

William Hart

Tony Gasbarro

Parents

Cheryl Canedo

Mike Cupo,

Susan Montiero

Lynn Gerrits

Students

Daniella Ciccolini

Business/Community

Steve Perla

Peter Bovenzi

Ernie Rooney

Mickey Guzman

Bonnie Piccone

Susan Templeton

Lou Amadio

Terri Callahan

Dick Flannagan

School Committee

Dean Mazzarella

Donna DiNinno

City

David Rowlands

Union Representatives/Teachers

Bernie Marso

Andres Vera

Elizabeth Aitmouloud

Sandra Cucciara

College Representative

Robert Antonucci

What is a Strategic Plan?

This document establishes a long-range direction for the Leominster School District and provides a clear focus for future planning by establishing priorities for improvement.

Strategic Planning is a process for creating an organization’s preferred future. It is a long-range planning procedure for organizational renewal and transformation that provides a framework for improving programs, management functions, and evaluation of an organization’s progress. Strategic planning helps us to think and act strategically, develop effective strategies, clarify future directions, establish priorities, improve organizational performance, build teamwork and expertise, and deal effectively with a rapidly changing environment. The strategic planning process involves a series of steps that moves us through:

analyzing relevant external trends and their implications;
assessing organizational capacity to manage external change;
developing a mission and guiding beliefs;
establishing goals, objectives, and action plans designed to move the organization to where it wants to be;
setting a strategic direction to follow to achieve its mission and objectives;
communicating its mission, beliefs, and goals/objectives to all stakeholder groups;
implementing action plans it has developed; and
monitoring progress, solving problems, and renewing action plans.

Organizations implement strategic planning to effectively deal with change in a proactive, rather than reactive manner by establishing a common purpose, a sense of direction, priorities for change, and a blueprint for action. This plan presents an analysis of the school district’s strengths and weaknesses as well as opportunities and threats anticipated by emerging trends and changing conditions. Based upon this understanding and analysis, this document defines the mission, vision, guiding beliefs, and goals and objectives which will guide the work of the school district during the next three to five years.

This strategic plan is the culmination of analysis and work by a strategic planning committee consisting of teachers, administrators, parents, school committee members, government officials, students, and business and community leaders.

Mission Statement

The Leominster Public School System is committed to challenging all students to achieve academic excellence. The intellectual, ethical and social development of students is the cornerstone of our academic program. In a student-centered, respectful and safe environment, we prepare students to be responsible and productive decision-making members of the local and global community.

Goals and Objectives

1. Curriculum/Instruction/Assessment: Continue to align the curriculum with the most recently adopted Massachusetts Frameworks, implement effective instructional practices and administer and analyze assessment data, all with the expected outcome of improving student performance.

Objective 1. Increase student performance in order for the district to attain AYP by meeting the annual improvement target in English/Language Arts.

Objective 2. Increase student performance in order for the district to attain AYP by meeting the annual improvement target in Math.

Objective 3. Ensure that all student subgroups (Special Education, English Language Learners, free/reduced lunch and ethnic groups) will attain AYP by meeting annual improvement targets.

Objective 4. Develop appropriate benchmarks for all content areas and grade levels.

Objective 5. Analyze and utilize assessment data to adjust curriculum delivery at grade levels and provide effective instructional practices within the classroom.

Objective 6. Review, compile and adopt research-based effective instructional practices.

2. Communication: Foster a climate of communication and collaboration with parents and the community.

Objective 1. Develop a School/Community Public Relations Plan to increase the support and participation of all stakeholders in the Leominster Public Schools.

Objective 2. Continue to strengthen communication between home and school, particularly through the use of technology.

Objective 3. Continue to create ongoing relationships with local businesses that enhance the curriculum, provide school-to-career opportunities for students and improve community understanding of the instructional improvements of the Leominster Public Schools.

3. Safety: Provide the infrastructure and adopt appropriate programs to create a safe and secure learning environment for all students.

Objective 1. Establish a district-wide safety committee.

Objective 2. Establish school safety committees.

4. Facilities: Provide a safe and attractive environment and appropriate facilities for students and staff in order to maximize performance.

Objective 1. Analyze the current statistics on population growth and trends in relation to existing facilities.

Objective 2. Examine the current effectiveness of the grade level structure and make recommendations to be considered in concert with the amended long range Facility Plan.

Objective 3. Revise the long range Facility Plan.

5. Programs and Staffing: Provide program and staff resources needed to implement and achieve the goals of the District’s Mission Statement and the NCLB and AYP mandates.

Objective 1. Develop a plan to recruit and retain highly qualified staff.

Objective 2. Research critical staffing trends and actively recruit staff in critical need areas, such as math; science; Special Education and Structured English Immersion education.

Objective 3. Develop a plan to increase the district’s capacity to offer full day PreK and Kindergarten programs.

Objective 4. Develop a plan to conduct ongoing evaluations of the district’s educational initiatives.

6. Technology: Acquire and maintain technology resources that meet the communication, instructional and resource needs of all student sand allows the district to maintain a current student and staff database.

Objective 1. Review and amend the district’s technology plan to meet the state’s technology standards.

Objective 2. Contract with an outside organization or individual to evaluate the technology infrastructure (needs and use) in PreK – grade 12 and institute appropriate recommendations.

Objective 3. Achieve technology infrastructure equity throughout all tiers of the Leominster Public Schools.

Objective 4. Integrate technology seamlessly to enhance curricula goals and advance student learning.

7. Professional Development and Accountability: Maintain high quality professional development for all employees that promotes individual accountability and improved student outcomes.

Objective 1. Research and implement effective teaching and learning instructional practices.

Objective 2. Develop and maintain a bank of research-based professional development by topics and presenters.

Objective 3. Utilize the district-wide Professional development Committee to identify topics and maximize time available for professional development to provide a long range plan that will meet the needs of the district’s staff and at the same time, address the requirement of the district’s mandates and initiatives.

8. Funding/Resources: Advocate for and seek all funding opportunities at the local, state and federal levels in order to offer a quality and cost-effective education to the students of the Leominster Public Schools.

Objective 1. Develop a plan to be presented to local legislators that outlines the need for additional Chapter 70, transportation and school building funding.

Objective 2. Continue to secure additional discretionary grant funding from state and federal funding agencies and private foundations that support new initiatives and best practice models.

