School Committee
Regular MeetingSalem, MA · October 4, 2021
Minutes
Salem Public Schools
Salem School Committee
Meeting Minutes
October 4, 2021
On October 4, 2021 the Salem School Committee held its regular School Committee meeting at
7:00 PM using the Zoom platform.
Members Present: Mayor Driscoll, Ms. Mary Manning, Mr. Manny Cruz, Ms. Amanda
Campbell, Dr. Kristin Pangallo, Ms. Ana Nuncio, and Mr. James
Fleming
Others in Attendance: Superintendent Stephen Zrike, Assistant Superintendent Kate
Carbone, Chelsea Banks, Liz Polay-Wettengel, Marc LeBlanc, Linda
Farinelli, Adam Colantuoni, Glenn Burns, Cynthia Napierkowski,
Mario Sousa, Monell Robinson, Scott Tombleson
Call of Meeting to Order
Ms. Manning called the meeting to order at 7:02 p.m and requested a call of attendance. Ms.
Manning mentions Mayor Driscoll will arrive shortly. She read the new Public Participation
Policy 6409 and also explained the availability of Spanish interpretation.
Attendance
The school committee secretary called the attendance.
Ms. Manning Present
Mr. Fleming Present
Dr. Pangallo Present
Ms. Nuncio Present
Mr. Cruz Absent (Enters at 7:06p)
Ms. Campbell Present
Mayor Driscoll Absent (Enters at 7:17p)
Approval of Agenda
Ms. Manning requested a motion to approve the Regular Agenda. Mr. Fleming motioned and Dr.
Pangallo seconded. A roll call vote was taken as requested by the school committee secretary.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Motion carries 5-0
10.4.2021 School Committee Minutes
Page 1
Approval of Consent Agenda
Ms. Manning requested a motion to approve the Consent Agenda. Mr. Fleming motioned and
Dr. Pangallo seconded. Ms. Manning provides an overview of the consent agenda topics
including an approval of minutes from the September 27, 2021 meeting, review of warrant, and
SHS band field trips to out of state competitions . A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mr. Cruz Yes
Motion carries 6-0
Public Comments
The School Committee Secretary announced that there were no public comments.
Report from the Student Representative - Hawa Hamidou Tabayi
Hawa shares the Student Advisory Council (SAC) prepared for a meeting with Mr. Burns to
discuss their intentions - hoping to have other meetings with leaders within the district to see
how they can evaluate their intentions and goals in other schools and gauge what work needs
to be done.
The next meeting will include the topic of approaching discipline, specifically detention. Future
discussions will include transportation and systems of oppression in reference to racism. Also
plan to meet with other leaders in the district about these topics to see how they are being
discussed in other schools.
Would like to have in-school time at SHS to have the SAC meet to try to increase participation
and representation in terms of equity because not all students can participate in the
conversations after school as they’re currently scheduled. Hoping to extend after school
in-person options to SPHS and NLIS to have the council accessible to those students directly in
their school versus needing to travel to SHS. She opens to questions.
Mr. Cruz mentions this meeting will include a discussion of student supports and calls upon Mr.
Colantuoni and his approach to student supports. In reference to Hawa’s hope of in-school
meetings Mr. Cruz would like to know the disadvantages that after school meetings are causing.
Hawa mentions students having jobs, joining athletics, caring for siblings, and regular care of
home that can pose issues of conflict for disadvantaged students. Having in-person meetings
can also provide more resources such as access to adults who are available during the day. The
in-person meetings will drastically change the engagement. Hawa mentions the difference
between Student Council (SHS) and Student Advisory Council (District) and seeing that Student
Council ran a meeting in-person with great participation, the Student Advisory Council is
wanting to make that transition for participation.
10.4.2021 School Committee Minutes
Page 2
Dr. Zrike raises the question of how the district can assist in getting access to leaders at NLIS and
SPHS. Hawa mentions that she is currently working to connect with the leaders and suggests
helping to communicate with those leaders to find the best times to engage with their students
would be helpful. Hawa notes using time that those students are already pursuing meetings as a
way to transfer information from the SHS advisory to the other schools.
Mr. Cruz thanks Hawa for bringing color to the disadvantages she mentions and notes how there
are so many folks within the community who want to support the student voice. He does note
that within his work when adults want to engage with young people there are often barriers in
engagement by ensuring they are not equal participants to the adults in the room. So it’s
important for us [the committee] to identify the ways in which we support our students and
student leaders so they have the resources they need in order to advocate for change in the
district. He suggests Hawa come to the committee to collaborate on finding solutions for equity
gaps that exist to be effective leaders for the district.
Dr. Pangallo questions if Hawa has plans to connect with the elementary and middle schools
noting the difference in ages. Hawa mentions they [SAC] have talked in the past and notes the
work to connect on the middle school level has happened in an introductory mentor team at
CMS and are hoping to use that connection to get student voices heard. Hawa mentions she
doesn’t know if there are ways to connect the council to the elementary level, perhaps working
with the leaders of the school as a starting point to those connections. She builds on Mr. Cruz’s
point regarding student voice in non-student spaces and worries relying on elementary leaders
would be ineffective for the student work intended. Dr. Pangallo raises appreciation for her
work and notes the challenge of trying to connect student voices on all the different age levels.
Mr. Fleming mentions the student representatives of the past providing reports of the
happenings at SHS and asks Hawa if she thinks that is not her role. Hawa notes based on her
interpretation of the role she does not provide direct updates of the high school because she
thought she represented the district and not SHS mentioning that being an issue of the past of
the Student Advisory Council because former members that used to serve as the SR also served
in SC and they would overlap updates of the high school to SC and would overlap council
meetings to only speak of SHS topics. A goal of the current SAC is to deter from that process and
notes that if the SC is interested, she can provide updates specific to SHS and notes that it isn’t
equitable being that those updates would not include SPHS and NLIS. She notes that the
student representative could be a leader of any of the high schools in the future and therefore
provides her reports as so.
Mr. Fleming asks how [the SC] would learn of the events happening at SHS, New Liberty, or the
Prep if Hawa is not providing the updates. Hawa suggests going to the schools, being present in
the schools, finding time within schedules to directly talk with students in schools. She notes
that one student voice cannot fully represent all student voices in the district.
Mr. Fleming replies with the suggestion that Mr. Cruz and Ms. Campbell review the question
with the student representative. He notes his time on the board and there being a void in terms
10.4.2021 School Committee Minutes
Page 3
of events being reported by the student representative. He notes Mr. Cruz and Ms. Campbell
review the student representative role and to broaden the role.
Mayor Driscoll identifies that she has entered the meeting and recognizes Mr. Fleming’s
concerns being brought to the meeting but notes that saying a person representing the district
is wrong or an opinion is wrong. She mentions if change to prior traditions is needed, then
consideration should be made as a body. Recognition and appreciation to Hawa’s updates of
information from a broad spectrum lens is provided.
Mr. Cruz calls to Mr. Fleming to review the law of the student representative as the law makes
no mention the student provide event updates and announcements, the law is clear that
responsibility the student has is to form a student advisory council and select a chair who serves
as the student representative and that the student representative is entitled to follow all
regulations and rules of the committee with the exception of attending executive session. It’s up
to the students to decide how they want to use their voice. Mr. Cruz suggests as a body there
should be reflection on how dialogue occurs with students because the interaction this evening
left him feeling not good. He notes Hawa is in line with her role per the laws and
responsibilities. He speaks directly to Hawa regarding approach in conversation and suggests
Mr. Fleming apologize. Ms. Campbell notes she is in full agreement with Mr. Cruz and mentions
she receives the updates regarding events of the schools in the emails she receives from the
superintendent and it is not necessary to receive those updates at school committee meetings
and praises the work the student advisory board is doing.
Ms. Manning provides opinions on the interaction and the notion of apologizing. She mentions
that while the role of student representative has changed, there wasn’t a discussion that the
updates regarding events and happenings at the high school level would no longer be
announced at meetings. Ms. Manning recommends that a solution could be provided on how to
pick up the slack of what the committee was used to regarding the information of events and
happenings.
Dr. Pangallo mentions the importance of the information that Hawa has brought to the
meetings and within her role. She mentions that there are ten schools in the district and isn’t
sure why there is a need for the flow of information to come from SHS alone. If looking for
additional information, perhaps we want that for all schools versus just SHS.
Mr. Fleming notes the community would like to know what’s going on in the three high schools
regarding activities. He mentions Dr. Zrike’s emails and lack of report to the school committee is
wrong and the school committee should have information to what’s going on in all three
schools.
Mayor Driscoll notes the conversation can continue off line with respect to what the
expectation is to information. She notes the schools have never been communicating more than
they are now between social media, emails, Parentsquare. She states if school committee
10.4.2021 School Committee Minutes
Page 4
members don’t feel they have enough information a conversation should be had with the
superintendent.
