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									Pittsfield School District
LEIP

Acknowledgments
This Local Education Improvement Plan (LEIP) document reflects the work and input of
representatives of the various stakeholder groups concerned with improving education for all
students in the Pittsfield schools. The Pittsfield School Board wishes to acknowledge the
contributions of, and thank, all those who have been involved in this project, including district
staff, building administrators, teachers, parents, students, and members of the community.
Special thanks to the community-based LEIP Development Committee, to the LEIP Steering
Committee and its co-chairs, Leslie Vogt and Terry Brune, to Superintendent Paul Moccia, to
building principals Bernadette McLaughlin (K-6) and Noel DeSousa (7-12), to writers Nancy
Christie and Kathy Mahanes, and to Julie Couch for the cover design and other significant
contributions.
This Plan is a testament to the community’s commitment to achieving excellence in education.
You, the community, may be justly proud of your efforts; now it is our responsibility as the
overseeing body to put the Plan into action.

Feedback and Revisions
This document is a three-year plan toward improving Pittsfield’s schools. To accommodate
changing needs, the School Board intends to revisit the LEIP annually and revise it every two
years in cooperation with the various stakeholder groups.
We welcome and encourage feedback on this Plan and the continued involvement and support of
the community in the education of our young people for success.
Presented to Pittsfield School Board, Pittsfield, New Hampshire (4/23/98)
Adopted by the Pittsfield School Board, Pittsfield, New Hampshire (5/14/98).
____________________________                          ____________________________
John Charron                                          John Kidder
____________________________                          ____________________________
Mary Paradise                                         Arthur Morse
____________________________
Scott Brown

                                      Table of Contents


Preface: LEIP Approval Form Matrix
                                 iii



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Introduction
                                     1


A Sense of Place: School, Community, Region
              1


Purpose of the LEIP
                              2


Scope of the LEIP
                              3


The LEIP Development Process
                  3


Factors that Informed Selection of Priority Goals
                4


LEIP Overview
                                     7




LEIP Goals and Objectives
                    8


    Goal #1: English Language Arts/Foreign Languages
      8
    Objectives


    Goal #2: Mathematics
                   9
    Objectives

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    Goal #3: Social Studies
                     9
    Objectives


    Goal #4: Science
                              10
    Objectives


    Goal #5: Career Education/Technology Education/Home Economics            10
    Objectives


    Goal #6: Related Arts ( music, art, drama, dance)
      11
    Objectives


    Goal #7: Learning Strategies
                    11
    Objectives


    Goal #8: Personal Skills/ Competencies/Character Development/Phys. Ed.   11
    Objectives


    Goal #9: Technology
                              12
    Objectives


    Goal #10: Community Involvement
                  12
    Objectives
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Strategies to Attain Goals
                             13


    Professional Development
                           13
    Use of Technology
                             14
    Physical Plant/Space/Resources
                     15
    Funding
                                     16
    Governance and Management
                   17
    Communication
                             18
    Student Assessment
                             19


Indicators of Goal Attainment
                             20


Assessing Improvement in Student Performance
             21


LEIP Implementation & On-Going Assessment
            22


Action Plan
                                     23


Summary

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                                     26


Appendices
                                     27


    A: CAT5 Results, Grade 7, 1997
            27
    B: Elementary and Middle High School Mission Statements
       28
    C: Steering Committee Members and Affiliations
       33
    D: Sample Newspaper Article Soliciting Community Involvement
       34
    E: Development Committee Members and Affiliations
       35
    F: Meeting Dates of Steering and Development Committees
       36
       G:      Sample Survey and Cover Letter
                     37
    H: Summary of Survey Results
            45
    I: District Directory
                             48

                                          Preface
                                  LEIP Approval Form Matrix


To assist reviewers of this document in finding the various elements of the Plan, we are
providing below a list of the 17 elements appearing in the NH Department of Education’s LEIP
Approval Form and the specific page(s) where each element is addressed in our Plan.


Local Education Plan Elements
       Addressed on Page(s)


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1.   Is there evidence that the plan has been developed by a    p. 3-4, LEIP Development Process
     broad based panel appointed by the LEA to represent               Appendix C & E
     the community?


2.   Does the plan address district-wide education improve- p. 2, Purpose of the LEIP
     ment, directed at enabling all students to meet the New p. 4, Factor # 1
     Hampshire content and proficiency standards?                      p. 8-13, Goals & Objectives
                                                                  p. 3, Scope of the LEIP
                                                                  p. 6, Factor # 6


3. Is there evidence that the plan includes strategies for             p. 7, Schematic
ensuring that all students have the best possible con-         p. 13, Professional Development
ditions for learning?                                                                  p. 19,
Indicators of Goal Attainment


4. Is there evidence that the plan includes strategies for             p. 8-13, Strategies
improving teaching and learning?


5. Is there evidence that the plan includes strategies for             p. 18, Strategy # 5
improving educational governance and management?                       p. 19, Strategy #6, 4th bullet
                                                               p. 24, #6 Action Plan


6. Is there evidence that the plan includes strategies for             p. 3, LEIP Development
   Process
generating, maintaining, and strengthening parent and                  p. 13, Goal # 10, Section E
community involvement?                                                                 p. 6, Factor #

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5
                                                                  p. 18-19, Communication
                                                                  Strategy


         p. 21, Bottom of page


7. Is there evidence that the plan includes strategies for            p. 2 , Purpose of the LEIP
    expanding educational improvements throughout the                 p. 5, Factor # 3
    LEA?
p. 13-14, Pro. Dev./Technology


         p. 17, Strategy # 5


8. Does the plan promote flexibility of local schools in devel-       p. 14, Professional
   Development
oping plans that address the particular needs of their                p. 3, Purpose of the LEIP
school and geographic area served and are consistent with    p. 15-16, Strategy # 3
the local education improvement plan?
Local Education Plan Elements
       Addressed on Page(s)


9. Does the plan describe a process of broad-based com-               p. 3, LEIP Development
   Process
munity participation to be used in the on-going develop-     p. 6, Factor # 5
ment, implementation, and evaluation of the local                     p. 13, Goal # 10
education improvement?                                                                p. 22, LEIP
Implementation
                                                             Appendices C, D, & E


10. Does the plan satisfactorily describe how the LEA will            p. 3, LEIP Development
    Process

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encourage and assist schools to develop and implement          p. 14, SAU Pro. Dev. Committee
school improvement plans that focus on helping all             p. 22, LEIP Implementation
students meet the New Hampshire content and student            Appendices C & E
proficiency standards and address the elements of the
LEA’s education improvement plan?


11. Does the plan satisfactorily describe how the LEA will            p. 3, Scope of the LEIP
cooperate, to the extent authorized by the local school               p. 12-13, Goal # 10
board(s), with community programs aimed at promoting
school readiness and the ability of students to learn
effectively at all grade levels?


12. Does the plan identify, with an explanation, any Federal          NA
requirements that the LEA believes impede education im-
provement and that the LEA would like the Secretary to
waive?


13. Does the plan satisfactorily describe how the LEA will            p. 11-12, Learning
    Strategies
incorporate the elements of 193-C (NH Education                p. 14, Strategy # 1 & # 2
Improvement and Assessment Program) into its                          p. 19, Strategy # 7
    education improvement plan, including:                                    p. 20-21, Strategy #
    7, Indicators
*      curriculum alignment;                                                                of
Attainment
*      local assessments;                                                                    p. 25,
# 39 Action Plan
*        reporting of assessment results; and
*        development and implementation of activities to improve

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       instruction and advance student learning?


14. Does the plan satisfactorily describe how the LEA will             p. 5, Factor # 4
select and provide essential professional development                  p. 14, Strategy # 1, Pro.
Dev.
activities designed to enhance the capacity of teachers                p. 14 - 15, Technology
Training
to provide high quality instruction?                                          p. 23, # 10 Action
Plan
                                                                   p. 23, # 12 Action Plan


15. Does the plan satisfactorily describe how the LEA will             p. 10, Goal # 5
use technology to:                                                                              p. 12,
Goal # 9
*       improve instruction and advance student learning;              p. 14-15, Strategy # 2
*       use technology for the efficient collection, management,       p. 23, # 5, 9-12, 14, Action
Plan
Local Education Plan Elements
       Addressed on Page(s)


*        dissemination of data, statistics, and other infor-
       mation essential
*        for effective decision-making and
       education improvement?


16. Does the plan satisfactorily describe how the LEA will             p. 3, Scope of the LEIP
work with programs of instruction for out-of-school                    p. 6, Factor # 5
youth and adults who lack the educational foundation                   Appendix H
of a high school graduate as well as help these students               p. 12, Goal # 10
    and adults reach the NH content and student proficiency
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   standards?


17. Does the plan satisfactorily describe how the LEA will           p. 16-17, Strategy # 4
coordinate the use of local, state, and federal funds so             p. 24, # 14 Action Plan
   that, to the extent possible, resources and support from   p. 25, # 41 Action Plan
   all sources will be focused on the implementation of              p. 24, #18 Action Plan
   local improvement plans to advance all students toward
higher levels of academic achievement?