Enrollment Data ( as of November 14, 2006)

Enrollment by School Total Enrollment

Bennett School 220

Lincoln School 41

Priest Street School 254

Fall Brook Elementary School 571

Johnny Appleseed Elementary School 683

Northwest Elementary School 662

Samoset Middle School 633

Sky View Middle School 671

Southeast Middle School 569

Leominster High School 1851

Total 6155

Enrollment by Grade

BN LN PR FB JA NW SAM SV SE LHS Total OOD

PK 132 41 173 1

K 88 254 41 383 2

1 150 169 173 492 4

2 132 165 156 453 3

3 130 177 144 451 6

4 159 172 148 479 7

5 162 167 125 454 7

6 165 163 168 496 6

7 162 186 144 492 4

8 144 155 132 431 6

9 508 508 10

10 456 456 11

11 461 461 9

12 426 426 15

>12 1

Total 6155 92

Grand Total 6247

Free and Reduced Lunch Numbers, ELL Numbers, Special Education Numbers

	Low Income	%	ELL	%	Special Ed.	%

FY ' 06	1,899	31%	1,293	21%	1,158	19%

FY ' 05	1,927	31%	1,118	18%	1,223	20%

FY ' 04	1,770	28%	1,252	20%	1,190	19%

FY ' 03	1,853	29%	959	16%	1,145	18%

FY ' 02	1,610	27%	778	13%	1,130	18%

This data reflects the total number of students in each sub-group enrolled throughout the year.

Staff Data

Leominster Public Schools Staffing Summary

850 Total Staff

By Category:

38 Administrators

15 Individual Contracts

23 Unit B

416 Teachers

38 Professional Support Personnel

31 Tutors

11 Nurses

127 Aides

36 Secretaries

33 Junior Custodians

8 Senior Custodians

11 Crossing Guards

20 Non-Union

21 Before and After School Program

5 Early Childhood/Project Apples

55 Food Service

By Location/Program:

26 Bennett 67 Samoset

36 Priest St. 81 Sky View

73 Fall Brook 59 Southeast

87 Johnny Appleseed 49 Center for Tech Ed

89 Northwest 159 Leominster High

40 Gallagher 4 Lincoln

5 Project Apples 21 Before and After

Each Category as a Percentage of Total Staff

Excludes Before and After School Program, Early Childhood/Project Apples, and Food Service. Based on total employees of 769 (850 less those three groups).

4.94% Administrators 16.51% Aides

54.09%Teachers 4.68% Secretaries

4.94% Professional Support Personnel 5.33% Custodians (Jr +Sr)

4.03% Tutors 1.43% Crossing Guards

1.43% Nurses 2.60% Non-Union

Salaries Maximum, Minimum, Median, Average (FY ’07):

Category/Count Minimum Maximum Median Average

Elementary Teachers (126) 34,602 72,509 57,497 55,583

Middle Teachers (85) 34,602 72,509 50,175 51,738

LHS Teachers (128) 34,602 76,784 57,097 53,493

SPED Elementary (22) 36,331 67,318 52,771 53,580

SPED Middle (17) 39,793 70,009 57,097 55,834

SPED High School (12) 36,331 65,748 46,714 49,309

Elem Ass’t P’als (3) 70,893 84,661 71,402 75,652

Middle Ass’t P’als (3) 65,248 84,209 73,436 74,297

LHS Ass’t Principal (1) 85,219 85,219 85,219 85,219

LHS Headmasters (4) 66,194 87,358 74,250 75,513

CTE Director (1) 94,932 94,932 94,932 94,932

All Principals (8) 87,550 118,676 88,617 92,165

Elementary (4) 87,550 89,600 88,833 88,704

Middle (3) 87,550 88,734 88,142 87,944

High (1) 118,676 118,676 118,676 118,676

Speech Pathologist (10) 44,984 65,748 56,232 55,885

Guidance Counselors (16) 41,523 70,951 57,497 56,498

Psychologists (9) 48,445 71,609 55,367 57,165

Occupational Therapists (5) 39,793 62,289 46,714 48,791

SPED Level Coors (4) 66,489 83,994 81,494 78,367

Nurses (10) 37,256 53,672 46,857 46,230

Substitute Teacher Salary:

Daily Rate for Certified Teachers: $ 80

Daily Rate for All Others: $ 65

Long-Term Rate for Certified Teachers: $120

Long-Term Rate for All Others: $104

The long-term rate is paid after the 20^th consecutive day

in the same assignment.

Bennett School 26 Staff (plus Helen Deranian, shared with Priest)

1 Administrator Principal, shared and counted in with Priest St.

9 Teachers

6 Pre-K Special Education/Integrated PreSchool, etc. 1 Grade 1

2 Kindergarten

2 Professional Support Personnel

1 Occupational Therapist

1 Speech Language Pathologist

1 Tutors (Title 1)

1 Nurse

11 Aides 10 Instructional

4 Pre-School Inclusion/Instructional

3 Kindergarten Instructional

2 Instructional

1 One-on-One Aide

1 Duty Aide

1 Secretary

1 Junior Custodian

Priest St. School 36 Staff (includes Helen Deranian, shared with Bennett)