Hawa mentions that student voice is not reduced to reporting out of what is going on and there
are other means to finding that information to be communicated. She notes she is willing to
find an equitable way to share information regarding everything about the district, as that is
what the role represents. She mentions the notion of following traditions and identifies that she
does not hold the same identity as the former student representatives which may bring light to
the way she is reporting out.
Educator’s Showcase
Dr. Zrike identifies this week there is no scheduled showcase.
Dr. Zrike shares that the police chief was scheduled to join tonight’s meeting but will be
attending the October 25, 2021 meeting. He mentions the first topic of the night: follow-up
regarding academic support, part of that support including the social-emotional support
provided during the school year. He notes a reorganization of the district last year which
brought on the executive director of Student and Family Support Services and introduces the
work of Mr. Adam Colantuoni and team as he will begin to share a presentation on the
social-emotional support for our students.
Dr. Zrike notes the work of all staff this school year as educators and students are continuing to
face struggles due to COVID-19, quarantining, staffing shortages, etc.
Initial Plans for Student Services and Family Supports
Mr. Colantuoni echoes Dr. Zrike’s note of the difficulty of this school year. He introduces his
team members present tonight for the presentation, including; Molly Robinson and Scott
Tombleson. Mr. Colantuoni shares the new structure of the reorganization of the department.
He presents increased and/or expansion of services that were built over the summer to provide
to students this year, including: Behavior Specialists at each school, Nursing and Medical
Assistants, Attendance Outreach and Intervention Specialist, Mental Health Community
Partnerships, School Counseling, and a Family Engagement Manager. He shares there was family
support and connection over the summer to prepare for student return along with many
professional development opportunities for school based professionals to aid in the transition
to start the 21-22SY.
Ms. Monell Robinson shares how the team helped schools re-establish community, routines,
relationships, and social-emotional recovery upon student return for the new school year. She
shares the voice of staff and students that she’s heard and collected with being present in the
schools. She notes the positive experiences she’s hearing such as the engagement and
excitement. Also notes the challenges including stamina for children and students returning to
the length of day the school day poses and regression in social skills which has led to some
behaviors that staff are working to approach and handle.
10.4.2021 School Committee Minutes
Page 5
Mr. Colantuoni shares a summary of the responses from over 300 student voices, recognizes
this isn’t the full student body but notes the Panorama Survey is planned to go out next month
which will gather more results. He notes the highlights of student responses and the challenges
they face upon return. He shares slides with student voice highlights and encourages the
meeting attendees to read the responses. He showcases the model of the department and the
four elements of work within the department: Social-Emotional Learning, Social Emotional
Support, Mental Health, and Wellness.
He notes Social Emotional Learning is the tier one universal support, which all students have
access to SEL through a delivered curriculum, morning meeting, etc. He mentions the
framework of CASEL and notes their biggest push right now is to make sure all the staff of the
district understand the framework of CASEL when talking about SEL. He mentions five key
components that all staff should model and practice: self-awareness, self-management, social
awareness, relationship skills, and responsible decision making.
When implemented as developed, the framework unfolds in the schools by providing SEL
Instruction, creating specific classroom climates, and promoting schoolwide culture and
practices that the district hopes for to support SEL teaching and learning.
Shifting to components of support available for students at Tier Two supports. He notes the
support of City Connects for the K-8 level and turns over the presentation to Scott Tombleson
for a review of the BARR Model (9-12). Mr. Tombleson shares that the BARR model was used
formerly for ninth and tenth graders and in this year, has been expanded to the eleventh and
twelfth. The BARR model allows a check-in with each student to assess each individual’s needs.
He notes the assessment can identify the tiered support needed for each student based on their
individual levels.
Mr. Colantuoni continues the presentation recognizing Mental Health supports noting that a
month into school, data collection among schools is still happening and the team is keeping
aware of the mental health status of students within the schools. He mentions focus on the
wellness program within the curriculum of the schools. The team is working with a DESE
consultant to infuse wellness within the health curriculum.
The Strategic Plan mentions aligning the vision of SEL, developing a sense of mental health
screening and response, and strengthening social emotional interventions. He concludes the
presentation with the next steps including maintaining the welcoming environments,
implementing the SEL actions, providing behavior intervention supports, envisioning a future
health curriculum, supporting attendance, and engaging with families.
Mayor Driscoll shares appreciation for the student voice within his presentation and the
overview of the team’s work within the district. Mr. Cruz asks Mr. Tombleson about the
alignment of City Connects and the BARR model and what the transition between the programs
looks like. Mr. Tombleson states the team of counselors work closely with the folks of the
10.4.2021 School Committee Minutes
Page 6
middle schools to gather information. There is a data aspect that comes with the City Connects
program and though it doesn’t directly translate into BARR, the work of the counselors fulfill
that gap. Mr. Tombleson provides the example of forty struggling students in the eighth grade
that were noted during the screening, and the SHS team was able to create a plan aligned to
each of those student needs.
Dr. Pangallo mentions attendance as an issue and questions how the district is handling
attendance. Mr. Colantuoni shares that the position of the Attendance Outreach Specialist (AOS)
has transitioned to more of a reactive role to hopefully promote a more preventative approach.
He notes a reflection of what barriers could affect attendance rather than casting blame on
attendance issues. The AOS reviews data for attendance trends to note individual and collective
attendance issues.
Dr. Pangallo mentions changing the school times and perhaps having this change take place
could help support attendance. Specifically she notes the middle and high school start times.
She mentions the committee helping to support the discussion surrounding school start times.
Ms. Nuncio references the mental health supports and asks if there has been any progress of
Spanish-speaking and/or Portuguese-speaking counselors for students and families within the
district. Mr. Colantuoni shares he would not have that data available tonight but would provide
the information upon collecting it this week.
Ms. Campbell references the mention of Family Engagement Facilitators and asks if Mr.
Colantuoni could provide an update on bilingual staff availability within the district. He notes
the addition of the Family Engagement Manager, Laura Assade and how the school staff and
district side can work together to ensure the resources are available at the school level as
needed. He shares Laura has provided professional development opportunities with the FEFs to
help support and promote their work within the district. He mentions working closely with the
multilingual staff to help provide resources for them to support students and shares that the
survey from his presentation was provided to students in Spanish and many of the responses
were returned in Spanish.
Mayor Driscoll requests input from Dr. Zrike and/or Mr. Colantuoni regarding the insight of how
other districts provide social support services. Dr. Zrike shares that he’s never seen the support
he sees in Salem in any other district he’s worked in. He mentions that we have an abundance
of tools and resources compared to other districts in the Commonwealth. Mr. Colantuoni notes
he was impressed when joining the district to note the resources and systems in place to
support students on all levels of social emotional needs.
Mayor Driscoll shares gratitude in the explanation of support for the district and notes the
accountability and structure is key. Mr. Fleming asks if this structure reaches the students who
are homeschooled. Ms. Carbone notes that we do not provide these services to students being
homeschooled as families who apply for homeschooling are responsible for their own process
10.4.2021 School Committee Minutes
Page 7
of curriculum and support to students. Mr. Fleming states he believes these services should be
offered to the homeschool students.
Dr. Zrike notes the appreciation of the City Connects model and provides kudos to Ellen Wingard
and the City Connects team and how this support is being used as a model for others across the
country due to the success level within the district. Mayor Driscoll closes this session with no
other questions or comments and a suggestion to see the team back in the future for reporting.
Dr. Zrike notes there is no other business on his report. He shares it’s spirit week at the high
school and haunted happenings in Salem are keeping the community busy. He also mentions Dr.
Ruben Carmona announced he is leaving to transition into a new role and that Ms. Scarlett
Grandt will take on the interim role of principal upon his departure. Mr. Cruz requests that Dr.
Zrike provide updates regarding the search to fulfill the administrative positions at the Horace
Mann Laboratory School.
Partnership with Salem Police Department and Salem Public Schools - Chief Lucas J. Miller
This presentation will be on the agenda for the October 25, 2021 meeting due to availability of
Chief Miller.
Old Business
None
New Business
a. Deliberation and vote on approval of CVT Admissions Policy
Dr. Zrike notes that the state has challenged all districts to provide a more equitable process to
enter in the CVT programs and notes that the district has taken the state’s direction to be more
equitable for how students are accepted and who is not. He states the reason to have this topic
on the agenda is due to the state looking to review the policy. The last time the policy was
reviewed in Salem was in 2014. He doesn’t know if the committee was included in the process
of creating the policy but both the old and new policies have been provided for consideration.
Dr. Zrike introduces Mr. Sousa and Mr. Burns to present to the committee. Mr. Sousa notes the
review of the admissions policy and provides updates on CTE ahead of the policy presentation.
He shares the programs that are undergoing full program reviews, those applying for Chapter 74
certification, space renovations and upgrades, and other program-specific happenings.
Mr. Sousa is hoping to build a professional development plan to improve the academics, IEP and
504 accommodations, and make CTE content more accessible for EL students. Also looking to
provide OSHA 10 Certification where all CTE students will go through a course to provide OSHA
10 Certification tailored to the specific program. He notes that he is eager to bring back
SkillsUSA Chapter as it’s important to have partnership with programs that can continue to build
on their CTE skills. Mentions creating a CTE club for all high school students where they can
explore what a career in specific industries look like.