                                          Introduction


A Sense of Place: School, Community, Region


Fourteen miles northeast of Concord lies Pittsfield, a small (population 4,000), rural community
occupying 24 square miles in eastern Merrimack County. Although Pittsfield has a distinct urban
center, it consists primarily of rural farm and forest areas.


The community has evolved from a sparsely settled agricultural area of the early 1800’s to a
manufacturing center (shoes and textiles) in the latter part of the 19th century. By the mid-1960s,
much of the manufacturing had ceased, although three factories continue today – Globe
Manufacturing, Suncook Leathers and Pittsfield Weaving. Small businesses include restaurants,
gas stations, and several family-owned retail shops. A new Rite-Aide pharmacy has just opened
downtown. With few job opportunities in town, 66% of the work force commutes to employment
opportunities in Concord and beyond.


Pittsfield has the highest poverty level in the county (11.4%) and ranks 209th out of the 234
towns in the state. Median income for a family of four is $31,384 (1990), ranking Pittsfield 40th
from the lowest; per capita income is $11,360 (22nd from the bottom). (Statistics from the 1990
U.S. Census Bureau) Currently 33.2% of the District’s students participate in the federally-
supported free or reduced lunch and breakfast programs, placing it among the top five towns in
the state in the number of students eligible for this program.


In Pittsfield there are approximately 200 more apartment units than single family homes. These
apartment units contribute a significant number of children to the town’s one elementary (K-6)

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and middle/high school (grades 7-12), with limited support to the tax base. To pay for its
schools, property taxes are very high, with the town’s tax burden ranking fourth highest in the
state. The town has consistently taken pride in providing the most financial support possible to
its schools within the confines of a property poor tax base. Understandably, residents are
reluctant to increase taxes further to provide much-needed additional support to their schools.


The elementary school with 466 students in kindergarten through grade 6 has a space problem
because it must now provide areas for programs not specified in 1988 when the school was built.
In 1988 there was no kindergarten; now three kindergarten classes must share two rooms. The
kindergarten program is an all-day, alternate-day, program. Students in the Title I (Students-at-
Risk) and Special Education programs require space that the school does not have. The building
when built did not provide for a computer lab, which is now crammed into one corner of the
library. Music classes are conducted in a renovated custodian’s storage area.


The aging middle/high school (circa 1942) housing 365 students is grossly inadequate, with a
space-needs situation so severe that several classes must be taught at the same time in the gym
and on the stage. Several teachers with no “home base” must wheel their materials on carts from
one classroom to another. Currently the school is educating 50 students from neighboring
Barnstead School District, where there is no high school; declining to educate these students
would do little to relieve the over-crowding, since required courses must still be offered whether
to 20 students or to 6. Moreover, the District sorely needs the revenues generated by these
students.


Despite sub-par facilities and a lack of resources/materials, 40% of the student body typically
continues their education at colleges or technical schools after graduation, comparing favorably
with a state average of 42%. This statistic reflects the dedication and expertise of the Pittsfield
faculty, who are committed to providing quality education for the District’s students.


In the Pittsfield schools, student achievement levels do not follow a “normal” bell curve (with
the majority of students placing in the middle), but rather, exhibit an uneven distribution,
meaning that there is a spectrum of achievement levels skewed to the lower end, within a typical
classroom (see Appendix A, CAT5 Grade 7 Results, 1997). This fact poses a special challenge
to teachers. Teachers must accommodate a range of ability levels by providing a broader
curriculum and modified expectations that challenges each student to achieve his/her fullest
potential.


The town is the third from the lowest in ability to pay based on property value (tax rate of
$38.48). Despite poor economic circumstances, there is a strong sense of community and
commitment to quality education. This statement is supported by the fact that for the past 15

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years, Pittsfield Elementary School has received the State’s Blue Ribbon Award for community
volunteerism in the school. In addition, the elementary school was the Lakes Region finalist for
the “EDdies” (NH Excellence in Education Awards). The schools serve a key role in the
community, with many events taking place in the buildings or at District-owned Drake Field.
Interest in improving education is high – thus making the LEIP opportune!



Purpose of the LEIP


The purpose of the LEIP is to provide a comprehensive, coherent plan to improve education in
Pittsfield’s schools. Because it was locally-developed, with broad-based community input, the
Plan will meet the unique needs of Pittsfield students for success in life.


The LEIP attempts to translate the latest research in how students learn, coupled with rigorous
curriculum standards derived from the NH Curriculum Frameworks and national curriculum
standards, into specific, measurable objectives and strategies to meet those objectives. The LEIP
provides a road map leading to quality education for all students.


The LEIP agrees with each building’s Mission Statement (see Appendix B) and the School
District’s vision of providing a quality educational program that challenges every student to
achieve at his/her highest level through a cooperative effort involving students, educators,
parents and the community. (The District does, however, see a need to develop one Mission
Statement – a goal to be achieved with the input of all stakeholder groups over the next three
years.)


The LEIP is in agreement with the District’s educational philosophy centered on the teacher as
facilitator and the student as thinker and constructor of knowledge. This philosophy embraces
critical and creative thinking at its core, the pursuit of life-long learning, and the preparation of
the “total” child for success as a citizen of the family, work place, community and world. In the
classroom, teachers first determine where the students are, and then move them forward as far as
possible in a school year.


Implementation of the LEIP will necessarily mean some changes to the existing District
management system, as governance and decision-making become more site-based (see Appendix
C, District’s Governance and Management System). Our intent is to create site-based collegial
teams who are empowered to make decisions about short and long-term objectives in the areas of
curriculum and instruction in order to best meet the goals of the LEIP using strategies that are
age, grade and resource appropriate for their respective students. By so doing the faculties at

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each building will be best able to tailor their educational programs to meet their unique needs.
This process has already begun at the elementary and middle school levels and will be organized
and implemented at the high school level.



Scope of the LEIP


The LEIP is a 3-year plan that addresses the total educational experience of the student – both in
school and in the community, pre-school to adult. For example, there is a collaboration between
the School District and the Early Childhood Consortium (Head Start, Even Start, and the
Blueberry Express Day Care).


Besides academic and extra-curricular programs in the schools, it describes student involvement
in community volunteer service projects and in the career education programs (School-to-Work
and Jobs for America’s Graduates).


In addition to providing for educational opportunities for out-of-school youth and community
adults who seek a high school diploma or equivalency certificate, the LEIP also outlines goals
and strategies to involve more parents and other interested community members in the schools.
The LEIP will provide individual teachers, site-based teams, each of the District’s two buildings
and the District as a whole with the direction needed to develop specific goals, objectives and
action plans. Our LEIP should not be considered a permanent, static plan, but rather a work in
progress. Indeed, the School Board intends to revisit the LEIP annually and revise it every two
years so as to best respond to changing conditions and needs.



                             The LEIP Development Process


Several faculty members from Pittsfield schools attended a NH Department of Education School-
to-Work Professional Development Institute March 23-25, 1997, where LEIP pre-planning
began. Shortly thereafter a Steering Committee composed of representatives from the district
office, building administrations, faculty, parents and community was formed (see Appendix C
for a list of Steering Committee members and affiliations.)


The Steering Committee was charged with developing materials and implementing processes
that would result in a LEIP document. Specific tasks included gathering data by means of
surveys of students, faculty, and community members and then interpreting/summarizing the

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data; identifying priority goals for consideration by the Development Committee; providing
guidance and input in the writing of the LEIP, and overseeing the implementation and evaluation
of the LEIP. To do its work this group met 19 times, with several meetings requiring a block of
2-4 hours each. The Steering Committee’s work will continue as the next phase of the project –
Plan implementation and on-going assessment – begins.


As a much larger body, the Development Committee included additional community members,
parents and business representatives (as well as educators) who were “recruited” by means of
articles in the local newspaper (see Appendix D for a sample article), notices sent home with
students, letters of invitation, personal contacts, posters hung in local stores, and the District’s
newsletter (see Appendix E for a list of Development Committee members and affiliations).


The Development Committee’s charge was to provide input on the priority goals and objectives
drafted by the Steering Committee, and then to suggest strategies for attaining the goals and
indicators of attainment. Although this Committee met only three times, two of the meetings
consisted of half and full-day work sessions. (Please see Appendix F for a list of meeting dates of
the LEIP Steering and Development Committees.) The Development Committee will monitor
progress on implementing the LEIP, as well as consider revisions to the Plan in the future.
Two other groups instrumental in the development of the District’s LEIP were the entire faculties
of both schools, who met during staff development days to work on goals, objectives, strategies,
and assessments.



                   Factors that Informed Selection of Priority Goals


The LEIP Steering and Development Committees consulted several educational documents,
reports, assessment tools, and surveys to determine priority goals for the District:


1. New Hampshire Curriculum Frameworks for Mathematics, English Language Arts, Science
   and Social Studies


    All students in Pittsfield schools will develop and demonstrate proficiencies contained in the
    state Frameworks. Within the context of these Frameworks the LEIP describes specific
    priority goals in each discipline as target areas for improvement. Additionally, the Plan
    identifies several important, all-encompassing goals that span the curriculum areas:
    proficiency in critical and creative thinking; the application of technology; career
    applications; and interpersonal skills.