1 Administrator Principal, shared with Bennett

11 Teachers

10 Kindergarten Teachers

1 Bilingual Kindergarten Teacher

3 Professional Support Personnel

2 Speech Language Pathologists

1 School Psychologist at .2 FTE

4 Tutors (Title 1)

1 Nurse

12 Aides 11 Instructional

8 Kindergarten Instructional

2 Kindergarten Inclusion

1 Instructional in SEI classroom

1 Duty Aide

1 Secretary

1 Junior Custodian

1 Non-Union ABA Tutor

1 Crossing Guard

Johnny Appleseed School 87 Staff

2 Administrators Principal and Assistant

45 Teachers

10 Grade 1

7 Grade 2

7 Grade 3

8 Grade 4

1 Classroom (grade?)

7 Special Ed

2 Life Skills

2 Resource

1 Language Based

1 Behavior

1 Learning Abilities at .5 FTE)

1 Reading Specialist

4 Specialists (Music, Art, Phys Ed, Library/Media)

5 Professional Support Personnel

1 Guidance

1 School Psychologist

2 Speech Pathologists

1 Occupational Therapist

7 Tutors (6 Title I and 1 ESL)

1 Nurse

20 Aides

15 Instructional

1 Tech Aide

3 One-on-One Aides

7 Special Education/Inclusion Aides

4 Instructional Aides

5 Duty Aides

1 Counter

4 Duty

2 Secretaries

1 Senior Custodian

3 Junior Custodian

1 Crossing Guard

Fall Brook School 73 Staff

2 Administrators (Principal and Assistant)

38 Teachers

8 Grade 1

7 Grade 2

8 Grade 3

4 Grade 4

2 Grade 3-4

3 Special Education (Life Skills, Resource)

1 Reading First Specialist

1 Math Specialist

4 Specialists (Art, Music, Phys Ed., Library/Media)

4 Professional Support Personnel

2 Guidance

1 Speech Language Pathologists

1 Occupational Therapist

5 Tutors (4 Title I, 1 ESL)

1 Nurses

18 Aides

1 Tech

11 Instructional

8 Instructional Aides

1 ELL Aide

1 Special Education Aide

1 One-on-One Aide

6 Duty Aides

1 Counter

5 Duty

2 Secretaries

1 Sr. Custodian

2 Jr. Custodians

Northwest School 89 Staff

2 Administrators (Principal and Assistant)

41 Teachers

1 Kindergarten

9 Grade 1

7 Grade 2

2 Multi-Age grade 2-3

4 Grade 3

5 Grade 4

1 Immersion grades 3-4

6 Special Education (Resource, Learning Abilities)

1 Reading Specialist

1 Math Specialist

4 Specialists (Art, Music at .6 FTE, Phys Ed., Library)

4 Professional Support Personnel

1 Guidance

1 Occupational Therapist

1 Speech Pathologist

1 School Psychologist

7 Tutors (6 Title I and 1 ESL)

1 Nurse

23 Aides

17 Instructional

1 Library

9 Special Education/Inclusion

5 Instructional

1 Speech

1 One-on-One

6 Duty Aides

1 Counter

5 Duty Aides

2 Secretaries

1 Sr. Custodian

3 Jr. Custodian

1 Non-Union (COTA- Certified Occupational Therapy Assistant)

4 Crossing Guards

Samoset School 67 Staff

2 Administrators (Principal and Assistant)

41 Teachers

1 Dean of Students

4 English

5 Math

4 Science

6 Social Studies

7 Special Education

2 Foreign Language

2 Sheltered English Immersion

3 Other

6 Specialists (Art, Music, Phys Ed., Library/Media)

1 Math Coach

2 Professional Support Personnel

1 Guidance

1 Speech Pathologist at .6 FTE

1 Tutors (ESL)

1 Nurses

12 Aides

1 Tech Aide

9 Instructional Aides

3 Special Education

3 Instructional

2 Bilingual Aides

1 One-on-One Aide

2 Duty Aides

1 Counter

1 Duty

2 Secretaries

2 Sr. Custodian (Senior and District Maintenance Craftsman)

3 Jr. Custodian

1 Crossing Guards

Sky View Middle School 81 Staff

2 Administrators (Principal and Assistant)

46 Teachers

1 Dean of Students

1 Math Coach

3 English

7 Math

3 Science

4 Social Studies

2 Foreign Language

1 Sheltered English Immersion

6 Special Education

9 Grade 5 and 6 Classrooms

3 Pre-School

4 Specialists (Art, Music, Phys Ed, Library/Media

1 Special Education Reading Specialist

1 Autism Specialist

5 Professional Support Personnel

1 Speech Language Pathologist

1 Occupational Therapist at .6 FTE

2 Guidance/School Adjustment Counselor, 1 at .5 FTE

1 School Psychologist

1 Tutors (ESL)

2 Nurses (1 Nurse and 1 Nurse Coordinator)

9 Aides

9 Instructional

4 Instructional

2 Special Education

2 One-on-One

1 Bilingual

2 Secretaries

1 Sr. Custodian

5 Jr. Custodian

8 Non-Union

5 ABA Tutors

1 ABA Specialist

1 ABA Supervisor

1 COTA - Certified Occupational Therapy Assistant

Southeast School 59 Staff

2 Administrators (Principal and Assistant)

37 Teachers

1 Dean of Students

6 English

6 Math

1 Math Coach

3 Social Studies

5 Science

5 Special Education

1 Foreign Language

1 Sheltered English Immersion

3 Teachers of multiple subjects (Kibler, Rossi, Tutela)

5 Specialists (2 Music, 2 Phys Ed, 1 Art). Library shared and counted in Samoset’s numbers

3 Professional Support Personnel

2 Guidance Counselors

1 School Psychologist

1 Tutors

1 Nurses

7 Aides

1 Technology Aide

4 Instructional

2 Special Education

2 Instructional)

2 Duty Aides

1 Counter

1 Duty

2 Secretaries

1 Sr. Custodians

3 Jr. Custodians

2 Crossing Guards

Center for Technical Education 49 Staff

2 Administrators, both Unit B

CTE Director

Director of Educational Services/Co-Ops

34 Teachers

1 Dean of Students

1 Director of Educational Services

1 Math

2 Special Education

29 Vocational Teachers

3 Electrical

3 Plumbing

3 Graphic Arts

3 Culinary Arts

2 HVAC

2 Carpentry

2 Computer Technology

2 Health Occupations

2 Auto Body

2 Machine Shop

2 Automotive Technology

1 CAD/Design

1 Industrial Arts

1 Machine Drafting

1 Professional Support Personnel (Guidance Counselor)

2 Tutors (1 MCAS Math and 1 Vocational Academic)

7 Aides (all instructional: 4 Special Education, 1 Instructional,

1 One-on-One, 1 Copy Center)

2 Secretaries

1 Non-Union (Special Project Facilitator)

Leominster High School 159 Staff

8 Administrators Principal, Assistant Principal,

Athletic Director, SPED Level Coordinator,

4 Headmasters

111 Teachers

2 Deans of Students

6 Department Heads

9 Specialists

3 Art

1 Music

1 Media/Library

3 Phys Ed

1 Theater Arts

22 English

16 Math

12 Science

14 Social Studies

8 Foreign Language (Spanish, French, Latin, .75 FTE Italian)

14 Special Education

3 Sheltered English Immersion

2 Health

3 Other teachers (Computer, Business and Technology)

8 Professional Support Staff

School Adjustment Counselor

Clinical Social Worker

School Psychologist

5 Guidance Counselors

2 Tutors (ESL)

2 Nurses

8 Aides All Instructional

5 One-on One Aides

1 Special Education Aide

1 Media Aide

1 Instructional Aide)

7 Secretaries (six junior clerks and one senior clerk)

1 Sr. Custodian

11 Jr. Custodians (Groundskeeper, Facilities Attendant, 9 Juniors)

1 Non-Union (Driving Instructor)

Gallagher Building 40 Staff

7 Administrators with Individual Contracts

Superintendent

Assistant Superintendent

Business Administrator

Director of Human Resources

Finance Officer,

Facilities Director

Food Service Director

7 Unit B Administrators

2 Curriculum Coordinators

2 SPED Level Coordinators

Director of Technology

Title 1/Literacy Coordinator

Language Acquisition Director

13 Secretaries (10 Junior Clerks, 3 Senior Clerks)

2 Special Education Office (1 junior, 1 senior)

5 Business Office (4 junior, 1 senior)

2 Curriculum Office (2 junior)

1 Human Resources (junior)

1 Technology Department (junior)

1 Title I/Literacy (junior)

1 Food Service (1 junior and 1 junior is vacant)

3 Teachers

Grants Coordinator (not filled)