10.4.2021 School Committee Minutes
Page 8
Mr. Sousa provides an overview of the CTE class enrollment by grade level. Noting who leads
the course and mentions the need to strengthen the level three class numbers - hoping this
happens beyond the pandemic to help aid in lining up work following graduation.
Mr. Sousa reviews the old DESE criteria for students entering a CTE program. He provides a
breakdown of the current Salem Criteria used for placements in a permanent CTE program and
then discusses the proposal for the new policy mentioning a lottery process for each CTE
program. He shares the equitability feature behind the lottery process proposed.
Ms. Manning praises his presentation and questions the timing of the end of the first cycle,
students make their first pick. Mr. Sousa explains that the exploratory program requires 198
hours which is the ninth grade year. The process noted is that ninth grade students would
choose the primary focus by January and the students would then choose which program they
would like to major in, and continue the remainder of their ninth grade year in that focus.
Mr. Cruz notes the advisory committees put together and questions if there is opportunity to
connect with the Chamber of Commerce and other city-based community members to provide
expertise or join a committee to support the programs. Mr. Sousa notes the Rotary and the
Chamber of Commerce are his number one go-to’s to discuss the process of partnering with
Salem High School. He wants as many community members to partner with the programs as
possible, noting the committees would be able to bring people in the day-to-day operations of
the businesses and industries to help guide the ways to teach the students and assist students
to follow the path for hiring following the programs. Mr. Cruz also mentions the program
E-For-All and shares that he’ll provide that information to Mr. Sousa to help build that
connection. Mr. Sousa suggests any community member reach out to him.
Ms. Campbell is excited to see the changes in the enrollment process. She notes a barrier of
students who enter the district beyond the exploratory year and having the programs closed
due to enrollment. She wonders if there is consideration of saving seats to provide equal access.
Mr. Sousa unravels the process for students who enter the program beyond the ninth grade
year, allowing them to go through the process of exploratory and therefore entering the lottery
and having the same access to the process.
Dr. Zrike notes that there are students from NLIS and SPHS who are being bussed to SHS to
explore the CTE programs and he would like to see this process and the lottery open to all three
high school campuses. There is an intro to medical assisting class at NLIS used as a gateway to
get into the medical assisting CTE program.
Ms. Campbell notes leveraging the Early Education Program in conjunction with the seal of
biliteracy testing to help identify potential early childhood educators. Which could help feed our
own pipeline of dual language and world language programming. She notes the idea of growing
our own educators via the program.
10.4.2021 School Committee Minutes
Page 9
Dr. Pangallo is curious to see how the review of curriculum is going and the process for noting
non-bias within the curriculum. Mr. Sousa mentions at the next advisory meeting, curriculum
review will occur with review sheets by looking through the book and ensuring there is no
gender stereotyping as noted in older curriculums. He doesn’t see it as a current issue but
wants to be sure there is no specific gender or minority group segregation outlined in the
curriculum.
Mr. Cruz understands the material needed to be taken to a vote but it is not one of the listed
policies and he looking for clarification that it’s not a policy of the school committee but that of
the school that requires a vote and in this case there isn’t a need for three readings as the vote
will satisfy the requirements of DESE.
Mayor Driscoll requested a motion on adopting the updated policy regarding CTE Enrollment to
satisfy the state’s needs as presented by Mr. Sousa. Mr. Fleming made the motion and Ms.
Manning seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Mr. Cruz Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0
b. Deliberation and vote on the 2021-2022 School Calendar change for October 11, 2021
from Columbus Day to Indigenous People’s Day to be consistent with the City of Salem
Mayor Driscoll reads the agenda item surrounding the change to the 21-22 calendar
surrounding Indigneous Peoples’ Day. Ms. Nuncio notes she is in favor of the change and moves
to approve the calendar. Mr. Cruz seconded.
Dr. Pangallo notes a grammatical question and makes mention of the edit needed ahead of
making the confirmed change, noting the apostrophe in the calendar title should reflect:
Indigenous Peoples’ Day.
A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming No
Mr. Cruz Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 6-1
10.4.2021 School Committee Minutes
Page 10
Finance Report
None
Subcommittee Reports
None were mentioned
School Committee Concerns and Resolutions
Dr. Pangallo brings attention to the Board of Health and other districts that are requiring a
mandate for students to be vaccinated against COVID-19, conditionally, when the vaccine is
given full FDA approval. She suggests it is something to be considered within the district and get
the conversations started as a potential mandate upon full approval.
Ms. Manning wants to acknowledge Dave Russo, a longtime counselor in the district, who’s
passed away. She notes he may have been the first counselor to work with bilingual students
and acknowledges the work he did with families in the communities. She mentions his
remembrance event was put together from former students. She mentions his life
achievements and accomplishments and did them quietly with his best work being out in the
community. She wanted to mention him and suggested a quick moment of silence as a
tremendous loss. Mr. Cruz notes the support of the memorial service as well, noting that he was
a Dave Russo student and notes that he was a champion for underdogs within the district. A
moment of silence is had to honor Dave Russo
Adjournment
Mayor Driscoll requested a motion to adjourn. Mr. Fleming motioned and Ms. Manning
seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Mr. Cruz Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0. Meeting adjourned at 9:07 p.m.
Respectfully submitted by,
Jensen Frost
Executive Administrative Assistant to Assistant Superintendent
10.4.2021 School Committee Minutes
Page 11
Agenda
Ms. Mary A. Manning Ms. Ana Nuncio
Mr. James M. Fleming Mr. Manny Cruz
Dr. Kristin Pangallo Ms. Amanda Campbell
Mayor Kimberley Driscoll, Chair
“Know Your Rights Under the Open Meeting Law, M.G.L. c.30A § 18-25 and
City Ordinance Sections 2-2028 through 2-2033”
September 30, 2021
REGULAR SCHOOL COMMITTEE MEETING ON October 4, 2021
Notice is hereby given that the Salem School Committee will hold a Regular School Committee
meeting on Monday, October 4, 2021 at 7:00 p.m. This is an on-line Zoom meeting.
Please click the link below to join the webinar:
https://us06web.zoom.us/j/97014287826?pwd=ZXJQSE53U1VzVFNuSXRBemdBRVI0dz09
Passcode: sMC1WJ
I. Call of Meeting to Order
a. Summary of Public Participation Policy (SC Policy #6409).
Read aloud: The Salem School Committee would like to hear from the public on issues
that affect the school district and are within the scope of the Committee’s
responsibilities. Spanish interpretation is available for anyone who needs it.
b. Live Spanish Interpretation.
Spanish language interpretation is now provided for all Regular School Committee
meetings. To listen to this meeting with Spanish language interpretation, please see
instructions below:
1. Click Interpretation .
2. Click Spanish
3. (Optional) To hear the interpreted language only, click Mute Original Audio.
c. Instructions for Participating in Public Comment
Should any member of the Salem community wish to participate in public comment during
this meeting, please click on the below link to sign up and submit your comment
electronically:https://forms.gle/Hzvp6HcEK6kPrzzKA. A district staff member will be
compiling all comments which will be shared with members prior to the end of the public
meeting. Comments will also be summarized in the meeting minutes. Please contact Nancy
Weiss at nweiss@salemk12.org or 617-285-7567 with any questions or to report any
technical difficulties you experience.
II. Approval of Agenda
III. Approval of Consent Agenda
a. Minutes of the Regular School Committee meeting held on September 27, 2021.
SALEM PUBLIC SCHOOLS
REGULAR SCHOOL COMMITTEE MEETING
OCTOBER 4, 2021
PAGE 2
b. Approval of Warrant: 9/30/2021 in the amount of $276,415.50
c. Deliberation and Vote on the field trip requests from the Salem High School Band to New
Britain, CT for the Marching Band Championships on October 30, 2021, Salem, NH for
the Winter Colorguard and Percussion Ensemble Competition in March, 2022 (exact date
tbd), and the Music Department’s annual trip to Canobie Lake Park, NH on June 10 or 17,
2022
IV. Public Comment
Please see above for instructions on participating in public comment.
V. Report from the Student Representative – Hawa Tabayi
VI. Educator’s Showcase
VII. Superintendent’s Report
a. Initial Plans for Student Services and Family Supports - Adam Colantuoni
b. Partnership with Salem Police Department and Salem Public Schools - Chief Lucas J.
Miller
VIII. Action Items: Old Business
IX. Action Items: New Business
a. Deliberation and vote on approval of CVT Admissions Policy
b. Deliberation and vote on the 2021-2022 School Calendar change for October 11, 2021
from Columbus Day to Indigenous People’s Day to be consistent with the City of Salem
X. Finance & Operations Report
XI. Subcommittee Reports
XII. School Committee Concerns and Resolutions
XIII. Adjournment
Respectfully submitted by,
Nancy A. Weiss
Executive Assistant to the School Committee & the Superintendent
“Persons requiring auxiliary aids and services for effective communication such as sign language interpreter,
an assistive listening device, or print material in digital format or a reasonable modification in programs,
services, policies, or activities, may contact the City of Salem ADA Coordinator at (978) 619-5630 as soon as
possible and not less than 2 business days before the meeting, program, or event.”