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    The NH Frameworks are in turn based on national curriculum standards reflected in such
    documents as the National Science Education Standards (National Committee on Science
    Education Standards, 1996), Curriculum and Evaluation Standards for School Mathematics
    (National Council of Teachers of Mathematics, 1989), Standards for the English Language
    Arts (National Council of Teachers of English and the International Reading Association,
    1996) and the Curriculum Standards for Social Studies (National Council for the Social
    Studies, 1994).




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2.      The School District’s Curriculum Team Documents, K-12 (6/96; revised, 8/97).


     Developed by teams of teachers from the three districts in School Administrative Unit
     (SAU) #51 (Pittsfield, Barnstead, and Alton – which withdrew from the SAU prior to the
     revision), these curriculum content outlines are based on the NH Curriculum Frameworks,
     national curriculum standards, existing course outlines and models from other school
     districts. Outlines were developed in eight areas: social studies, science, English language
     arts, mathematics, health and guidance, the related arts, physical education and technology.
     Priorities at the grades 3, 6 and 10 levels indicated in this document helped inform the
     selection of priority goals in the LEIP.


3.    The New Hampshire Education Improvement and Assessment Program (NHEIAP),
which assesses students’ level of achievement at grades 3, 6 and 10, based on the standards
      contained in the NH Curriculum Frameworks


     With four years of test results at the grade 3 level and two years from grade 6, the
     elementary faculty examined and then revised each grade’s curriculum in the areas of
     content and skills to improve deficiencies identified by NHEIAP scores. Their findings are
     contained in Pittsfield Elementary School Summary Report: End-of-Grade 3, End-of-Grade
     6 Educational Assessment (summer, 1997).


     At the middle high school level, two years of data exist from grade 10 testing. Following
     additional longitudinal data and New England Association of Schools and College (NEASC)
     re-accreditation procedures, the secondary faculty will conduct a similar analysis of test
     results, with appropriate curriculum revisions to address deficiencies.


     In both elementary and secondary test data, a weakness noted in all areas was the application
     of knowledge to solving practical problems. This deficiency reflects the need for
     improvement in creative and critical thinking skills and the appropriate application of
     technological skills across the disciplines – a critical goal spanning all areas of the LEIP.


4.      Teacher Professional Development Plans


     The NH Department of Education requires that every SAU have a professional development
     plan that specifies how teachers will become involved in professional development activities
     to meet the requirement of 50 hours over a three-year period. Moreover, the Department has

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    selected seven areas it feels are important for professional development: Area of
    Specialization; Character and Citizenship; Professional Skills; Learners and Learning;
    School’s Role in Operations; Exploratory and Innovative Activities; and Application of
    Technology.


       The Pittsfield School District’s priority goals include these seven areas.




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5.      Community, Faculty and Student Surveys


     To provide an opportunity for more people to give their perceptions of education in the
     Pittsfield schools, and to sample anonymously three distinctly different audiences (students,
     teachers and community members), two different surveys were prepared and distributed to
     each of the target groups. (For a sample survey and cover letter, see Appendix G.)


     Among other things, survey data indicate the need for improved school facilities,
     curriculum, and increased community involvement in the schools. In general, all three
     surveys indicated a need for career/work education (job skills) and programs for “at risk”
     students (those with the potential for dropping out or becoming involved with drugs or
     alcohol; those with severe disciplinary issues or low academic performance). For a summary
     of survey results, please see Appendix H.


6.      Other Factors


     Several other factors influenced the selection of priority goals for the District.


     Special Education, Title 1, and Act 504 Students: Approximately one-third of the students
     in the District (compared with 14% state average) need some kind of remedial and/or special
     assistance program, such as tutoring; these are generally students in Special Education or
     Title 1 (Students-at-Risk and Act 504) programs. This fact translates into a significant
     number of students learning at a slower rate, which in turn impacts curriculum and the
     instructional process.


     Transitory Students: 15% of the student population in the elementary school either enter
     school or withdraw mid-year, with many repeatedly moving in and out of the District. For
     some, their records never do catch up with them. This situation poses a special challenge in
     the area of program continuity.


     Results of Pre-Kindergarten Testing: This testing is designed to predict a child’s readiness
     to begin his/her “formal” education. Because scores indicate that about one third of the
     students lack the necessary talking and listening skills to succeed in kindergarten, the
     teacher must make special provision for those students to ensure that they “catch up” in this

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    critical area.


    Low Teacher Salaries: The average salary of a teacher in the Pittsfield School District is
    $27,088, which places it in the 11th percentile statewide and the lowest in Merrimack
    County (statistics from NH Department of Education, 1995-1996). This fact means that it is
    difficult for the District to attract and retain the best-qualified teachers due to competition
    from more affluent districts. Quality education ultimately depends upon what happens in the
    classroom – and teachers are the key!




                                         LEIP Overview

                                             Improved
                                               Student
                                           Performance




                                               

                                                              Community
                             Condition
                                s                            Collaboration

                                for           Student
                             Learning

                                          Performance


                                          Curriculum and
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                                       Goal and Objectives
                                            Strategies
                                    Indicators of Attainment
                                          (Assessment)




The schematic above represents the main components of our LEIP, with our primary mission the
Improvement of Student Performance (top box). The LEIP defines student performance in its
broadest sense to include not only academic achievement, but also participation in extra-
curricular activities, attitude toward self, school and community, and career aspirations.


The Venn diagram directly beneath “Improved Student Performance” describes broad areas that
impact directly on student performance – Conditions for Learning, Curriculum and Instruction,
and Community Collaboration. Each is affected by the other two, and all three together impact
student performance (as indicated by the area where all three circles converge).
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        Community Collaboration includes parental involvement, links to community programs
         and groups, School-To-Work, and adult education programs.



        Influences on Curriculum and Instruction include professional development,
         educational philosophy, state and local educational standards, and assessment.



        Conditions for Learning that affect student performance are space needs, materials and
         resources, student/teacher ratio, classroom atmosphere, and social/emotional support.


Arrows between these three broad areas and improved student performance indicate a
relationship in which each impacts the other.


The LEIP Steering and Development Committees identified ten goals (lower box) that impact
these three broad areas, along with specific objectives, appropriate strategies to meet goals and
objectives, and indicators of attainment (assessment). Arrows pointing to and from the “goals”
box indicate how improvement in these areas will be accomplished.


For these three broad focus areas, the LEIP Steering and Development Committees identified ten
improvement goals. The ten goals are (not in any priority order):


Goal #1: English Language Arts                                       Goal #5: Career Education


Goal #2: Mathematics                                                        Goal #6: Related
Arts


Goal #3: Social Studies                                                     Goal #7: Learning
Strategies


Goal #4: Science                                                                    Goal #8:
Personal Skills/Competencies/


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       Character Development/Physical Education
Goal #9: Technology

                                  Goal #10: Community Involvement




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                                Goals and Objectives


The ten improvement goals and their objectives are presented below.


Goal #1: English Language Arts/Foreign Languages


Students will develop and demonstrate proficiencies in English Language Arts as they are
stated in the New Hampshire Curriculum Frameworks. These proficiencies include
acquiring facts, concepts, skills, and processes involved in reading, writing, listening,
viewing and speaking.


Objectives:


A. Students will acquire the basic skills of English grammar, mechanics, and usage to
   communicate effectively in writing and speaking.


B. Students will learn to analyze and interpret technical manuals/journals and world
   literature.


C. Remedial through advanced students will acquire and develop language skills at their
   respective levels.


D. Students will acquire skills necessary to gather, organize, and present information to
   others.


E. Students will acquire skills necessary to communicate effectively in occupational,
   civic, social, and other settings.




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F. Students will have the opportunity to acquire proficiency in a foreign language with
   an emphasis on oral skills.


Goal #2: Mathematics


Students will develop and demonstrate proficiencies in Mathematics as they appear in the
New Hampshire Curriculum Frameworks. In Pittsfield we will emphasize those
computational and thinking skills necessary in the application of mathematics to
everyday real-life situations.


Objectives:


A. Students will apply appropriate technology - including computer literacy and data
   management - to address authentic mathematical issues.


B. Students will acquire skills necessary for mathematical reasoning and problem
   solving.


Goal #3: Social Studies


Students will develop and demonstrate proficiencies in Social Studies as they appear in
the New Hampshire Curriculum Frameworks. In Pittsfield we will emphasize the
application of social principles in understanding past, present, and future human needs.


Objectives:


A. Students will develop an understanding of basic needs for survival in local, state,
   country, and the world communities.


B. Students will apply the knowledge of the social sciences in understanding
   contemporary state, national and global problems and issues.



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C. Students will demonstrate basic skills in economics as it relates to their daily lives as
   consumers.