Data Coach

Out of District Liaison

2 Crossing Guards assigned to St. Leo’s and St. Anna’s

8 Non-Union

3 Computer Technicians

Webmaster

Language Acquisition Assistant

Title 1 Parent Coordinator

2 Administrative Assistants (Superintendent and Human

Resources)

Before and After School Program 21 Staff

1 Program Coordinator (MAG)

1 Office Coordinator (MAG)

2 Program Workers (MAG)

4 Site Coordinators (1 JA, 2 FB, 1 NW)

13 Program Assistants (5 MAG, 3 JA, 2 FB, 3 NW)

Project Apples/Early Childhood 5 Staff

1 Early Childhood Coordinator (SV)

1 Program Outreach Worker (SAM)

1 Literacy Enhancement Specialist (LIN)

1 Home Visitor (LIN)

1 Home Visitor/Family Liaison (SV)

Lincoln School 4 Staff (as of October 16, 2006)

1 Unit B Administrator, SPED Level Coordinator (will move to SV)

1 Junior Custodian

1 Secretary

1 Speech Language Pathologist

Two Project Apples/Early Childhood staff are housed at Lincoln)

Food Service 55 Non-MA Gallagher Based Staff

(MAG has Director, 1 secretary, 1 secretary vacancy)

8 Cafeteria Manager-Coordinator

3 Baker

7 Cook

36 Helpers

1 Mail Carrier/Courier

Part III: Areas of Strength

Issues for Further Discussion

Areas of Strength

While carrying out the components of my entry plan, I have learned about many strengths of the Leominster Public School District and the City of Leominster. The items I discuss are not exhaustive and they are not meant to be all inclusive. As I learn more about the district, this list will surely grow. I detail in this report the strengths that are important to help me understand the foundation upon which the school district is built and the important factors to be considered when making decisions.

The Leominster Public School System has a dedicated School Committee that is policy oriented and truly interested in providing a high-quality education to all students in Leominster. This city is fortunate to have a committee that is a forward-thinking policy board that serves the students of Leominster well.

The School Committee is chaired by Mayor Mazzarella. The Mayor is thoughtful, supportive of schools, and understands the importance of education in developing an economically strong community. He has thoughtfully supported the development of a sound infrastructure for the school system. His chairmanship of the School Committee keeps the Committee focused on policy issues. He allows thoughtful discussion in a professional board atmosphere.

Leominster is a city that values education. This is evident through my discussions with School Committee members, City Council members, city employees, business leaders, community members and parents. It was obvious after speaking with Fire Chief Pierce, Police Chief Roddy and DPW Director Pat LaPoint that city employees work closely with school district employees to do the best for children.

Leominster High School is considered a cultural and social icon in the city. This is evidenced by the large number of people who expressed an opinion about the direction of the high school, by the large numbers who turn out for the Friday night football games, and from the many stories I was told about when the person I was interviewing, whoever that might be, went to Leominster High School.

Parents overall were happy with the schools, and particularly with their child’s teacher. Community members spoke highly of teachers as being hard-working, dedicated, and caring.

Leominster is a city composed of generous people. People volunteer. They give their time and their money to support the causes that are important to them. They care deeply about their community and express that pride both verbally and in their actions.

The Twin Cities Latino Coalition, the Drug Task Force, the PTOs, the Band Boosters, the Athletic Boosters and the School Councils are some examples of community groups working together for the best interest of students. The Leominster School District works closely with the Leominster Police Department which supports the schools through the School Resource Officer Program, the Leominster Fire Department in ensuring that our schools are safe from the threat of fire, and the Department of Public Works that keeps roads clear of snow and helps with the upkeep of the surrounding exteriors of our schools.

The Central Office staff is competent and functions as a team. They work long hours and thoughtfully to provide support for the education of Leominster students. They are creative thinkers and positive problem solvers. In addition, each school has an administration that cares deeply about the future of Leominster students. Teachers are a strength of the Leominster public schools. When interviewed they said they respect and support each other. They care about students, give their time generously to support students and each other. The staff is energetic and willing to be actively involved in their own professional development for they understand that for them to be the best teachers they can be, they must continue to be learners. They are collaborative, and they welcome and support the induction of new teachers. They like working with the diverse student body in Leominster. And, most importantly, they express that they like working for the Leominster Public Schools.

An important part of the culture of the City of Leominster is its community pride. People make it a point to get to know the people in their community. There are numerous community events and people are proud to live in Leominster. The community has devoted resources over the past several years to update community buildings. The library is the latest beautiful renovation to be done. Not only is pride taken in city buildings and schools, but there is a sense of personal pride in the way people keep the exterior of their homes and properties. Roads are kept in good repair and the City departments pride themselves in working together. The elderly are respected and consulted for their understanding of present day Leominster and how it relates to the history of Leominster. The Historical Commission recently completed an extensive and beautiful book which documents Leominster history, Combing Through Leominster’s History.

Status of the Buildings

Leominster Public Schools is composed of nine schools that occupy nine buildings. Leominster High School and CTE share one building. The three middle schools and three elementary schools each have their own building. The Early Childhood Center houses students at the Priest Street School, the Bennett School, Northwest Elementary School and Sky View Middle School. This year we started the year with some pre-Kindergarten students at the Lincoln School; however, because of safety issues that presented themselves, we made the decision to move those students to Bennett and Sky View.

Sky View Middle School is the newest school. It is a beautiful school with possibly the best view in Leominster. This year we will be allocating the remainder of the funds in the building account to fitting the cafeteria with needed acoustical materials. As well, we will work on the fields to help alleviate them of their drainage problems.

The window project at the Lincoln school will continue. We are currently investigating continuing uses for that building.

At the high school, more sections of the roof repair project will be completed this year.