Sra. Mary A. Manning Sra. Ana Nuncio
Sr. James M. Fleming Sr. Manny Cruz
Dra. Kristin Pangallo Sra. Amanda Campbell
Alcaldesa Kimberley Driscoll, Preside
“Conozca sus Derechos según la Ley de Reuniones Abiertas, M.G.L. c.30A § 18-25 y Secciones de
Ordenanzas de la Ciudad 2-2028 hasta 2-2033”
30 de Septiembre de 2021
Por la presente se notifica que el Comité Escolar de Salem llevará a cabo una reunión del Comité
Escolar Regular el lunes 4 de octubre de 2021 a las 7:00 p.m. Esta es una reunión en línea por
Zoom.
Haga clic en el enlace a continuación para unirse al seminario web:
https://us06web.zoom.us/j/97014287826?pwd=ZXJQSE53U1VzVFNuSXRBemdBRVI0dz09
Contraseña: sMC1WJ
I. Convocatoria a la Sesión Abierta
a. Resumen de la Política de Participación Pública (SC Política #6409)
Lectura en voz alta: El Comité Escolar de Salem desea escuchar al público sobre temas
que afectan al distrito escolar y que están dentro del alcance de las responsabilidades
del Comité. Se ofrecerá interpretación al español para quien lo necesite.
b. Interpretación al español en vivo
La interpretación a la lengua española se provee en todas las reuniones del Consejo
Escolar Regular. Para escuchar estas reuniones con la interpretación al español, por
favor vea las instrucciones de abajo:
1. Pulse en Interpretation .
2. Pulse en Spanish
3. (Opcional) Para escuchar la lengua interpretada solamente, pulse Mute Original
Audio.
c. Instrucciones para Participar en el Comentario Público
Si cualquier miembro de la comunidad de Salem desea participar en el comentario público
durante esta reunión, por favor pulsar en el enlace de abajo para registrarse y someter su
comentario electrónicamente:https://forms.gle/Hzvp6HcEK6kPrzzKA. Un miembro del
personal reunirá todos los comentarios que serán compartidos con los miembros antes de
finalizar la reunión pública. Los comentarios también serán resumidos en las minutas de la
reunión. Por favor contacte a Nancy Weiss en nweiss@salemk12.org o 617-285-7567 con
cualquier pregunta o para reportar cualquier dificultad técnica que se le presente.
II. Aprobación de la Agenda
III. Aprobación de la Agenda Consensuada
a. Acta de la reunión del Comité Escolar realizada el 27 de septiembre de 2021.
b. Aprobación de Warrant: 9/30/2021 por la cantidad de $276,415.50
Sra. Mary A. Manning Sra. Ana Nuncio
Sr. James M. Fleming Sr. Manny Cruz
Dra. Kristin Pangallo Sra. Amanda Campbell
Alcaldesa Kimberley Driscoll, Preside
PÁGINA 2
c. Deliberación y votación sobre las solicitudes de viaje de la Banda de Salem High a New
Britain, CT para los Campeonatos de Bandas Marchantes el 30 de octubre de 2021,
Salem, NH para la Competencia winter Color Guard and Percussion Ensemble en marzo
de 2022 (fecha exacta tbd), y el viaje anual del Departamento de Música a Canobie Lake
Park, NH el 10 o 17 de junio, 2022
IV. Comentario Público
Favor de ver arriba para instrucciones sobre cómo participar en el comentario público.
V. Reporte de la Estudiante Representativa – Hawa Tabayi
VI. Exhibición del Educador
VII. Reporte del Superintendente
a. Planes Iniciales para Servicios Estudiantiles y Apoyo Familiar - Adam Colantuoni
b. Asociación con el Departamento de Policía de Salem y las Escuelas Públicas de Salem -
Jefe Lucas J. Miller Planes iniciales para servicios estudiantiles y apoyos familiares -
Adam Colantuoni
VIII. Elementos de Acción: Asuntos Antiguos
IX. Elementos de Acción: Asuntos Nuevos
a. Deliberación y votación sobre la aprobación de la Política de Admisiones DE CVT
b. Deliberación y votación sobre el cambio del Calendario Escolar 2021-2022 para el 11 de
octubre de 2021 desde el Día de Colón hasta el Día de los Pueblos Indígenas para ser
consistente con la Ciudad de Salem
X. Reporte de Finanzas y Operaciones
XI. Reportes de los Subcomités
XII. Inquietudes y Resoluciones del Comité Escolar
XIII. Clausura
Sometido respetuosamente por,
Nancy A. Weiss
Asistente Ejecutiva del Comité Escolar y del Superintendente
“Las personas que requieran ayuda auxiliar y servicios para una comunicación eficiente tal como un
intérprete de lenguaje de señas, un dispositivo asistente para escuchar, o material impreso en formato digital o
una modificación razonable de programas, servicios, políticas, o actividades, puede ponerse en contacto con
el Coordinador ADA de la Ciudad de Salem al (978) 619-5630 a la brevedad y no más de 2 días laborales
antes de la reunión, programa o evento.”
DRAFT
Salem Public Schools
Salem School Committee
Meeting Minutes
September 27, 2021
On September 27, 2021 the Salem School Committee held its regular School Committee
meeting at 7:00 PM using the Zoom platform.
Members Present: Mayor Driscoll, Ms. Mary Manning, Mr. Manny Cruz, Ms. Amanda
Campbell, Dr. Kristin Pangallo, Ms. Ana Nuncio, and Mr. James
Fleming
Others in Attendance: Superintendent Stephen Zrike, Assistant Superintendent Kate
Carbone, Chelsea Banks, Liz Polay-Wettengel, Marc LeBlanc, Linda
Farinelli, Adam Colantuoni, Michael Lister, Peter Doherty, and Amy
Richardson
Call of Meeting to Order
Mayor Driscoll called the meeting to order at 7:02 p.m and called attendance. Mayor Driscoll
read the new Public Participation Policy 6409 and also explained the instructions for Spanish
interpretation.
Attendance
Mayor Driscoll called the attendance.
Ms. Manning Present
Mr. Fleming Present
Dr. Pangallo Present
Ms. Nuncio Present
Mr. Cruz Absent (entered at 7:06 pm)
Ms. Campbell Present
Mayor Driscoll Present
Approval of Agenda
Mayor Driscoll requested a motion to approve the Regular Agenda. Mr. Fleming motioned and
Ms. Nuncio seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 6-0
9.27.2021 School Committee Minutes
Page 1
DRAFT
Approval of Consent Agenda
Mayor Driscoll requested a motion to approve the Consent Agenda. Mr. Fleming motioned and
Dr. Pangallo seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 6-0
Public Comments
The School Committee Secretary announced that there were no public comments.
Mr. Cruz entered the meeting.
Educator’s Showcase
Dr. Zrike announced that every school has been given a School Committee meeting date for the
year to make a presentation. Dr. Zrike announced that 4 students from Saltonstall’s 5th grade
class would be first and introduced Principal Michael Lister.
Mr. Lister introduced Mr. Doherty, who explained that the 5th grade humanities class at
Saltonstall began by exploring their identity and celebrating them. Mr. Doherty then introduced
the following students, Calvin Mahady, Elizabeth Casiglia, Hannah Phelps, and Emily Pimentel,
who presented their original Poetry Slam.
Dr. Zrike also asked Mr. Lister to explain the field trip that has been presented to the School
Committee for approval. The field trip is scheduled for 10/25-10/29/21 (4 nights, 5 days) to
Nature’s Classroom in Yarmouth Port, MA. Mr. Lister said that Nature’s Classroom agreed to
match our mitigation policy and our staff would be staying overnight with the students. Mr.
Lister would like to require a vaccine for the students attending and a survey of the families
interested resulted in 84% who are interested in going support this. Mr. Lister explained that
most of this trip is held outside, but their concern is with the night time, which is why they are
requesting a condition of anyone attending to be vaccinated. Dr. Pangallo asked if there was any
consideration of adding a testing requirement also. Ms. Campbell asked how many of the
students that are interested are already vaccinated. She added that it did not seem that there
would be enough time to vaccinate the students who aren’t already vaccinated. Mr. Lister
added that there is the possibility of postponing until the spring, if the timelines do not work.
Ms. Manning asked if the students need to be fully vaccinated or would they be accepted after
just 1 shot. Dr. Pangallo suggested that we consult with the School pediatrician for a cutoff date
for students needing vaccines. Ms. Nuncio also voiced her concerns about students who would
not be able to attend due to their parent’s not being able to have them vaccinated. She believes
that the trip should be postponed until the Spring, so that there could be more vaccinated
9.27.2021 School Committee Minutes
Page 2
DRAFT
students eligible to attend. Ms. Campbell is afraid that if we wait for the medical consultation,
then we will run out of time. Her suggestion is to establish a timeline for all field trips that way
going forward, everyone will know the cutoff regarding the vaccination requirements. Ms.