Goal #4: Science


Students will develop and demonstrate proficiencies in Science as they appear in the New
Hampshire Curriculum Frameworks. In Pittsfield we will emphasize applications of
scientific principles to everyday life and the interactions of natural and man made
systems.


Objectives:


A. Students will appreciate the interactions of science, technology, and society as it
   affects daily life.


B. Students will utilize problem-solving skills, including the ability to recognize and
   define a problem, generate and evaluate alternatives, and choose a course of action to
   make sound judgements based on real data.


C. Students will demonstrate an understanding and appreciation of the interdependence
   of the natural and human systems, and the issues that affect quality of life on the
   planet over the long term.


Goal #5: Career Education/Technology Education/Home Economics


Students will develop proficiency in making appropriate career choices as defined by the
National Career Development Guidelines (NCDG) competencies and the New
Hampshire Curriculum Frameworks when published. Career education will be integrated
throughout the curriculum to provide opportunities for students to become engaged in the
development of appropriate career skills. Students will develop practical skills in the
areas of technology education and home economics.


Objectives:


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A. Students will acquire the knowledge, skills and attitudes necessary to become self-
   supporting members of society.


B. Students will be able to identify evidence of gender stereotyping and bias in
   educational programs and occupational settings and will demonstrate attitudes,
   behaviors and skills that contribute to eliminating gender bias and stereotyping.


C. Students will develop career awareness and personal career planning skills including
   job-seeking, job-securing, and job-keeping skills according to labor market needs.




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Goal #6: Related Arts (music, art, drama, dance)


Students will develop and demonstrate proficiency in related arts as they appear in the
New Hampshire Curriculum Frameworks when published. In Pittsfield we will
emphasize development of artistic appreciation and participation in artistic endeavors.


Objectives:


A. Students will develop basic knowledge and skills in all artistic forms.


B. Students will apply appropriate aesthetic criteria in their decision-making processes.


C. Students will recognize the contribution of the arts in shaping our heritage.


D. Students will recognize the contributions that the related arts can make to the quality
   of his/her life.


Goal #7: Learning Strategies


The Pittsfield School District will provide opportunities for the utilization of varied
learning strategies to address the many learning styles of students. In Pittsfield we will
emphasize the use of classroom strategies that practical educational research has shown
to be effective in the instruction of young people.


Objectives:


A. Teachers will use strategies that provide opportunities for students to seek answers
   independently by accessing various information sources.


B. Teachers will use strategies that relate the curricula to life.


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C. Teachers will use strategies that provide opportunities for students to use critical and
   creative thinking skills.


D. Teachers will acknowledge and address different student learning styles.


Goal #8: Personal Skills/Competencies/Character Development/Physical Education


Students will acquire appropriate personal and interpersonal skills and competencies. In
Pittsfield we will emphasize those interpersonal skills necessary to function in daily,
social, recreational, and employment activities in ways that demonstrate good character
development.




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Pittsfield School District
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Objectives:


A. Students will acquire knowledge to develop healthy, personal habits, including good
   nutrition and regular exercise, to promote physical and emotional well-being.


B. Students will develop self-understanding, i.e., awareness of one’s personal strengths
   and weaknesses, values and opinions to promote a feeling of self worth.


C. Students will acquire the interpersonal skills needed to function in various
   relationships (school, peer, family, etc.).


D. Students will demonstrate good character by taking responsibility for their actions
   (self-discipline, work ethics).


E. Students will apply critical thinking and decision making skills to real-world
   situations.


F. Students will develop greater interest and participation in extra curricular activities
   beyond
the school day such as clubs, organizations, and athletics.


Goal #9: Technology


Students will develop and apply technological literacy to their lives. In Pittsfield we will
emphasize opportunities for students to use technology daily across the curriculum.


Objectives:


A. Students will demonstrate the ability to use the knowledge and skills needed to live as
   productive adults in an increasingly technological society.



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B. Students will demonstrate the ability to access and use technological resources,
   including: computers, the Internet, measuring devices, computational devices, audio-
   visual devices, and telecommunications.


C. Students will demonstrate the ability to process information using databases,
   programming languages, spreadsheets, presentation software and desktop publishing.


Goal #10: Community Involvement


The Pittsfield School District will provide opportunities for parents and citizens to
become involved in the schools. In Pittsfield we will emphasize community use of school
facilities, parent and community involvement in school programs, continuing education,
and increased communication between the School District and all facets of the
community.




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Pittsfield School District
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Objectives:


A. Pittsfield School District will provide opportunities and encourage community use of
   the school facilities for both school and community events.


B. Pittsfield School District will provide opportunities for continuing education for local
   youth and adults to obtain their GED or adult diploma.


C. Pittsfield School District will provide opportunities for community input into District
   planning.


D. Pittsfield School District will continue to collaborate with community groups such as
   Pittsfield Adult Education and Even Start to provide educational opportunities for
   out-of-school youth and adult learners to help them obtain a G.E.D. or adult diploma.


E. Pittsfield School District will provide opportunities for parents and other community
   members to volunteer their assistance with school programs and activities.


F. Pittsfield School District will continue sponsorship of the Early Childhood
   Consortium (Even Start, Head Start, Blueberry Express Day Care ).


G. Pittsfield School District will provide systematic opportunities for parents to
   participate in the education of their children to the fullest extent possible.




                             Strategies to Attain Goals


The three broad focus areas (Conditions for Learning, Curriculum and Instruction, and
Community Collaboration) are addressed through seven overall strategies: Professional
Development, Use of Technology, Physical Plant/Space/Resources, Funding, Governance
and Management, Communication, and Student Assessment. These are discussed below.



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Strategy #1: Professional Development


Professional development is the most important strategy for addressing student
performance, since exemplary teachers create conditions for learning that enable all
students to reach their highest potential. The tone and expectations set by teachers greatly
affect classroom atmosphere. Dedicated, well-trained teachers provide the guidance and
modeling that assist students to acquire favorable personal skills and ensure academic
success.


Professional development leads to an improvement in instructional practices. For
example, the NH Curriculum Frameworks are guides used to formulate local curriculum
and to inform best teaching practices. Teachers familiar with the Frameworks and the
most effective instructional methods are better able to teach students the academic skills
they need for a successful life. This directly leads to improvement in the Curriculum and
Instruction focus area.


Professional development activities also help teachers and students gain the
communication and interpersonal skills necessary for lasting collaboration between the
school and community. This training directly affects students’ future attitude toward
community service and volunteerism, thus illustrating the importance of professional
development to the focus area of Community Collaboration.


The following strategies will improve professional development in the School District:



   The SAU will continue to use the state-approved SAU 51 Master Plan for
    Professional Development which indicates the process by which teachers become
    certified as well as how teachers improve their instructional practices. The School
    District will emphasize the acquisition and application of best teaching practices,
    including skill development and the application of knowledge.



   NHEIAP test results are compared to local curriculums to determine deficiencies;
    then professional development activities are prioritized according to the analysis.



   Because each building has its own special needs, each, in cooperation with the SAU’s


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    Professional Development Committee, should identify priorities for their building and
    develop a building-level Growth Plan.



   Each teacher must address these building priorities, their individual, annual,
    performance goals, and results from the teacher evaluation process in their
    Professional Growth Plan.



   Teachers will continue to attend conferences, seminars, workshops, graduate level
    courses, and make visitations and observations of master teachers to improve the
    skills and knowledge that building, individual, and district goals require.



   A building-level plan will be developed to increase opportunities for professional
    growth by means of internal sharing of expertise among teachers, administrators and
    staff.



   The District will continue to work to promote professional development among all
    staff and collaboration among all the schools in the SAU (Barnstead and Pittsfield
    School Districts), and to provide for curriculum integration (Curriculum Team
    Documents, K-12 6/96; revised, 8/97).


Strategy #2: Use of Technology


The use of technology crosses all academic subject areas as well as being a necessary part
of the tasks associated with governance and management at all levels. We recognize the
students’ need to be skillful in the use of technology for their post education careers. We
believe that the curriculum drives our use of technology. Technology is a tool rather than
a subject taught, despite the need for some basic instruction at each grade level.


Making current, state-of-the-art technology accessible to students is of great importance
to all three of our broad focus areas. Communication with the community and the world
through homework hotlines or email between teachers and students facilitates the
building of a strong communication base leading to improved communication and
collaboration with the community.




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Below is a list of strategies for improving the use of technology in the School District:



   With faculty, staff and community input, continue to implement the state-approved
    District Technology Plan, with annual revisions to reflect changing needs.



   Form a Distance Learning Committee to install a fiber optic connection between the
    two buildings in order to provide distance learning opportunities for teachers, students
    and the community and to allow for the sharing of the District’s and community’s
    limited resources.



   In addition to computer labs, install clusters of 4-5 computers per classroom in both
    buildings to be used for instructional purposes as outlined in the District’s
    Technology Plan.

   Provide a technological training plan for all staff and interested members of the
    community in the use of technology in the curriculum, including the Internet, to
    prepare students and adults for their careers.



   The three Technology Committees (one for each building, and a District-level
    committee that includes representatives from both building committees and members
    of the community) should continue to assess annually technological needs, report
    findings, make recommendations and update the District’s Technology Plan.