School Reconfiguration

In the spring of 2006, a School Configuration Committee consisting of parents, teachers, and administrators began exploring options on how best to educate the children of Leominster. This committee has thoroughly researched all aspects of school configuration. Their conclusion is that they would like to offer as few transitions for students as possible. As well, they have proposed a no-fee, full day kindergarten program.

The School Configuration Committee has proposed that the best way to house a full-day Kindergarten and to offer services to students is to have the district restructured as follows.

Leominster High School, grades 9-12; Samoset and Sky View Middle Schools, grades 6-8; Fall Brook, Northwest, Johnny Appleseed and Southeast Elementary Schools, grades K-5, Bennett, Pre K; and Priest Street School, Pre K and some K.

This configuration would have the benefit of fifth graders remaining at the elementary level, Kindergarten and first grade teachers working in the same building to offer a stronger program, young students being able to stay in the same building for up to 6 years, and two equitable middle school facilities.

This gave the School Configuration Committee an opportunity to re-envision one of the elementary schools.

Rationale: As we move toward planning a full-day kindergarten, it is necessary to reconfigure our schools to hold more kindergarten classes. This would necessitate turning one of the current middle schools into an elementary school. Southeast was originally built as an elementary school and would be easy to convert back to an elementary school. In addition, cost of transforming this building back to an elementary school would be significantly less than the cost of a conversion to a middle school and adding many of the refinements located at Samoset and Sky View. This would give all students equitable middle school facilities.

Vision: This is an opportunity to build a new concept of an elementary school in Leominster. As we look to needs of future graduates, we recognize that a strong educational foundation and love for math and science is necessary. Therefore, the intention is to transform Southeast Middle School into an elementary school with a strong math-science focus. The development of this model of elementary education could serve as a prototype for other schools in the district to make similar adjustments to their instructional strategies.

Organization: Southeast will serve students in grades K to 5 in its designated district. Also at Southeast will be a program for talented and gifted students interested in science and math in grades 3, 4 and 5. The science-math focus will permeate all grades and all classes.

Learning: Science and math education will have a project-based learning approach with the emphasis on experiments and hands-on learning. This will be a school that pilots best practices in science and math education. Literacy will continue to be a focus at the new elementary school with an emphasis on Math and Science throughout all curriculum areas. Writing about math and science explorations will strengthen students’ skills in writing as well as their understanding of the math and science content.

Teaching staff: We hope to attract strong math and science teachers to become a part of this exciting endeavor. The district will offer sustained professional development in these curriculum areas. We will use this school as a lab school to train other teachers in the district in project-based learning, as well as learning best practices from other teaches in the district.

Environment: As soon as you step onto the grounds of this school, you will immediately recognize the science and math theme. We will design a playground that is enjoyable for students and teaches them fundamental science principles while they play. We will look for alternative energy sources, such as wind and solar energy, to use to power and heat the building, as well as to teach about energy. When you enter the school, you will see evidence of math and science through displays in the lobby and hallways. Students’ work, and their investigations will be prevalent throughout the building. Interactive experiments and learning opportunities will be positioned throughout the building so that students can always be in contact with the learning emphasis of the school. This is an area where strong parental involvement will be essential so that displays can change and evolve with the curriculum.

School Year: Initially, the school day and school year will be the same as all other elementary schools in Leominster. We will, however, in the future explore the idea of an extended school day. In the summer we will provide a fee-based summer math-science school program that is focused on remediation in math and science and enrichment, as well as having a recreational component.

Parent Involvement: Parent involvement is essential to the success of this project. We will encourage all parents to volunteer in the classrooms. We will use this educational setting as a way to help build capacity in our parents in the areas of science and mathematics. Parents will become an integral part of the school community through parent nights, classroom volunteers, and community liaisons.

Community Involvement: Community involvement is essential to this project. We will partner with community groups such as the Spanish American Center to help bring the school into the community and the community into the school. There is a number of conservation groups in the area that we will propose partnerships with to bring their expertise into the school. The Plastic Museum will be a strong community resource for this program. Local businesses have always be generous supporters of Southeast. This change in focus is an additional opportunity for a more interactive involvement with the business community.

Partnerships: Partnerships with educational institutions and businesses will help us to create the kind of state-of-the-art education that we envision. We will be actively seeking partnerships with colleges, community colleges, and businesses whose focus is science or mathematics based. We envision this school to be an exciting place for local colleges to send their student teachers. We would be glad to open the school as a laboratory school for an interested teacher-preparation program. We would also enjoy the opportunity for the school to be used as a study site for institutions interested in project-based learning. We will work closely with institutions of higher learning to develop our project-based approach to learning.

Funding: Funding will come from several sources. The school budget will fund the teaching staff and the basics needed to educate the students who attend this school. We will be writing grant applications and using donations from our partnerships to fund the exciting programs that we intend to develop.

Issues for Further Discussion

As I interviewed many, many people in preparation for this report, there were several issues that arose a number of times.

Transportation - The cost of transporting students in the district is a troublesome funding problem each year.
Small schools program at Leominster High School – there is much debate in the community, in the teaching staff, in the student body and in the administration, as to whether Leominster High School should be divided into five completely autonomous high schools.
Communication systems

Automatic notification system - There is a great desire for a communication system where all households could be called for announcements and emergencies.
Phone system – There were a great many complaints about the phone system throughout the school system and how difficult it is to reach people in a timely way.
Communication – People asked for more informal ways to talk with administration; for example, monthly coffees with the Principal; people also want more information about the schools.
Parents thought of the school system as a maze to negotiate, especially in terms of registering their students, getting them signed up for school lunch, getting additional services for them, and transitioning them to the next school.

Retaining students in Leominster schools

It was generally stated that parents approve of their child’s teacher. However, even with so many teachers who are doing a stellar job, many people spoke about a less than positive academic reputation of the Leominster schools. Southeast Middle School is a good example of this dichotomy. If you ask a parent who has a child at Southeast, chances are that the parent will expound on how good the school is. More than one person referred to it as “Leominster’s best kept secret.” Yet, outside of that group of parents, parents are concerned about sending their children to Southeast, largely because of the academic needs of some of the students the school serves. This seems to be partly a public relations issue.
Full-day Kindergarten was stated as a need over and over again by parents and teachers
The need for talented and gifted programming was raised by many teachers and parents.
People spoke of the need for creative programs to keep Leominster children in the Leominster schools.