Manning agrees that a timeline and protocol needs to be established for all trips going forward.
Mayor Driscoll requested a motion to approve the Saltonstall field trip to Nature’s Classroom in
Yarmouth Port, MA subject to students being vaccinated within a reasonable timeframe and
the school given adequate time to allow for vaccination and that all students will be tested prior
to departure and prior to return to school. Ms. Manning motioned and Mr. Cruz seconded. A
roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Mr. Cruz Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0
Dr. Zrike announced that there was a second trip that was submitted for approval. Dr. Pangallo
was more concerned about this trip since it includes traveling on commercial airlines and it
takes place in Florida where the COVID protocols are different from those in Massachusetts. She
recommends that additional testing take place upon return of this trip, possibly the test to stay
program that is currently being offered. It was also suggested that the trip be looked at again
before December since COVID restrictions could be different by then. Mr. Doyle, boys basketball
coach, was present to answer questions for the Committee. Mr. Doyle confirmed that they
would follow any mandates (regarding masks and testing) that are required here in
Massachusetts. Mr. Doyle also confirmed that the entire trip is paid through fundraising and no
students would need to pay out of pocket. Dr. Pangallo voiced concerns since the trip is several
months away and there is no way of knowing what will happen with the virus. Mayor Driscoll
suggested that since tickets for the trip need to be bought, we should vote on the trip today
with the understanding that if conditions change, the trip will be revisited. Ms. Manning added
that the vote should include the conditions in Florida and not necessarily the conditions in
Massachusetts.
Mayor Driscoll requested a motion to approve the SHS Boys Basketball Tournament trip to
Orlando, FL subject to students being vaccinated within a reasonable timeframe and the school
given adequate time to allow for vaccination and that all students will be tested prior to
departure and prior to return to school and following the Massachusetts regulations. Mr.
Fleming motioned and Ms. Manning seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
9.27.2021 School Committee Minutes
Page 3
DRAFT
Mr. Cruz Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0
Report from the Student Representative - Hawa Hamidou Tabayi
Mr. Cruz explained that Ms. Tabayi was not available to attend tonight and asked Mr. Cruz to
give an update. He said that the students met last week and covered a few things. First there
was a review of the bylaws passed by the previous council. They are planning on doing outreach
to various student groups. They are also planning on setting up meetings with Mr. Rodriguez, Dr.
Zrike and Mr. Burns to discuss their role within the district. They are focused on outreach and
are still trying to recruit students to get full representation of the student body and also hoping
to get in touch with the other high schools so that they can have representation there as well.
Ms. Manning asked for clarification on how many were in the council and Mr. Cruz explained
that the bylaws require representation of 13 students across certain student groups including
the 2 additional high schools that are in the district.
Report of the Superintendent
Dr. Zrike announced that Alexandra Fortich will be joining us next week as Director of
Translation and Interpretation. Dr. Zrike introduced Marc Leblanc, Director of Instructional
Technology to explain the live Spanish interpretation for all regular School Committee meetings.
a. MCAS 2020-2021 Results Presentation & Student Support Plans for 2021-2022
Superintendent Zrike explained that there were declines across the board. This was 18 months
of educational gaps and the most important thing of tonight’s presentation is to determine
what the plan will be for the students around their academics. Dr. Zrike said tonight’s
presentation is strictly on academics and next week Mr. Colantuoni will present on the social
emotional work.
Assistant Superintendent Kate Carbone and Director of Curriculum, Instruction and Assessment
Amy Richardson presented the 2021 MCA results. It was explained that there were extended
testing windows, grade 3-8 assessments were shorter, grade 3-8 students learning remotely
could take the test at home. MCAS reported that there will be accountability determinations
issued this year and DESE cautions against making comparisons across other districts or other
schools within the same district. Last year there were some of the lowest participation rates
with grade 8 science dropping as much as 18%. Additional comparisons were discussed,
including ELA, Math and Science by grade level and subgroup. Ms. Richardson explained their
comprehensive approach to accelerating student learning and addressing educational gaps. Part
of their approach included summer programs, vacation academies, and the community office.
When schools opened, they concentrated on providing a welcoming environment with 3
priorities: attending to students’ social, emotional, and physical well-being, rebuilding
connections, forming communities of learners, and moving ahead with grade level content and
skills while addressing unfinished learning from previous grades. They also tried to pinpoint
areas of unfinished learning by trying to determine what the students know and what they still
9.27.2021 School Committee Minutes
Page 4
DRAFT
need to learn. Tutoring was deployed at the classroom level and online interventions were
launched for 100 high-needs grade 2 students and full time math & literacy interventions at
SHS. Several options for opportunities for learning outside of school hours were established,
such as vacation academies, personalized tutoring, “success blocks”, partner programs and LEAP
for Education - EL Street. Dr. Pangallo stated that she understands that this is an enormous task
and challenge and feels that this should not all be addressed in one year. She asked what the
plans are for the district for the next few years or how do we adapt moving forward. Ms.
Carbone responded that they plan on going slow and steady with a laser focus and remain
committed but at the same time we don't want to overwhelm students. She added that she
feels we have a good assessment in place that can give us quick information. Dr. Zrike
responded that we do have money from our ESSER funds from previous years that we can use
for interventionists and tutors. Dr. Zrike said that he also wants to make sure that the staff does
not get overwhelmed. Ms. Richardson just wanted to remind everyone that this was work that
was started a few years ago and was interrupted by COVID. Now they want to get back on track.
The Mayor, Dr. Pangallo, Mr. Cruz, and MS. Campbell all offered comments. Ms. Richardson
responded that the important thing is that we see the students growing and progressing and
not comparing them to any bar set by the state.
b. Hispanic Heritage Month
Superintendent Zrike shared that there will be several different events celebrating Hispanic
Heritage Month. These celebrations began with a flag raising ceremony along with the City of
Salem on September 15th at Riley Plaza. Ms. Nuncio shared that there will be an event honoring
essential workers during the pandemic on Monday, October 18th at 6 pm at the Jean A
Levesque Community Life Center. In keeping with COVID restrictions the room maximum
capacity is 60 and anyone interested in attending should contact the center to rsvp.
Dr. Zrike also recognized 4 employees that have been nominated as outstanding Latino leaders
across the state, Anaima Piccirillo, transportation assistant, Arabelis Luciano, Family
Engagement Facilitator at Witchcraft Heights Elementary School, Rosaura Saldivar, Behaviorist
and works with the Connections Program and in the Community Office at SHS and Manny Brito
who is a teacher at Collins Middle School. Mr. Cruz provided some context by explaining his
organization is hosting the State of Latino Education. This is a national conference that includes
a regional event on October 7th, in which they will be recognizing legislatures, leaders and
Latinx educators across the state with a citation.
Dr. Zrike mentioned that he will be presenting a vote at next week’s meeting to change
Columbus Day to Indigenious People Day on the school calendar to be consistent with the City
of Salem.
Old Business
None
New Business
a. Deliberation and vote on the disposal of school property that has been declared
9.27.2021 School Committee Minutes
Page 5
DRAFT
to be obsolete or no longer usable for school purposes.
Ms. Nuncio asked if the Policy subcommittee would need to create a policy for this. The Mayor
stated that there are already procurement laws that should cover this. Ms. Campbell responded
that the Curriculum subcommittee would like a policy created for what resources/curriculum
are being used and if any are removed, for example textbooks that are no longer in use, then
the subcommittee would receive a notification.
Mayor Driscoll requested a motion on the disposal of school property that has been declared to
be obsolete or no longer usable for school purposes. fMr. Fleming made the motion and Mr.
Cruz seconded. A roll call vote was taken.
Ms. Manning Yes
Mr. Fleming Yes
Mr. Cruz Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0
Finance Report
None
Subcommittee Reports
Mr. Fleming reported that the Building & Grounds subcommittee met tonight to review all the
facilities work that was done over the summer and plans for additional work they are doing. He
added that the Subcommittee will continue to monitor their work.
School Committee Concerns and Resolutions
Dr. Pangallo mentioned an email from Dr. Zrike reminding everyone about the mask mandates.
She also said that it looks like there will be a vaccine for grades K-6 and suggested that we start
thinking about a plan for vaccine rollout. Also, she received notification from the
Massachusetts Nurse Association and would like to ask Ms. Moske-Weber how our nurses are
doing and to see where we are at.
Ms. Nuncio asked if the organization chart could be looked at again at the next meeting. Ms.
Nuncio received a letter from a Spanish speaking parent regarding Hispanic heritage month.
This parent advocated for the special characters in family last names and to make sure they are
spelled correctly. Ms. Campbell explained that DESE does not allow the special characters on
any documents that are uploaded.
Adjournment
Mayor Driscoll requested a motion to adjourn. Mr. Fleming motioned and Mr. Cruz seconded. A
roll call vote was taken.