   The District will provide the technology necessary to collect, manage and disseminate
    data, statistics and information essential for effective decision-making and education
    improvement.


Strategy #3: Physical Plant/Space/Resources


The Pittsfield School District seeks to provide the space, resources, physical atmosphere
and proper amenities conducive to learning - more specifically, ensure adequate space for
all programs in both buildings, adequate supplies for teachers to carry out the curriculum
objectives and adequate media equipment in each classroom.


Additional space and upgraded resources (e.g., technological) will enable individuals and


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groups from the community to have greater access to the buildings and would expand
opportunities for out-of-school youth and adult education programs. More space would
also permit school-supported programs, such as Pittsfield Youth Workshop and Even
Start, to conduct activities at the school, as well as allow the District to add an after-
school program for latch key students.


Strategies that apply to both the elementary and middle high school:



   Continue the work of the Space Needs Committee (comprised of educators,
    administrators and community members), whose task is to assess current space needs
    in light of changing instructional programs, increasing student populations, and
    making facilities handicapped-accessible.



   Provide the technological infrastructure to support the curriculum, i.e., network,
    Internet access, fiber optic backbone, satellite and distance learning equipment.



   Maintain uniform climate control (heating/ventilation) in both buildings.



   Investigate the feasibility and ramifications of lowering student/teacher ratios in K-12



   Provide for additional storage space.



   Provide adequate equipment, resources and supplies to carry out curriculum
    objectives.



   Implement the recommendations of the Space Needs Committee:


    for the Middle High School:



       Continue working on making the high school handicapped accessible.




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       Investigate the possibility of forming a Cooperative Area Agreement with other
        towns close to Pittsfield for the purpose of building a new high school (9-12).

       Maintain accreditation by the New England Association of Schools and Colleges,
        which requires, among other items, an adequate physical plant for the programs
        housed inside.


    for the Elementary School:



       Implement the plan to build two kindergarten classrooms as an addition on the
        existing facility, as approved by the town at the annual school district meeting,
        March, 1998.

       Once the new classrooms are in place, reorganize existing space to accommodate
        the change in space utilization (i.e. computer lab moved from library to a more
        adequate location and the music room relocated from its present site in the
        renovated janitorial space).


Strategy #4: Funding


The School District is an advocate for equitable funding, which impacts both Conditions
for Learning and Curriculum and Instruction by providing higher salaries to attract and
retain exemplary teachers. It would provide for the appropriate number of teaching
position to ensure a complete program of studies at the high school level. Basic
educational supplies such as paper, pencils, library resources, texts, reference books,
tapes, and science supplies would be provided, as well as needed programs for gifted and
talented students and enrichment programs such as Odyssey of the Mind.


Funds are needed to provide adequate space for academic programs, athletics, and the
arts; these attract community involvement and keep students in school.


To relieve the tax burden on the community to provide even more funding critically
needed to improve Pittsfield’s schools, the School District will implement the following
strategies:



   Encourage the School Board to continue to communicate quarterly with the Pittsfield



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    Selectmen to engage in joint planning, the sharing of resources, and discussions about
    funding.



   Encourage the School Board to communicate with Representatives, and Senators
    regarding the need for, and use of , local, state and federal funding.



   Improve the School District’s efficiency in coordinating the acquisition and use of
    local, state and federal funds.



   Apply for entitlements and competitive funding available through federal, state, local
    and private sources.



   Explore the option of hiring a full-time grant-writer to work closely with faculty
    members who are given release time for this purpose.



   Research the benefits of creating a not-for-profit educational foundation to receive
    potential tax deductible donations.



   Continue the upgrading of the Drake Field Facility under the auspices of the
    community based Drake Field Committee.


Strategy #5: Governance and Management


This area addresses accountability relationships within the district and within each
building. Its purview is the day to day operations of the school district and the school,
including communication both internally and externally with parents, other members of
the community, and the Department of Education.


Included here is the Guidance Department as the child’s advocate within the system,
because it connects school and home, student and career, and student and academic
program. This department is responsible for all non-academic issues that affect students’
learning. It promotes appropriate conditions for learning by providing an emotionally
secure environment in which individual differences are unconditionally respected and


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appreciated.


Below are strategies to improve governance and management:



   Hire increased guidance and counseling personnel to attain a 1:200 student ratio.



   Investigate the benefits of hiring a home-school coordinator to enhance the liaison
    between school and family to increase students’ success in school.



   Provide the opportunity to offer after-school programs.



   Develop an assessment procedure/tool which collects input from all stakeholders in
    order to review and assess administrators at all levels.



   Continue to explore ways at the middle high school to increase the involvement of the
    staff in decisions affecting curriculum and instruction, student deportment, and other
    areas affecting the day to day operation of the school.



   Develop a governance and management matrix that reflects a site-based management
    plan.



   Continue to support the team model in place at the elementary and middle school
    levels (decision-making by grade level teams and by team leaders/principal) and
    expand to the high school.




Strategy #6: Communication


Communication is the key to success in the Pittsfield schools - internal (school board and
administrators/teachers, SAU and building administrators, teachers and leadership,
teachers and students) and external (SAU/principals/teachers and NH Department of


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Education, school staff and state-based professional organizations, and
superintendent/principal/teachers and parents and community groups). Improved
communication among all groups will improve Conditions for Learning, Curriculum and
Instruction and community involvement in the schools.


The following strategies will improve communication:



   Explore the possibility of installing a district-wide, integrated telephone system that
    will provide for direct communication, including voice mail and a homework hotline,
    to provide improved communication both internally (among district personnel) and
    externally (between teachers and parents - a telephone in every classroom).



   Update and maintain a web site that includes information and a calendar of District
    events.



   Provide a free email address for all staff in the District.



   Continue the weekly newsletter from the elementary school to the parents and the
    monthly newsletter from the middle school and high school to parents.



   Ensure that school events are noted on the community calendar that is available to
    citizens at the town hall, post office, banks, etc.



   Continue writing and publishing articles in the local newspaper to promote programs
    and provide information.



   Increase the number of open dialogue sessions (quarterly) between the building staffs
    and the school board (two meetings between each building and the board and two
    meetings with all staff and the board)



   Continue parent-teacher conferences K-12 during the first and third quarters of the
    school year.



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   Continue the “Friday Folder” at the elementary school (containing student work,
    teacher comments, lunch envelopes, a note on the child’s conduct for the week, etc.),
    taken home by the students each Friday.


Strategy #7: Student Assessment


Assessment drives instruction. All assessment tools should be measurable, norm-based,
relevant to the real world, and authentic to the knowledge or skill being taught.
Assessment is on-going and may include both formal (quizzes, tests, oral presentations)
and informal tools (teacher observations, interviews, student journals, and demonstrations
of applications of knowledge). Assessment should contain some kind of student self-
evaluation and peer evaluation.


The following strategies will improve the assessment of student knowledge and skills:



   Teachers will formulate and implement coordinated strategies for
    alternative/authentic assessments (such as student journals, teacher observations,
    teacher/student conferences, portfolios, projects, rubrics, benchmarks) in addition to
    more traditional tools (quizzes and tests)



   The School District will adopt a standardized, nationally norm-referenced commercial
    program (such as CAT9) to allow a broader assessment of student knowledge and
    skills than is the case with the NHEIAP which is keyed to the NH Curriculum
    Frameworks and administered at grades 3, 6 and 10



   The Pittsfield Middle High School will establish a set of graduation competencies
    based on the NH Curriculum Frameworks that indicate what students know and can
    do at the end of grade 12.



   At the elementary school, teachers should continue to choose one student annually
    and develop a case study that speaks to the student’s proficiency in English language
    arts in order to illustrate the teacher’s level of proficiency in evaluating students in
    this curriculum area.



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   Continue the practice at the elementary level of creating a Student Profile, which
    travels with the student from grade to grade; the Profile contains sample work and
    other pertinent information helpful to the teacher of the next grade.



                             Indicators of Goal Attainment


The seven strategies addressed previously directly affect the three broad focus areas –
Conditions for Learning, Curriculum and Instruction, and Community Collaboration. The
District will examine the effectiveness of these strategies by noting their impact on the
focus areas.


Below are listed specific indicators of attainment for each of the three broad focus areas.


Conditions for Learning



       Increase in student attendance

       Decrease in drop-out rate

       Improved social and emotional readiness to learn as measured by the number of
        referrals that the guidance department receives

       Decrease in the number of Discipline Referrals, demonstrating a decrease in
        discipline problems

       Observed improvement in social skills (peer-to-peer, peer to adult)

       Decrease in the number of bus referrals

       Decrease in vandalism around the school buildings and the community

       Decrease in teenage pregnancies


Curriculum and Instruction



       Improved student achievement as indicated by report cards and progress reports


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       Number of students identified at the novice level will decrease and the number of
        students in the basic and proficient levels will increase as measured by the
        NHEIAP

       Teachers spending less of their own money to purchase consumables

       Lower computer to student ratio (currently 25:1; goal is 5:1)

       A positive change in school, parent and community attitudes toward the schools
        (as measured by a survey to be administered at the end of the LEIP cycle)

       The addition of two kindergarten rooms to accommodate existing programs

       Resolution of the space and program deficiencies of the middle high school

       Increased student participation in voluntary oral speaking activities (e.g., school
        spelling bee, geography bee, peer health educators, debating club, etc.)