School Funding – There is a concern that there are not enough up-to-date materials for student learning. This includes technology, libraries, and classroom resources. Science materials and other materials for hands-on learning were noted time and again.
Equity – Equity is an issue that was discussed at every school and by every group I spoke with. The terms “equal education” and “equitable education” seemed to be used interchangeably.
Leadership – There was concern that the leadership teams in individual schools did not communicate enough, resulting in different programs and a different format for learning being offered at different schools at the same level. Parents wanted more uniformity in programs across schools. Teachers said that it was often difficult for a student to transfer from one Leominster school to another because of the inconsistency in programs.
Special Education – In general, there was a lack of understanding of the special education program. Many people complained about the high cost associated with the program without the outcomes that they expected. There was concern that the special education programs look very different at the middle school level and at the elementary level; and at the high school, special education programs could vary from school to school. There was a general request for more consistent delivery of services.
After-school programs for students – Many parents and students want to see after-school programs for students, as well as a late bus to get students home.
Technology – There was concern that teachers were not using technology in a way that best prepares students for what they need to know in order to succeed in today’s world. As well, there was a concern from teachers that the technology is often outdated and that the technology department is too small to keep up with the needs of aging equipment.
Curriculum – There was a stated need to continue curriculum development at every level, but particularly at the high school. A good deal of curriculum development has been occurring at the elementary and middle school level in the past few years. However, with the emphasis on the movement to small schools at the high school, little time has been allocated for people in a particular department across all schools, with the exception of the math department, to work toward revising and updating curriculum. Teachers and department heads spoke loudly about this need.
Transitions – Parents and teachers spoke about the need for more thoughtful transitions for students and parents. More information needs to be developed for parents and students and visits to the new school as well as visits from teachers, administrators and students from the new school were asked for.
Facilities – There were a number of concerns raised about facilities. If Southeast is to remain a middle school, many parents and staff would like to see it updated to a middle school that has the kinds of facilities available at Samoset and Sky View. On the other hand, almost everyone I spoke with talked of the need to either update or build a new high school. People have tremendous pride in their community and would like to see the high school building and program be the flagship of their city.

Part IV: Next steps

Introduction

As I complete my third month as your Superintendent, and think about the many, many interested parents, teachers, administrators, students, city workers, elected officials, and business leaders to whom I have spoken, I am taken by the great pride that each of these people takes in their city. I am grateful for the open and honest conversation that each of them had with me, for it has allowed me to better understand what this tight-knit community wants for the education of its students. The people of Leominster, I believe, walk a tight rope between wanting a fine school system that can provide the best education to students while helping them to become a part of the proud heritage of Leominster, and allocating scarce resources to support all facets of the city. That said, I am convinced that those who live or work in Leominster are strong supporters of the public school system and are willing to become leaders in the continued work of the public schools toward providing opportunities to our students to achieve at the highest possible levels.

I heard community members say that they want all students to succeed. They want talented and gifted programs, remedial programs, programs for the middle-level students, strong special education programs, programs to teach our immigrant population language skills in order for them to access the regular program, a strong CTE program, a full-day kindergarten program and a selection of after-school clubs and activities.

In order to achieve this standard of education, it is important that we have a clear focus and that we employ principles that will guide us in our actions. What follows are guiding principles that I heard loudly and clearly from my many discussions.

Guiding Principles

1. Our major focus must be high academic achievement for all students.

2. Data-based decision making that drives classroom instruction is essential.

3. Decisions must always be made with the best interest of students in mind.

4. Education must be provided in the context of a safe and caring learning environment.

5. Students must be prepared to proceed to the next grade without a need for remediation.

Proposed Goals

Using the information that I have learned and discussed above, I am proposing the following four goals for the 2006-2007 school year.

Goal 1. Focus efforts to move the district from corrective action

It has taken the district four years to get into the corrective action designation and will take two years to move out of that designation. However, we will begin the steps necessary to improve curriculum and instruction to achieve this goal.

Action steps:

Curriculum

A strong curriculum and power standards have been begun to be developed at the elementary, middle and high school levels. This year, that work will continue with particular attention to the high school in an effort to complete as much curriculum work as possible. All curriculums in every subject area will be aligned with the Massachusetts Frameworks. Principals will ensure that the same curriculum is taught by every teacher of a given subject at a particular level.

Uniformity in programs across schools

A procedure will be developed to introduce and approve new programs into the district at any level. Neither a principal nor teacher will have autonomy to introduce new programs. An effort will be launched to determine what programs are currently taught at each school, and to make those programs uniform across the same level schools. As well, all standardized assessment will be pre-approved by the Superintendent in conjunction with the curriculum director. A protocol for evaluating programs and assessments will be developed.

Focus on high academic achievement

Each Principal will be required to set goals that will encourage high academic achievement at his/her school. Principals will do daily walk-throughs and focused evaluations to improve classroom instruction and to focus all personnel on high student achievement.

Determine if current curriculum offerings at elementary, middle and high school are meeting the needs of our students

A review will be begun on the present program offerings to determine if they best meet the needs of our students. This program review will include all subjects, including specials, languages and electives. A plan will be put in place to move toward determined outcomes.

Focus on a Uniform Approach to Professional Development

All professional development planning will be led by the Curriculum Director who will consult with a district-wide professional development committee. At a particular level, all schools will participate in the same professional development opportunities in order to provide uniformity in program across schools.

Work with Principals to create a strong administrative team

The Superintendent will work with Principals through administrative meetings and individual meetings to develop a strong administrative team where principals support the work that all are doing in their schools and across the district.

Work with Principals to keep more students in school

Our students cannot be successful when we suspend them or when they choose not to come to school. Programs will be developed to keep more students in school. Schools will develop in-school suspension programs, will work with parents to educate them as to the issues around keeping students home when they are not sick, and taking students on vacation during time school is in session. The English Acquisition Director will work closely with Principals to develop strong communication around this issue with our ESL families.

Special education

A review will be begun on how special education services are delivered at each level and a plan put in place to strengthen the special education delivery model at all levels.

Goal 2. Examine alternative forms of funding

Establish a private foundation to support the development of a strong school infrastructure.

The Leominster Education Foundation will be an independent, non-profit foundation whose mission is to provide financial support for exemplary educational projects and programs within the Leominster Public Schools. Funds will be used to promote a rigorous academic program from pre-school through high school. The primary goal of the foundation is to facilitate efforts of the Leominster Public Schools to develop and provide a comprehensive curriculum that prepares students for a challenging future. The foundation will keep in mind the District’s diverse community. The work of the foundation is intended to help students develop a strong sense of respect and responsibility, inspiring them to be contributing citizens while preparing them to be able and positive contributors to the work force. Foundation funds shall be earmarked for programs and projects which reach beyond the ordinary means of public funding and allow the school district to improve the educational experience of our student body.