9.27.2021 School Committee Minutes
Page 6
DRAFT
Ms. Manning Yes
Mr. Fleming Yes
Mr. Cruz Yes
Dr. Pangallo Yes
Ms. Nuncio Yes
Ms. Campbell Yes
Mayor Driscoll Yes
Motion carries 7-0. Meeting adjourned at 9:18 p.m.
Respectfully submitted by,
Nancy A. Weiss
Executive Assistant to the School Committee & Superintendent
9.27.2021 School Committee Minutes
Page 7
Student Services and Family
Support Team
All learning is social and emotional
Our Team
❖ Adam Colantuoni - Executive Director of Student Services and Student
Support
❖ Ellen Wingard - Director of of Student and Family Support
❖ Molly Robinson - Supervisor of Social and Emotional Learning
❖ Scott Tombleson - Assistant Principal of Student Supports, SHS
❖ Charlene Moske-Weber - Director of Nursing and Health Services
❖ Laura Assade - Family Engagement Manager
❖ Terrell Greene - Attendance Outreach Specialist
❖ Sayonara Reyes - Manager of Parent Information Center
Increased School Based Services/ Supports
❖ Hiring of Behavior Specialists @ each school
➢ At least one position at each school
❖ Nursing and Medical Assistants
➢ Additional support for our nursing department to manage COVID and school responsibilities
❖ Attendance Outreach and Intervention Specialist
➢ Meet regularly with school based attendance teams to review data and identify action steps
❖ Mental Health Community Partnerships
➢ Expanded partnership with North Shore Community Health
➢ Consultations available with Jessica Minahan (M.Ed, BCBA)
❖ School Counseling
➢ Reorganized our counseling department to leverage our resources and align our practices
❖ Family Engagement Manager
➢ Point person for organizing a district wide strategy for family engagement and community outreach
Summer Planning
❖ Family outreach
➢ Home visits and phone calls
➢ Reconnecting with full remote students and families
❖ Welcome Back events and orientations
❖ SEL planning tool kit provided to each school
❖ Professional Development opportunities:
➢ Caring School Community (SEL Curriculum)
➢ Two full days of BARR Training for SHS staff
➢ Practical Trauma Informed Practices, Jessica Minahan
➢ Let’s Talk Behavior
➢ Building and Evaluating a Trauma-Informed Classroom Post-COVID
➢ New Teacher University Seminar - SEL and Trauma Informed Care
❖ Continue the strong efforts by SPS staff last 18 months
Opening Month of School
❖ Re-establishing
➢ Community
➢ Routines
➢ Relationships
➢ Social/Emotional Recovery
“
Positives Challenges
❖ Excited to be off Zoom and seeing friends, classmates, ❖ Students adjusting to being back into routines and
and staff in person rigor of “typical” school day
❖ Positive energy and engaged in their learning ❖ Struggling with stamina
❖ Active participation ❖ Regression of interpersonal and social skills
❖ Seeking out adult connections ❖ Dysregulated behaviors
❖ Joy and laughter
❖ Outdoor learning activities, breaks, and lunches
Student Feedback
Random sample size of student feedback: (305 responses, grades 4-12)
Best Part About Being Back Biggest Challenges
Seeing Friends Longer Day
Being off Zoom Following a schedule
Electives and EC activities More school work
Recess and PE Not having access to technology
Student Voice - Best Part
❖ Make new Friends and new Teachers and ❖ Something else that is the best part at being
back at school is not being on zoom and
learning new things.
being able to see my friends because I could
❖ just being at school and not on zoom not hang out with them during covid-19
❖ I really love lunch and recess and when I
get a good bond with my friends ❖ Electives and making new friends
❖ I love seeing my friends and doing some
work on actual paper. ❖ School feels normal now
❖ Seeing my old teachers in person and
❖ Just being at school and not on zoom, and
seeing a new teacher and making new
100% seeing my teachers. i really missed em
friends
❖ Yes, because this year have new teacher, ❖ Seeing my friends that I would only see in
new friends, I am 2 levels higher than last school, and being productive
year in english, the subjects are in school
and we find it easier to understand and ❖ Even with masks and stuff it still feels
somewhat close to normalcy compared to
ask for help.
being remote
Student Voice- Challenges
❖ Waking up early ❖ Not being completely used to school just
yet
❖ Keeping up with my
school work ❖ Following rules because its been awhile
since I’ve been in school
❖ Following class
norms/rules ❖ Finding a good time to fall asleep and
wake up
❖ Having to do work
because its hard ❖ Not using my phone
❖ Too much work and ❖ Yes, keeping up with the long days
frustration
❖ A big schedule and busy days
❖ Waking up extra early,
wondering what your
going to wear etc
Integrated Student Support Model
● Social and Emotional Learning
● Social and Emotional Support
● Mental Health
● Wellness
SEL Teaching and Learning - CASEL Framework
SEL Instruction Classroom Climate Schoolwide Culture Practices
Structures to teach core Use of instructional priorities Schoolwide routines and
competencies procedures that promotes a
safe and welcoming
● Self-awareness ● Welcoming environment environment
● Self-management ● Class Contract
● social awareness ● Meaningful interactions
● responsible decision-making
relationship skills
Tier 2 interventions Instructional practices that promote Staff/Student relationships
SEL opportunities
● Individual check ins
● Small groups social skills groups
Assessment of SEL competencies Making connections between Discipline approach with
(K-8 report card) academic content and SEL (ELA restorative practices and SEL
texts, SS topics, etc) skill building
How we identify at risk students
Whole Class Reviews BARR Meetings
● Strengths and Needs in ● Small Block Meetings
Academics, Social Emotional, ● Big Block Conversations
Health, and Family and Intervention Planning
Student Support Team Meetings ● Risk Review
Student, Caregiver, Teacher Referral
Mental Health Supports - Partnerships, Programs & Services
SPS Mental Health Programs Community Partner
and Services Programs and Services
● Access to School Adjustment Counselors ● NSCH Embedded Therapists
● Individual and Small Group Counseling ● Teen Health Center
● Social Skills Groups ● Lahey Behavioral Health
● Hawthorne Program Services
● Connect for Success ● Children's Friends and Family
● Peer and Adult Mentoring ● The NAN Project
● PASS Program ● Catholic Charities
Wellness Programming and Initiatives
❖ District Wellness Committee
❖ Healthy Schools Grant
❖ Health Curriculum
❖ Screenings and Surveys
➢ Youth Risk Behavior Survey and
SBIRT Screening
❖ iDECIDE - pilot program substance
abuse education
SEL/Mental Health Strategic Plan
Coordination, Integration, Alignment
Develop a model Tier 2 & 3
Align vision of
framework Intervention
social and
universal planning for
emotional
learning in SPS screening and Student Support
response
Next Steps
● Maintain our commitment to welcoming environments, rebuilding community, and strengthening relationships
● Continue to implement SEL actions steps across the district
● Provide schools with ongoing behavior intervention supports
● Envision a comprehensive K-12 Health Curriculum
● Support school based attendance teams to improve attendance
● Continue to build strong school to home communication
● Opportunities to engage with our families and community
○ SEL, Mental Health, Wellness
● Closely monitor the mental health needs of our students and staff
Questions
Salem High School
Career Technical Education
-CTE Updates-
-Admissions Policy Revision-
Salem High School
Career Technical Education
Individual Program Updates
● Automotive Technologies ● Early Education and Care
○ Program Equipment Update ○ Safety and Programmatic Evaluation
● Building and Property Maintenance ● Electrical
○ Safety and Programmatic Evaluation ○ Safety and Programmatic Evaluation
● Carpentry ● Medical Assisting
○ Training for all new equipment
○ Safety and Programmatic Evaluation ○ Fill .6 position
○ Develop Program Advisory Board ○ After dark program
○ Explore Chapter 74 Certification ● Program and Web Development
● Culinary Arts ○ Complete Renovation
○ Complete Renovation ○ Develop Program Advisory Board
○ DESE Safety Walk Through ○ Apply for Chapter 74 Certification
○ Board Of Health Inspection
Salem High School
Career Technical Education
CTE General Updates
● Professional Development To Improve Integration Of Embedded academics
● Professional Development To Improve Understanding And Implementation Of
IEP And 504 Accommodations
● Professional Development on Sheltered English Immersion Instruction Intended
To Make Instruction In CTE Content Areas More accessible To EL Students
● OSHA 10 Certification For All CTE Students Targeted To Their Program
● Development Of Entrepreneurship Program For All Students (Resume, Business
Plan or Facilities Design Plan)
Salem High School
Career Technical Education
CTE General Updates
● Create A SkillsUSA Chapter
● Create A Non-Traditional Club To Expose All Salem High Students To Non-
Traditional Career Opportunities
● Student Ambassador Program
● Strengthen Our Program Advisory Boards
● Develop New Community Partnerships To Improve Our Cooperative Education
And Internship Program.
● Updating Admissions Policy To Eliminate Inequities In Subpopulations.