       Increase in the numbers of graduates going on to post-secondary education or
        training

       Teacher Growth Plans reflect local improvement goals

       Types of professional development activities chosen by teachers reflect more
        advanced courses, thus indicating professional growth in the teacher

       Improved teacher performance as measured by self-evaluation and the teacher
        evaluation program implemented annually by principals


Community Collaboration



       Increased parental support for their children’s education

       Sufficient funds to meet all objectives of the LEIP

       Decreased tax burden to the community without sacrificing school programs and
        resources

       An increase in the quality of support activities provided by volunteers working in
        the schools

       Increased community attendance at school functions

       Increased parent participation in parent-teacher conferences at the middle high
        school

       Improved community attitude toward the schools as measured by the survey to


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        be administered in three years




               Assessing Improvement in Student Performance


The LEIP defines student performance in its broadest sense to include not only academic
achievement, but also participation in extra-curricular activities, attitude toward self,
school and community, and career aspirations. To measure the LEIP’s success at meeting
its broad goal of improving student performance, all areas will need to be assessed.


In the area of academic achievement, the District’s Curriculum Team Documents, K-12,
and the NH Curriculum Frameworks provide an outline as to what students should know
and be able to do. Because these standards are performance-based, they are difficult to
measure using traditional tests and quizzes alone. Therefore, the LEIP calls upon teachers
to continue to incorporate alternative assessment strategies within their total assessment
plans. These include, but are not limited to, student observations and conferences,
journals, and portfolios.


For standardized testing that is norm and criterion-referenced, the District needs to
identify relevant commercial assessment instruments that measure both knowledge and
skills, and that are broader than the NHEIAP which is geared to the NH Curriculum
Frameworks. Currently NHEIAP is administered at the 3rd, 6th, and 10th grade levels. A
system such as CAT9 could be implemented in the 4th and 8th grades, thus providing
more comprehensive assessment during a student’s school years. The selected assessment
instrument(s) will be administered at one or more grade levels to obtain baseline data,
followed in a few years by more testing. After obtaining data over several testing cycles,
the District will be better able to indicate expected levels of improvement. (Currently the
District lacks baseline information upon which to set goals for improvement.) Other
indicators of student achievement include grades on report cards and statistics regarding
drop-out rates and the number of students who go on to and complete college or technical
school.


In the area of extra-curricular activities, the District will note if the total number of
students involved has increased (and by what percent) and the number of students
participating in more than one activity. Since many students work out of necessity, many
are unable to participate directly in any extra-curricular activities; however, they may
become involved as spectators. Given this situation, the District will note any increases in
student attendance at school academic, athletic and extra-curricular events and functions.


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Attitudes toward self, school and community are reflected in attendance records,
discipline occurrences, drop-out rates, the number of students who go on to college or
technical schools, vandalism both in the schools and in the community, levels of
volunteerism and community service, and career aspirations. Student responses on a
survey to be administered again in two years will be analyzed to note any improvement in
attitudes toward school and community.


Assessing changes in student aspirations about career and work options will be
accomplished by talking with the guidance counselor about his/her perceptions of student
aspirations in this area and by asking pertinent questions on the survey.




               LEIP Implementation and On-Going Assessment


With the ultimate responsibility for implementing and assessing the LEIP lying with the
School Board, it is expected that the Board will conduct an annual review of LEIP
progress and base its performance grade for the District on the LEIP.
The two building principals will assume the primary duty of facilitating LEIP
implementation and assessment processes. During staff development this summer, the
LEIP will be formally presented to both elementary and secondary school staffs.


Regarding implementation: Since the LEIP identifies specific strategies toward reaching
each objective, the entity(-ies) best able to address each objective will be determined and
assigned those objectives upon which to focus. For example, those objectives targeted
toward improving instruction will become the domain of the teachers. Teacher-teams will
be responsible for curriculum integration so as to ensure the incorporation of priority
goals, objectives and strategies contained in the LEIP. Individual teachers in their
Professional Development Plans will list the improvement objectives and specify how
they will address each objective.


LEIP goals that focus on improving communications internally (between the schools, and
the schools/SAU) and externally (with the community), as well as increasing community
involvement in the schools, will fall to the District administration and the two principals.
The cooperation and involvement of the entire community will be required to meet some
objectives, such as those focused on improving conditions for learning that involve
expansion/renovations to buildings.


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Assessment will be on-going and will be both internal and external. Internally, both
faculties will, during regularly-scheduled staff meetings, communicate their perceptions
of progress to the principals, who will in turn share information with the superintendent
and school board. Principals will also be able to assess how well the plan is being
implemented when they visit classrooms to observe the instructional process and talk
with teachers and students informally.


Externally, the Steering Committee’s role will change to that of advisor, as they refine
LEIP implementation and assessment. The community-based Development Committee
will review progress periodically and make recommendations. This on-going feedback
and evaluation, both internally by educators and administrators and externally by the
Steering and Development Committees, will ensure a responsive LEIP that can be
modified as needed. In fact, mid-course corrections are anticipated, as some strategies to
obtain objectives may prove to be ineffective, and new/different strategies will need to be
tried.


After two years, another survey will be administered to students, faculty and community
members to ascertain their opinions on how well the schools are doing in improving
student performance.



                              Action Plan & Timeline


# Timeline             Event/Activity                       Responsible Person/Group

1    5/98        LEIP Submitted to NH-DOE                  Pittsfield School Board

2    6/98        LEIP formally introduced to the staff     Administration

3    98-99       Re-accreditation self-study               Pittsfield Middle High School
                                                           (PMHS)
     99-00       Analysis and final approval

4    on-going    Collaboration with Early Childhood        Principal, Pittsfield Elementary
                 Consortium                                School (PES)

5    spring,     Form Distance Learning Committee          Tech. Coordinators/Admin.
     98

6    on-going    Assess current space needs                Space Needs Committee
                 (report/recommend/update)


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7    on-going    Continue to explore solutions to     School Board
                 PMHS space/program/resource needs

8    on-going    Implement District Technology Plan   Tech. Coordinators/Admin.

9    spring &    Install infrastructure to support    Tech. Coordinators/Admin.
     summer,     technology
     98

10 on-going      Provide technological training       Tech. Coordinators/Admin.

11 winter,       Revisit District’s Technology Plan   Technology Committees
   annually
                 (report/recommend/update)

12 98-99         Develop a plan for peer-to-peer      Each building
                 inservice


                 Implement peer-to-peer in-service
     99-01       plan                                 Each building

13 98-99         Provide email for staff              Tech. Coordinators/Admin.




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14 on-going      Apply for entitlements and             School Board
                 competitive funding

15 on-going      Explore ways to increase involvement   PMHS Principal
                 of staff in PMHS governance

16 98-99         Plan and implement a site-based        Principal
                 management plan

17 on-going      Continue to support team model at      PMHS Principal
                 middle school level

18 98-99         Research not-for-profit educational    School Board
                 foundation

19 spring,       Making PMHS handicapped-               School Board
   summer        accessible
   99                                                   PMHS Principal

20 summer,       Investigate a full-time Home-School    Principals
   98-99         Coordinator

21 3/99          Build two kindergarten classrooms      School Board
                                                        PES Principal

22 98-99         Provide after school programs          School Board
                                                        Outside Agencies

23 on-going      Upgrade Drake Field Facility           Drake Field Committee

24 summers,      Re-visit LEIP to develop priority goals Steering Committee; School
   annually      for ensuing school year                 Board

25 on-going      Quarterly meetings between School      School Board
                 Board and Selectman

26 winter,       Determine building priorities for      Principals
   annually      Professional Growth Plan


     spring,     Teachers write individual Performance
     annually    Goals                                 PreK-12 Teachers




                                           43
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LEIP



     summer,     Administrators write personal            Principals
     annually    performance goals


     summer,     School District writes performance
     annually    goals                                    School Board

27 00-01         Install telephone in each classroom in   PES Principal
                 elementary school

28 99-00         Develop leadership teams @ PMHS          Principal, PMHS
     00-01       Implement leadership teams




                                           44
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LEIP



29 98-99         Develop procedure/tools to evaluate       School Board
                 administrators


                 Implement plan to evaluate
     99-00       administrators                            School Board



30 on-going      Continue PES weekly newsletter            PES Principal

31 on-going      Continue PTO Community Calendar           Elementary PTO

32 on-going      Continue PR efforts (articles to local    Principals
                 newspaper

33 on-going      Increase to 4 the number of open          School Board
                 dialogue sessions between staff &
                 school board

34 on-going      Continue parent-teacher conferences       Staff, both buildings
                 (twice a year)