Hire a part-time grant writer to seek out new grants for the school district

Write the state full-day kindergarten transition grant to support a full-day kindergarten program in Leominster.

Seek out a set of new grants to augment important programs in the school system.

Goal 3. Building the reputation of Leominster schools

Full-day K

With approval of the School Committee, put in place plans to provide quality full-day kindergarten to all age-appropriate students in Leominster.

Reconfiguration

With approval of the School Committee, move the district to a configuration that would allow full-day kindergarten to all age-appropriate students in Leominster. This means Leominster High School would remain grades 9-12; Samoset and Sky View Middle Schools would become grades 6-8; Fall Brook, Northwest, Johnny Appleseed and Southeast Elementary Schools would become grades K-5, Bennett would remain Pre K and Priest Street School would remain Pre K and have some overflow Kindergarten classes.

Southeast

Establish a committee to work on enacting the vision for a math/science elementary school that is focused on project-based learning.

Gifted and Talented Program

Develop a gifted and talented program to be held at the new Southeast elementary school in math and science for grades 3,4, and 5.

Facilities

Work with the School Committee to set priorities for the improvement of school facilities.

Equity

Create a 2007-2008 budget that recognizes different needs at different schools to establish an equitable education throughout Leominster schools. Issues of equitability should extend not only to schools at the same level, but also between levels.

Promote successes and strengthen the perception of Leominster High School

Facilitate the high school’s focus on high student achievement and the development of a curriculum that aligns with the MA Frameworks and is taught throughout all schools in the high school.
Engage teachers and administrators in discussing community concerns around smaller learning communities versus small schools, the number of and role of administrators, equity across small schools, electives, and honors courses.
Work with the High School Principal to develop a positive communication plan.

Goal 4. Improve communication

Develop a communication plan

Work with Principals to get out good news about what is happening on a daily basis in their schools.
Develop the district website as a better communication tool.
Work with the Spanish-American Center and the Latino Coalition to plan more ways to get non-English speaking parents involved in the schools.
Translate all important notices into Spanish.

Website

o Work with the webmaster to develop a website that is user friendly and contains much useful information for parents and the community.

o Ensure that items get posted on the website in a timely manner.

Parent Involvement – PTOs

Organize monthly meetings between the Superintendent and the PTO presidents to help coordinate the workings of the parent groups across the district.

Transitions

o Work with Principals to develop appropriate transitions from one level to the next so that students feel comfortable in making the move.

o Have Principals work together to create for parents common informational packets about transitions.

· Partnerships

Create partnerships with Mt. Wachusett Community College and Fitchburg State College. Creating strong partnerships with each of these institutions will be of great benefit to us and to the colleges.

Cable Program

Record a monthly cable television program called “Our Children, Our Schools” to inform the public about the good things going on in our schools.
Find additional opportunities to record informational data for the educational cable channel.

Part V: Conclusion

Having the opportunity to speak to many Leominster parents, teachers, students, community members, city officials, and business leaders over the past few months has given me a window into Leominster that I could not have achieved in any other way. I am excited to be Superintendent of the Leominster Public Schools and excited to work in a community that cares so deeply about its past and its future.