Current DESE guidelines
Each selective vocational technical secondary school in
Massachusetts shall use a combination of selection criteria to
determine which applicants have an ability to benefit, and
therefore be admitted to the school unless the school opts to use
first come-first served or a lottery for admissions.
Current DESE Criteria
The criteria used shall include the academic grades,
attendance record, discipline/conduct record,
recommendations from the sending-school counselor
and may include a student interview, provided
however, that no one criterion exceeds 50% of the
total.
Current Salem Criteria
The following criteria has been used for placement in a permanent CTE program:
Shop Behavior - 20%
Safety - 20%
Follows Instructions - 20%
Quality of Work - 20%
Competency in the Technical area - 20%
Proposed Salem Criteria
The following criteria will be used for placement in a permanent CTE program:
Salem will host a decision day for all 9th-grade students at the end of the first cycle, they will have the opportunity to submit
their first, second, and third choice. Multi-language staff will be available to assist students and families who require or would
like assistance with this process. The admissions committee will conduct a technical program selection meeting to process a
lottery for students’ first choices. Subsequent second and third-choice lotteries will be conducted until all students are placed
based on technical program space availability. The lottery system will be used to place students on a waitlist in the event that
they are not placed in their first, second, or third choice program. In the occurrence that, upon conclusion of the lottery, students
did not receive a seat in their first, second, or third choice program they will be offered seats in programs that have openings.
Waitlists will remain in effect for one school year following the initial lottery. Students may only be granted continued enrollment
in a specific technical program if they have been promoted to the next grade level; if they are not ultimately promoted to the
next grade level, due to failure or credit deficiency they will forfeit their seat in the program.
Salem High School
Career and Technical Education
Admission Policy
July 1, 2014
I. INTRODUCTION
The Career and Technical Education programs offer education to students in grades
nine through twelve in the Salem Public Schools. An admission process is necessary
in our vocational programs when space is a limiting factor. It is important to
understand that vocational-technical laboratories (shops) are designed and equipped
to serve a specific maximum number of students safely. Consequently it may be
impossible to accommodate the interests of all students. Therefore, a selection
process is necessary to determine which applicants may benefit most from such
educational opportunities. An exploratory program provides career awareness,
student assessments, and educational and career planning for each of our Chapter 74
programs. This admission Policy was approved by the Salem School Committee on
July 1, 2014.
II. EQUAL EDUCATIONAL OPPORTUNITY
It is the intent of the Salem Career and Technical Education Programs and the Salem
Public Schools to comply with all provisions of the Title IX of the Education
Amendments of 1972, Title VI of the Civil Rights Act of 1964, and the Carl Perkins
Vocational Education Act of 2009 (Carl Perkins IV), Section 504 of the
Rehabilitation Act of 1973, and P. L. 94-142.
Salem Career and Technical Education Programs admit students and makes available
to them its advantages, privileges, and courses of study without regard to race, color,
sex, gender identity, religion, national origin, sexual orientation or disability.
If there is a student of limited English proficiency, a qualified staff member of Salem
High School will assist the applicant in completing the necessary forms and assist in
interpreting during the entire application and admission process. This will be done
upon the request of the applicant.
A student with a disability may voluntarily self-identify for the purpose of requesting
reasonable accommodations during the entire application and admission process.
Information on limited English proficiency and/or disability submitted voluntarily by
the applicant, for the purpose of receiving assistance and accommodations during the
entire application and admission process, will not affect the applicant’s admission to
the vocational technical education program.
Page%1
III.ELIGIBILITY
Students who are enrolled at Salem High School are eligible to apply for admission to
the technical programs. The applicant must be eligible to be promoted into the grade
that they seek to enter for fall admission. Students will be admitted using the selection
criteria contained in this Admission Policy.
Transfer Students
Transfer students are students who have moved to Salem from another district.
Transfer students in grade 11 and grade 12 may apply for fall admission during the
school year if they were previously enrolled in a Chapter 74 program that is also
maintained at Salem High School and seek to enroll in that same program. Transfer
students in grade 9 and 10 are eligible to apply for admission to the technical
programs. All transfer students will be admitted by the same criteria contained in this
Admission Policy.
McKinney – Vento
Students who are homeless will be admitted to The Vocational Technical Program at
Salem High School according to the selection criteria contained in this Admission
Policy.
Home School
Students enrolled in Salem High School who have been home schooled will be
admitted using the selection criteria contained in this Admission Policy.
IV.ORGANIZATIONAL STRUCTURE
Salem High School is a public comprehensive school with Chapter 74
approved vocational technical education programs serving the City of Salem.
Salem High School is accredited by the New England Association of Schools and
Colleges. Salem is committed to providing quality vocational technical education
programs.
It is the responsibility of the Salem High Principal to supervise the administration of
the policies and procedures required to admit and enroll applicants in conformity with
this Admission Policy.
Salem has an Admission Committee appointed by the Principal. The committee
consists of a member of the Administration, Guidance, Special Education, Vocational
Technical and Academic Departments. Responsibilities of the Admissions
Committee include:
a. Determination of standards for admission
b. Development and implementation of admission procedure
Page%2
c. Processing of applications
d. Ranking of students
e. Acceptance of students according to the procedure and criteria in the admission
policy
f. Establishment and maintenance of a waiting list of acceptable candidates
The Principal does not participate in processing of applications, ranking of students,
acceptance of students, or establishment of a waiting list. A decision not to admit a
student to a vocational-technical program may be appealed to the Principal, as
described in Section VIII under the Appeal Process.
The Salem School District does not participate in school choice.
V. RECRUITMENT PROCESS
Salem Public Schools disseminates information about the Vocational and Technical
courses offered at Salem High School through a variety of methods.
• Visitations to eighth grade classes in local schools include an informational
slide/video presentation and are scheduled by the Vocational and Technical
Head Teachers during the first semester.
• An Open House is scheduled during the fall. Prospective students and their
parent(s)/guardian(s) have an opportunity to visit all Technology Education
offerings and the vocational technical programs.
• Tours and visits by Salem 8th grade students in the spring.
• Brochures, which describe vocational technical programs, will be distributed
through the middle school and high school.
• Information regarding Chapter 74 programs can be found on the Salem Public
Schools website.
• Parents/Guardians may schedule individual visits with the Vocational Director
and Vocational teachers at a mutually convenient time.
VI.APPLICATION PROCESS
APPLICATION PROCESS FOR ADMISSION TO THE NINTH, TENTH,
AND ELEVENTH GRADE PROGRAMS
1. Students interested in applying to Salem High for admission to the vocational
technical education programs must:
Page%3
• Review the Program of Studies for academic and vocational technical
placement with a Guidance Counselor. Ninth grade students explore the
courses for future career pathway selections.
• Fill out a Program of Study course selection form, selecting vocational
exploration.
In order to enroll in Salem High School’s Career and Vocational Technical Programs
for the fall, applicants must have been promoted to the grade they wish to enter by
their local school district. In addition, they must have passed courses in English
Language Arts and mathematics for the school year immediately preceding their
enrollment at Salem High School.
Transfer Students
• Transfer students who were previously enrolled in a Chapter 74 program
maintained at Salem High School and wish to apply to that program must fill
out a Program of Study course selection form, selecting the applicable
program. Transfer student in grade 9 or 10 must fill out a Program of Study
course selection form, selecting vocational exploration. Transcripts and
discipline records are obtained from the last district attended as part of the
Salem High School registration process.
• Review the course selection form with a parent/guardian and obtain a
signature. Students must include academic course selections. Students must
also return the course selection form to the appropriate Guidance Counselor
by the deadline set by the Guidance Department.
Withdrawn Students
Students who withdraw from Salem High School’s Career and Vocational Technical
Programs may reapply to the programs and will be evaluated using the criteria contained
in the admission policy.
VII. SELECTION CRITERIA
All ninth graders who enroll at Salem High School may participate in a full school
year vocational technical exploratory program designed to help them learn about their
talents and interests relative to a variety of different vocational technical programs. In
addition, vocational technical program (shop) teachers evaluate students during the
exploratory program. At the end of the exploratory period, each student selects
his/her program of choice, as well as a second and third choice from the explored
shops.
If space is available, tenth graders may also participate in the Exploratory Program..
Page%4
Students are evaluated and graded by each shop teacher during the period of
exploration. If the number of enrollees seeking a particular shop exceeds the number
of openings, the evaluative grades received by the students rank ordered would
determine their placement in the particular shop.
Students will list their choices for course selection for the following year during their
last rotation of the exploratory program. The following criteria will be used for
placement in a permanent vocational program:
- Shop Behavior 20%
- Safety 20%
- Follows Instructions 20%
- Quality of Work 20%
- Competency in Technical Area 20%
- Total 100%
Consistent with the standard practices at Salem High School for quarterly reporting of
student performance, mid-quarter and quarterly formal evaluations of each student’s
performance in a given exploratory subject course shall be completed by the student’s
exploratory subject teacher. Consistent with federal and Massachusetts student
records and privacy statutes and regulations, these evaluations shall be made available
in a timely manner to each student and to that student’s parent or guardian.