35 on-going      Continue PES “Friday Envelope”            PES Staff

36 on-going      Continue to develop a case study of       PES Teachers
                 one student per year at PES

37 on-going      Continue to create Student Profiles at    PES Teachers
                 PES

38 9/98 &        Review effectiveness of report cards      Teachers, both schools
   annually      and progress reports

39 Oct.-June     Examine NHEIAP results                    Teachers & Admin., both
   annually                                                schools (K-10)

40 99-01         Phase in additional guidance              Administration
                 personnel

41 00-01         Secure a full-time grant-writer for the   School Board
                 District

42 00-01         Implement team model at high school       PMHS Principal

43 99-00         Investigate standardized, nationally-     Administrators
                 normed assessment instrument



                                            45
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LEIP



                 Implement standardized, nationally-
                 normed assessment instrument
     99-00                                             Administrators

44 99-00         Plan and develop a coordinated plan   PMHS
                 for authentic assessment


                 Establish graduation competencies
     00-01       based on NH Curriculum Frameworks     PMHS

45 00-01         Develop and administer student,       Steering Committee
                 faculty and community surveys

46 9/00-5/01 LEIP revision (new 3-year plan)           School Board




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LEIP

                                        Summary


The Pittsfield School District’s vision is to provide a quality educational program that
challenges all students to achieve at their highest level through a cooperative effort
involving students, educators, parents and the community. The LEIP’s mission is the
improvement of student performance, to be accomplished by improvements in the broad
focus areas of Conditions for Learning, Community Collaboration, and Curriculum and
Instruction. In the latter area, the LEIP specifies as priority goals improving creative and
critical thinking skills, career preparedness, and technological applications.


A number of indicators informed the selection of ten priority goals within the three broad
areas: NHEIAP scores, the NH Curriculum Frameworks, the School District’s
Curriculum Team Documents, K-12, Teacher Professional Development Plans and results
of surveys of teachers, students and community members. All pointed to the conclusion
that student performance is affected not only by the curriculum and how it is delivered,
but also by the conditions under which students learn, and the level of parental and
community support.


The LEIP includes objectives to meet each goal, followed by seven strategies that address
the three broad focus areas leading to improved student performance. Finally, indicators
of attainment (assessment) and a timeline are provided.


The LEIP was developed by a Steering Committee and a Development Committee
representing all stakeholder groups - teachers, administration, school board, and
community members. These committees will continue to function in an advisory
capacity, as they monitor progress on LEIP implementation and assessment and make
recommendations.


Indicators of improved student performance include, but are not limited to: NHEIAP
scores; grades on report cards; level of student participation in extra-curricular activities;
statistics regarding attendance and drop-out rates, discipline occurrences, and the number
of students who go on to college or technical school; and student, faculty and community
responses on a survey to be administered again in three years.


The School Board will revisit the LEIP annually, and will collaborate with
representatives from all stakeholder groups to revise the LEIP in two years so as to
address changing needs.


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LEIP



                                                           Appendix A:
                             CAT5 Results Grade 7   1997




                                         48
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                             49
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                                                 Appendix B:

                             ELEMENTARY SCHOOL
                             MISSION STATEMENT


    WE, THE PARENTS, STUDENTS, TEACHERS,
ADMINISTRATORS, SCHOOL BOARD AND CITIZENS OF
PITTSFIELD, VALUE A SHARED COMMITMENT TO
EDUCATING OUR CHILDREN. WE BELIEVE THAT THE
BEST EDUCATIONAL PROGRAM RESULTS FROM
SHARING OUR COLLECTIVE KNOWLEDGE, ABILITIES,
AND SKILLS THROUGH AN ON-GOING PLANNING
PROCESS.


    WE VALUE A SAFE PHYSICAL ENVIRONMENT AND
A RELAXED ATMOSPHERE FOR LEARNING. WE STRIVE
TO BE SELF-DISCIPLINED AND ACCEPT RESPONSIBILITY
FOR OUR BEHAVIOR, WORK HABITS, AND PHYSICAL
APPEARANCE. WE BELIEVE THAT OUR CURRICULUM
MUST BE CHALLENGING AND MEET THE NEEDS OF
EACH STUDENT. WE SEEK TO DEVELP BOTH AN
EXCITEMENT FOR LEARNING AND THE SKILLS TO
BECOME PROBLEM SOLVERS AND CRITICAL THINKERS.
WE VALUE THE CREATIVITY AND UNIQUENESS THAT
EACH INDIVIDUAL BRINGS TO OUR COMMUNITY.


    WE ARE DEDICATED TO PROVIDING AN
EMOTIONALLY SECURE ENVIRONMENT IN WHICH
INDIVIDUAL DIFFERENCES ARE UNCONDITIONALLY
RESPECTED AND APPRECIATED. SELF-RESPECT AND
POSITIVE SELF-ESTEEM ARE FOSTERED BY A LOVING,
FAIR AND FLEXIBLE ATMOSPHERE. WE STRIVE TO

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LEIP

TREAT OTHERS THE WAY WE WOULD LIKE TO BE
TREATED. KINDNESS, PATIENCE, COURTESY,
COMPASSION AND COOPERATION ARE AN EXPECTED
PART OF OUR BEHAVIOR.




                             51
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                             52
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                             53
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                             54
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                                                                         Appendix C:
                     Steering Committee Members and Affiliations




Administrators


Paul Moccia                               Superintendent, SAU 51
Noel DeSousa **                           Principal, Pittsfield Middle-High School
Bernadette McLaughlin                     Principal, Pittsfield Elementary School




Faculty


Terry Brune     *                         School-to-Work Coordinator/ Parent, PMHS
Leslie Vogt     *                         Even Start Grant Administrator/ Parent, PES
Kurt Boehm                                Middle School Mathematics, PMHS
Kathy Mahanes                             Grade 2 Teacher/ Parent, PES




Parents and Community Members


Janet Valdez                              Parent/Community Member
Julie Couch                               Parent/Community Member
Joan Osborne                              Parent/Community Member
Carol Ferraro                             Parent/Community Member
Nancy Christie         **                        Community Member/Consultant




                                         55
Pittsfield School District
LEIP



* Terry Brune and Leslie Vogt co-chaired the committee.

** Noel DeSousa and Nancy Christie were Development Committee Session
Facilitators.




                                                                  Appendix D


Sample Newspaper Article Soliciting Community Involvement




                                       56
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LEIP




                             57
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LEIP




                                                                             Appendix E
                   Development Committee Members and Affiliations


                       School Board Members & Administrators


Scott Brown*                 School Board        Mary Paradise*     School Board
Carol Richardson             School Board        Noel DeSousa       Principal,
PMHS
Bernadette McLaughlin        Principal, PES      Mark Jarvis        Special Ed.,
PMHS
Tobi Chassie                 Special Ed., PES    John Douglass      Guidance,
PMHS


                                  Faculty and Staff


Bobbi Herzig           PMHS, English             Sheila Fries       PES, Title I
Coordinator


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Pittsfield School District
LEIP

Kisa Amour             PMHS, Science                  Elaine Glidden            PMHS,
Business Ed.
Kathy Mahanes*         PES, Grade 2                   Doug Decker      PMHS
Louise Graham          PMHS, Special Ed.              Timothy Eade     PES, Reading
George Szelest         PMHS, Dir. Of Main.            Rick Anthony     PMHS, Phys.
Ed.
Lindsay D’Napoli       PMHS, Science                  Terry Brune*     PMHS
Kurt Boehm             PMHS, Mathematics              Leslie Vogt*     PES, Even
Start


                                         Parents


Bob Chagnon                           Julie Couch                      Louise
Paterson
Jennie Gingras                        Diane Melim                      Heidi Fisher
Pam Miller                            Pat Welch                        Janet Valdez
Judy Dunne                            Christine Hinkley                Michelle Parker


                                 Community Members


Beverly Drolet                        Bill Elkins                      Bill Provencal*
Bob Lemer                             Cedric Dustin                    David Adams
Dianne Melim*                         Effie Topouzoglou                Michael Hill
Nancy Christie




* These members are also parents, or grandparents of students.