Part IV: Interviews Conducted

City Council

Robert Salvatelli

David Rowlands

Claire Freda

Rick Marchand

Jim Lanciani

Dennis Rosa

John Dombrowski

Wayne Nickel

Ginny Tocci

School Committee

Suzanne Koehler

Donna DiNinno

Bill Comeau

Kristin Howlett

Eileen Griffin

Ronnie Houle

Mayor Mazarella

Community Leaders

Jennifer Flannagan

Robert Antonioni

Chief Peter Roddy

Chief Ronald Pierce

Pat Lapointe

Norm Boudreau

Gregg Liscotti

Dan Asquino

Robert Antonucci

John Clementi

Lou Amadio

Neddy Lattimer

Miggie Valez-Vega

Leominster High School

Administrators

William Hart

George Whittemore

Pauline Baker

Karen Molnar

Laura Chesson

Courtney Harter

Tom Browne

George Luoto

Barbara Bayley

Richard Malloux

Leominster High School

Teachers

Jennifer Anderson

Jennifer Bassett

Rob Bayley

Mary Bilotta Blackman

Michele Bock

Lee Borugault

Pauline Carulli

Phil DeCharles

Steven Dubzinski

David Fiandaca

Kevin Frost

Sarah Hamlet

Michael Holland

Barry Hudson

David Lang

Stephen Laslockey

Beth Martellotta

Andrea Mastroianni

Stephen McCue

Steve McNamara

Brenda Meredith

Larissa Murphy

Marc Nachowitz

Karen Nazor

Linda Noone

Miriam Sayer

Julia Stitson Fehmel

Cheryle Sykier

Louise Thomas

Carolyn Tolman

Pat Tuzzolo

Nancy Weber

Andrea Mastroianni - Theatre Arts

Carolyn Kogut – Art

Rebecca Pandiscio – Art

Bruce Dean – Art

Barry Hudson – Music

Barry Lew – Television Production

Robert Bayley – Media Specialist

Leominster High School

Students

Andrew Clark

Joaly DeOliveira

Katrina DiCastro

Vicki Khounsombath

Lauren LeBlanc

Heidi Powell

Nurses

Marybeth Brow

Luann Burke

Secretaries

Nona Ojala

Samoset School

Administrators

Beth Schaper

Keith Valliere

Teachers

Deborah Marchand

Paula Leger-Cox

Rick Niles

Collen LeClair

Dolly Charpentier

Kasemay Cella

Carl Wenneberg

Lyn Lambert

Sherry Blouin

Larry Zuaro

Kelly St. John

Amy Martinez

Robert Landry

Mike Gaughan

Susan Avalone

Richard Powers

Jeannie Gould

John Bennett

Marta Bahde

Kathleen Lemieux

Dawn Olson

Samoset School

Students

John Carulli

Francine Kirouac

Mallary Rocheleau

Danielle Lefebvre

Elizabeth O’Connor

Joseph Amedo

Lara Burke

Lucas Perla

Dahiana Silva

Dan Williams

Southeast School

Administrators

Beth Pratt

Andres Vera

Teachers

Pat Colangelo

Patti French-McShea

Barbara Galloni

Monica Campobasso

Lori Weld

Karri LeGault

Shannon Payette

Mary Anne Anderson

Verna Lee

Pam Salvatore

Malcom MacPherson

Arthur Pierce

Bernadette Marso

Jeannie Vitale

Loni Malone

Shelly Saben

Students

Alex Dimond

Jesse El Ghoul

Nico Racine

Sarah Maillet

Marisa Moreira

PTO

Lori DeLisle

Bill Comeau

Linnea Romhanyi

Christopher Gagne

Dina Gagne

Southeast School

PTO

Lynne Bailey

Mary Jean

Teri Bisbee

Sue Amico

Marcia Murphy

Christine Binkunski

Melissa Martino

John Landry

Janice Dyke

Beth Marashio

Barbara Mazzaferro

Caron Kane

Donna Crowley

Diane Burkhardt

Diane Landine

Lisa Hargraves

Kathy Pellerite

Shelly Saben

Sky View School

Administrators

Don Lacharite

Katy Ciccolini

Officer Steve Creamer, SRO

Teachers

David Coviello

Linda McKenna

Stella Rand

Lisa Maillett

Katie Perla

Jean Miller

Sandi Trippi-Leroux

Melanie Mobley

Tambra Hopkins

Mary Rossill

Harriet Dempsey

Sonja Kuokkahen

Matt Pawelski

Bevin Tapply

Kelly Nelson

Heather Gelmini

Deb Squires

Kelly Sterczale

Jennifer Broods

Kelly Snell

Sky View School

Teachers

Sharon Salmonson

Gokhan Berkman

Cheryl Koleslies

Connie Peck

Nacy Bisceglia

Richard Barnaby

Lisa Fanelli

Janet Fusco

Sandy Sciabarrasi

Jan Twarog

Students

Scott Benda

Chelsea Burloa

Brenda Dias

Stephen Martin

Amber Nash

Nikayla Quinn

Eileen Sandras

Chris Gravelle

Ariana Costaso

Julia Ring

Victoria Sadler

Danny Barbara

Chris Diaz

Adam Aubuchon

Emily Gove

Brian Renny

Taylor Clark

Andrea Giordano

Nick Rheault

Northwest School

Administrators

Diane Carreiro

Teachers

Karen Fortin

Shauna Powers

Lisa Oliver

Tammy Robichaud

Nancy Hauver

Jan Yoder

John Shannon

Marcy Beaupre

Tina Logan

Susan Kiely

Steve McNamara

Sue Bunish

Northwest School

Teachers

Cynthia Smith

Melissa Bosco

Kat Hudson

Kelly Machinsky

Kathy Daelhousen

Kathy Close

Noreen Lambert

Ann Tata

Sarah Murphy

Pam Julsonnet

Jimmy Thurber

Sarah DeCarolis

Marie Perreault

Mary Ellen Kroll

Stephanie Goan

Sharon Powers

Robin Elkins

Wanda Pierce

Kim Tait

Margaret Zythiewicz

Keegan Manchester

Ruthie Aframe

Sheri Bickford

Cheryl Bieler

Karen Walsh Fortin

Cathy Dickinson

Kate Mulford

Lauren Kursonis

Lynn White

Kimberly Watson

Victoria Marrona

Lisa Oliver

Barbara Rome

Bob Shaw

Gayle Goss

Kathy Moran

Chris Diamond-Pearson

Mary Ann O’Donnell

Karen Tata

Deane DiMaria

Northwest PTO

Diane Carreiro

Cynthia LeBlanc

Tammy Robichaud

Stephanie Goan

Kimberly Wilson

Ann Tata

Sarah DeCarolis

Northwest PTO

Melissa Bosco

Amy Martinez

Maria Paquette

Kathy Burdett

Barbara Costa

Heather Lussier

Renee Gionet

Pamela Davis

Florina Ramos

Helene O’Malley

Kathy Ostroff

Sue Oliver

Becky David

Sue Amico

Cheryl Canedo

Elizabeth Raymond

Denise Dunmore

Rachel Melanson

Suzanne Ashton

Joanne Smith

Kathy Burdett

Maria Paquette

Amy Martinez

Melissa Bosco

Bailaya Costa

Kim Tait

B. Rome

Johnny Appleseed School

Administrators

Anthony Gasbarro

Jim Burns

Teachers

Betty Gillben

Met with every teach by grade at lunch time

Fall Brook School

Administrators

Steven Mammone

John Mendez

Teachers

Renee Kostka

Marie Simms

Jane Alves

Jennifer Kifer

Fall Brook School

Teachers

Judy Russo

Katherine Flaherty

Lorna Moody

Becky Gale

Diane Fontaine

Jamie Young

Ann-Margaret Tessi-Mitchell

Beverly Dufort-Grey

Collum Stillman

Diane Caron

Joan Freedman

Arianna Cruz

Heather Parzuchowski

Linda Snow

Laurie Caisse

Rosemary Tedd

Jeff Sullivan

Pat Marien

Kim Storro

Pat Vaillette

Wilda Johanson

Colleen Faris

Becky Jablonski

Charlene McFarland

Maryalice Hurley

Nancy Neinold

Ana Vega

Paula Gravelle

Elisabeth Aitmouloud

Mary Anne Ward

Bennett/Priest/Lincoln Schools

Administrators

Helen Deranian

Teachers

Mary Bechtholdt

Jackie Sargent

Christine Malo

Kerri Baumber

Janice Palmacci

Cathy Laursen

Kristina Sequin

Debbie Cameron

Kristen Moquin

Eileen Egan

Bennett/Priest/Lincoln Schools

Teachers

StephanieTigs

Karen Cormier

Jackie Reed

Julie Henman

Sue Johnson

Mary Wagner

Lori Shea

Had lunch with Priest Street Teachers

Additional Parents

Lisa Gove

Joan Hodskins

Caron Kane

Sue Monteiro

Barbara Mazzaferro

Katy Ostroff

Marie Peltola

Kathy Pellerite

Linda Sullivan

Diane Bliss

Sue Doyle

Fran Cooley

Becky Davis

Mary Jean

Melissa Maguire

Tim Norton

Kathy Sargent

Denise Levesque

Anna Vega

Linnea Romhanyi

And numerous other people informally at football games, community events such as Johnny Appleseed Festival, Veterans Day Ceremony, Dedication of Doyle Field, Doyle Field Committee, Celebration of 75 Years of Football, Band and Cheering, Rotary Pancake Breakfast, Southeast International Festival, Fall Brook Math Night, Open Houses at each school, and so on.