                                            59
Pittsfield School District
LEIP




                             60
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                                                                        Appendix F:

                     Pittsfield, New Hampshire School District
          LEIP Steering and Development Committee Meeting Dates




March 23-25, 1997      Pre-Steering Committee Planning Meeting at NH Department of
                       Education School to Work Professional Development Institute



Steering Committee Meetings
September 30, 1997 8:00-9:00AM             Steering Committee Meeting
October 15, 1997       8:00-9:00AM         Steering Committee Meeting
October 29, 1997       8:00-9:00AM         Steering Committee Meeting
November 12, 1997      8:00-9:00AM         Steering Committee Meeting
December 3, 1997       8:00-9:00AM         Steering Committee Meeting
December 16, 1997      6:30-9:00PM         Steering Committee Meeting
December 22, 1997      8:00-9:00AM         Steering Committee Meeting
January 7, 1998        8:00-9:00AM         Steering Committee Meeting
January 14, 1998       8:00-9:00AM         Steering Committee Meeting
February 4, 1998       8:30-9:30AM         Steering Committee Meeting
February 11, 1998      8:00-9:00AM         Steering Committee Meeting
February 18, 1998      8:00-9:00AM         Steering Committee Meeting
March 4, 1998          8:00-9:00AM         Steering Committee Meeting
March 11, 1998         8:00-9:00AM         Steering Committee Meeting
March 18, 1998         8:00-9:00AM         Steering Committee Meeting
April 1, 1998          8:00-10:00AM        Steering Committee Meeting
April 8, 1998          8:00AM-12:00PM      Steering Committee Meeting


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LEIP

April 15, 1998         8:00-10:00AM     Steering Committee Meeting
April 22, 1998         8:00-10:00AM     Steering Committee Meeting




LEIP Development Committee Meetings
November 6, 1997       7:00-9:00PM      Development Committee Meeting
January 15, 1998       7:00-9:00PM      Development Committee Meeting
February 14, 1998      9:00AM-3:00PM    Development Committee Meeting




                                                                     Appendix G:




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                             63
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                                                                                        Appe
                                                                                        ndix
                                                                                        H:


  Pittsfield Local Education Improvement Plan and Results of the School District
                               Community Survey


       In November 1997 a survey asking Pittsfield citizens for their opinions about the
school district was inserted into the Suncook Valley Sun and delivered to approximately
1500 Pittsfield households. The purpose of the survey was to learn peoples' opinions of
the school’s current educational services. These opinions helped the LEIP Steering
Committee identify improvement areas for the Local Educational Improvement Plan
(LEIP), which must be sent to the NH Department of Education in May 1998.


         The LEIP Steering Committee received 199 surveys from community members,
parents and school staff. Given that 1500 surveys were sent out, 199 responses is not
sufficient to be statistically valid; especially since most of the questions were not
answered by all of the respondents. Therefore, what the Steering Committee has
attempted is to do is to respond to those needs and issues identified by the majority of the
respondents.


        The majority of respondents had lived in Pittsfield more than 11 years, were
between the ages of 30 and 49, and had attended college, with 48% having a college
degree. The number of respondents with college degrees differs from the overall adult
population of Pittsfield. According to the 1990 US Census 11.2% of Pittsfield adults
have a college degree. When all of the school staff are removed from the respondents
60% had attended college and 37% have a college degree. Thus in the area of
educational attainment there is a relatively constant variation between people choosing to
answer the survey, and the general adult population.


         In addition to the adult responses 144 tenth, eleventh and twelfth grade students
filled out a slightly modified survey. Total enrollment of the tenth through twelfth grades
is 159, thus 144 responses is statistically valid. 44% of the students have lived in
Pittsfield eleven or more years, 13% six or more years, and 22% were residents of
Barnstead. According to attendance records the remaining 21% of students tend to move
in and out of the school district frequently. For example since September 1997 seventy
Pittsfield Elementary students, which is 15% of total enrollment, have entered the school
mid-year or withdrawn.



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Pittsfield School District
LEIP



         The survey had four sections: questions that rate or grade the entire school
district; questions on Pittsfield Middle High School (PMHS) and Pittsfield Elementary
School (PES); and two essay questions to identify one aspect of the town and schools that
most need improvement.


         When grading the entire school district the adult community members and
students had very similar opinions. The majority of respondents gave the schools grades
clustered in the “C” range in areas such as, teaching students communication skills,
critical thinking, responsible citizenship, career preparedness, and commitment to
healthful living. For example, out of the 121 adult respondents who chose to assess
“teaching students to develop critical thinking skills”, 73% gave a grade of “C” or better,
which results in an average grade of “C.” 142 students chose to assess development of
critical thinking skills. 58% of students gave a grade of “C” or better, resulting in an
average grade of “C minus.” The majority of adults and students agreed that teaching
students to use technology and computers received a grade of “B." The majority of
students stated that the development of creative talents received a “C minus," which adult
community members gave a “B."


         A consistent theme throughout the survey, and other data gathered by the LEIP
Steering Committee, is the need to improve the academic preparedness of students to
attain the content and skills taught at each grade level. Assessment of student skills
during kindergarten registration, and the early fall of the kindergarten year, show that
students often enter the school system needing to develop necessary skills; especially in
the areas of expressive and receptive language (talking and listening). Then the
California Achievement Test shows a portion of students enter PMHS without fully
developing middle school skills. This progression culminates in 51% of 84 adults, and
70% of 131 students stating that graduates are not adequately prepared for future
education. From this information the LEIP Steering Committee concluded that a group
of students are learning necessary skills at a slower rate than their classmates, in some
cases going all the way back to their pre-school years.


        Out of a total of 82 adult respondents and 135 students, 46% of both adults and
students gave PMHS a grade of “C” or better, resulting in an average of “C minus.”
Academic management issues such as leadership, qualifications of staff, discipline, and
having adequate resources received negative assessments with the majority stating
disagree or strongly disagree. The grading of individual subject areas tended to be
higher. The identified areas of strength being Physical Education, extra curricular sports
and activities, Home Economics, and Health Education. When averaged, grades for
individual subjects ranged from a high of “B” to a low of “D plus.” Comparing the
different assessments for the school versus the assessments for the individual academic


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Pittsfield School District
LEIP

subjects, the Steering Committee concluded that students and community members
understand that a portion of PMHS educators seek to provide quality educational
services, but are not able to meet the extremely broad range of individual students needs
and abilities.


        Out of a total of 112 adult respondents 61% gave Pittsfield Elementary School a
grade of “B” or better, resulting in an overall grade of “B minus.” Assessment of
educational management tended to be positive with the majority of respondents stating
they agree or strongly agree. Areas of management strength were leadership, discipline,
and encouragement of parental involvement. One exception to the positive evaluations of
management was the provision of quality extra curricular and sports activities; 58
respondents chose strongly agree or agree and 55 chose disagree or strongly disagree on
this issue. When averaged the grades for individual subject areas were tightly clustered,
with all subjects receiving from a “B minus” to a “B." The Steering Committee
concludes from this information that PES is providing consistently positive educational
services, with room for improvement towards excellence.


         Within the adult essay responses, one major issue is identified by 23 out of 106
people. This issue is the opinion that we need to reduce the number of apartments in
Pittsfield. Students also identify this as an area of need, with 23 out of 117 students
selecting this issue. People state that fewer apartments would reduce the demand for
educational services; and reduced demand would increase the quality of education and
lower taxes.


        The second major issue identified by both adults and students is the need to
establish a community based youth center. 16 adults and 59 students selected this issue.
The requests for youth activities seek to address three improvement areas adults selected
for the schools. 24 adults stated that student behavior needs to be better regulated to
enable academic learning, 23 adults stated the need for broad instructional improvement,
and 12 requested increased communication and outreach from the school system to
increase parental and community involvement in students education.


        A review of all the essay responses reveals the opinion that a significant portion
of our students are not fulfilling their maximum potential. People state that the school
system needs to improve instruction and raise standards, and provide support for young
adults via a “youth center.” With higher standards and added support citizens hope that
students behavior and academic performance will improve.


       Based upon the survey data, existing school district data, information collected at


                                            72
Pittsfield School District
LEIP

community meetings, and information collected from school staff the Steering
Committee selected improvements for the LEIP. The major goal for the next three years
will be the improvement of student performance. Three strategies have been to chosen to
seek improvement of performance. The first is strengthening instruction through
professional development in the area of developing thinking skills. The second is
improving the conditions for learning by seeking to upgrade facilities, and to developing
staff skills for supportive management of student behavior in order to enable academic
learning. The third strategy is increasing community collaboration by improving
communication with the community, and developing staff skills and systems for
supporting parental involvement.




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Pittsfield School District
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                                                                   Appe
                                                                   ndix I

                                 District Directory
Service Agency                      Phone             FAX        EMail


School Offices


SAU #51 Office                      269-8200          269-2311
      paulm@worldpath.net
Supt: Paul Moccia, C.A.S.
Business Ad: David C. Perry, Jr., M.B.A.


Pittsfield Middle High School       435-6701          435-7087
Principal: Noel DeSousa
Pupil Personnel Services Director: Mark Jarvis


Pittsfield Elementary School         435-8432         435-7358
        pes@worldpath.net
Principal: Bernadette McLaughlin
Director of Pupil Serv: Tobi Chassie 435-8041


Other Educational Services


Pittsfield Even Start,              435-6729          435-7358
Family Literacy Services
Coordinator: Heather Carson


Pittsfield Out of School Youth      435-5218          435-7358



                                           74
Pittsfield School District
LEIP

and Adult Education
Coordinator: Terry Brune


Second Start                  228-1341 or 435-6729
Adult Education Services


Blueberry Express Day Care    435-6149
Dir.: Marley Taylor


Pittsfield Head Start         435-6618
Preschool Services


Community Services
Carpenter Library             435-8406
Pittsfield Youth Workshop     435-8272
Pittsfield Town Hall          435-6773
Pittsfield Community Center   435-6729
NH Dept of Education          271-3121


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