VIII. SELECTION PROCESS
Selection Process
Students are admitted into the shop of their choice based on the point total they
received in all shops combined. For example, a student with a point total of 92 would
be admitted before a student with a point total of 90. If a shop fills based on point
total before a student gets his/her first choice, the Guidance Counselor then moves to
the student’s second or third choice depending on whether there is an opening in that
shop. Again, the student is admitted based upon overall point total. If a student’s
combined point total in all shops is so low that he or she was not placed in either the
second or third choice shop (the shops were filled by students with higher point
totals), the student’s schedule will be addressed with an interview with their Guidance
Counselor.
Transfer Process
Students who wish to transfer from one shop to another may apply for a transfer.
Transfer requests will be considered subject to the availability of openings in the
requested shops. Each transfer applicant will be interviewed and counseled
individually to determine the appropriateness of the transfer for the particular
student.
Page%5
Appeal Process
A decision not to admit a student to a vocational-technical program may be appealed
to the Principal of Salem High School. Any such appeal shall be made in writing, and
shall be submitted to the Principal no later than seven (7) school days after the student
receives notice that she/he has not been admitted to the program to which she/he was
seeking admittance. Within (7) seven school days, the Principal shall make a
determination on the student’s admittance to the specific program whenever an appeal
is duly submitted. The Principal’s determination in the matter shall be final. The
appeals process is to ensure that students are admitted according to the approved
policy.
Page%6
Salem High School Career and Technical Education Admission Policy
September 14, 2021
I. INTRODUCTION
The Career and Technical Education programs offer education to students in grades nine
through twelve in the Salem Public Schools. An admission process is necessary for our
vocational programs when space is a limiting factor. It is important to understand that
vocational-technical programs (shops) are designed and equipped to serve a specific maximum
number of students safely. Consequently, it may be impossible to accommodate the interests of
all students. Therefore, a selection process is necessary to determine which applicants may
benefit most from such educational opportunities. An exploratory program provides career
awareness, student assessments, and educational and career planning for each of our Chapter
74 programs.
II. EQUAL EDUCATIONAL OPPORTUNITY
In compliance with state and federal laws, the Salem Public Schools maintains a
non-discrimination policy. No child shall be excluded from or discriminated against in admission
to Salem Public Schools, or in obtaining the advantages, privileges, and courses of study of
our schools, regardless of race, color, religion, sex, sexual orientation, age, gender identity,
genetic information, national origin, ancestry, homelessness, physical or mental disability,
veteran status, or any other basis prohibited by state and/or federal statute. This policy provides
equal access to courses and programs, counseling services, physical education and athletics,
vocational education, instructional materials, and extracurricular activities.
If there is a student of limited English proficiency, a qualified staff member of Salem High School
will assist the applicant in completing the necessary forms and assist in interpreting during the
entire application and admission process. This will be done upon the request of the applicant.
A student with a disability may voluntarily self-identify for the purpose of requesting reasonable
accommodations during the entire application and admission process.
Information on limited English proficiency and/or disability submitted voluntarily by the applicant,
for the purpose of receiving assistance and accommodations during the entire application and
admission process, will not affect the applicant’s admission to the vocational-technical education
program.
III. ELIGIBILITY
Students who are enrolled at Salem High School are eligible to apply for admission to the
technical programs. The applicant must be eligible to be promoted into the grade that they seek
1
to enter for fall admission. Students will be admitted using the selection criteria contained in this
Admission Policy.
Transfer Students
Transfer students are students who have moved to Salem from another district. Transfer
students in grade 11 and grade 12 may apply for fall admission during the school year if they
were previously enrolled in a Chapter 74 program that is also maintained at Salem High School
and seek to enroll in that same program. Transfer students in grades 9 and 10 are eligible to
apply for admission to the technical programs. All transfer students will be admitted by the same
criteria contained in this Admission Policy.
McKinney – Vento
Students who are homeless will be admitted to the vocational technical program at Salem High
School according to the selection criteria contained in this admission policy.
Home School
Students enrolled in Salem High School who have been previously homeschooled will be
admitted using the selection criteria contained in this Admission Policy.
IV. ORGANIZATIONAL STRUCTURE
Salem High School is a public comprehensive school with Chapter 74 approved
vocational-technical education programs serving the City of Salem.
Salem High School is accredited by the New England Association of Schools and Colleges.
Salem is committed to providing quality Vocational-Technical education programs.
It is the responsibility of the Salem Public Schools superintendent, Salem High School principal,
and CTE director to supervise the administration of the policies and procedures required to
admit and enroll applicants in conformity with this admission policy.
Salem has an admission committee appointed by the principal and CTE director. The committee
consists of a member of the administration, guidance, special education, vocational-technical,
and academic departments. Responsibilities of the admissions committee include:
a. Yearly review of admissions policy
b. Development and implementation of admissions policy
c. Processing of applications
2
d. Acceptance of students according to the admission policy
e. Establishment and maintenance of a waiting list of acceptable candidates
The principal does not participate in the processing of applications, ranking of students,
acceptance of students, or establishment of a waiting list. A decision not to admit a student to a
vocational-technical program may be appealed to the principal, as described in Section VII
under the Appeal Process.
The Salem School District has school choice.
V. RECRUITMENT PROCESS
Salem Public Schools disseminates information about the vocational and technical courses
offered at Salem High School through a variety of methods.
• Visitations to eighth-grade classes in local schools include an informational slide/video
presentation and are scheduled by the vocational and technical head teachers during the first
semester.
• An open house is scheduled during the fall. Prospective students and their
parent(s)/guardian(s) have an opportunity to visit all career and technology education programs.
• Tours and visits by Salem seventh and eighth grade students in the spring.
• Brochures, which describe vocational-technical programs, will be distributed through the
middle schools and high schools.
• Information regarding Chapter 74 programs can be found on the Salem Public Schools’
website.
• Parents/guardians may schedule individual visits with the vocational director and vocational
teachers at a mutually convenient time.
VI. APPLICATION PROCESS
APPLICATION PROCESS FOR ADMISSION TO THE NINTH, AND TENTH GRADE
CTE PROGRAMS
Students interested in applying to Salem High for admission to the vocational-technical
education programs must:
3
● Obtain an application from their middle school guidance counselor, Salem High School
guidance counselor, or Salem High School website as early in the school year as
possible.
● Return the completed application form to the middle school guidance counselor or the
Salem High School guidance counselor by the deadline set by the Salem High School
Admissions Committee.
● Incoming ninth-grade students will be enrolled in a full-year exploratory
● New incoming tenth grade students that did not complete exploratory can be placed in
any open program, placed on a waiting list, or choose to take ½ year exploratory as a
tenth grader
APPLICATION PROCESS FOR ADMISSION TO THE ELEVENTH, AND TWELFTH
GRADE CTE PROGRAMS
● Any student going into the eleventh or twelfth grade CTE programs must have
satisfactorily completed all subsequent levels of their course of study.
Late Applications
● Applications received after the deadlines will be accepted and students will be presented
with remaining openings or placed on the waitlist for programs that are full.
Transfer Students
● Transfer students who were previously enrolled in a state-approved Chapter 74 program
may apply to that program or similar program by filling out an application and selecting
the applicable course from our program of studies and providing a copy of their
competencies from their previous program. Admissions into the selected program will be
on a space-available basis.
Withdrawn Students
● Students who withdrew from Salem High School’s career and vocational technical
programs may reapply to the programs and will be evaluated using the criteria contained
in the admission policy and on a space-available basis.
VII. SELECTION CRITERIA AND PROCESS
All ninth-graders who enroll at Salem High School may participate in a full school year
vocational-technical exploratory program designed to help them learn about their talents and
4
interests relative to a variety of different vocational-technical programs. Exploratory is broken
into two cycles. In the first cycle, students explore all available programs, and at the end of the
first exploratory cycle, each student selects their program of choice, as well as a second and
third choice from the programs explored that they want to pursue further. During the second
cycle, they explore in more depth their program of choice.
Salem High School uses the following system for students to identify and enroll in their preferred
Chapter 74 technical program. Salem will host a decision day for all 9th-grade students at the
end of the first cycle. They will have the opportunity to submit their first, second, and third
choice. Multi-language staff will be available to assist students and families who require or
would like assistance with this process. The admissions committee will conduct a technical
program selection meeting to process a lottery for students’ first choices. Subsequent second
and third-choice lotteries will be conducted until all students are placed based on technical
program space availability. The lottery system will be used to place students on a waitlist in the
event that they are not placed in their first, second, or third choice program. In the occurrence
that, upon conclusion of the lottery, students did not receive a seat in their first, second, or third
choice program they will be offered seats in programs that have openings. Waitlists will remain
in effect for one school year following the initial lottery. Students may only be granted continued
enrollment in a specific technical program if they have been promoted to the next grade level; if
they are not ultimately promoted to the next grade level, due to failure or credit deficiency, they
will forfeit their seat in the program.
Students who have received disciplinary infractions for conduct for which suspension or
expulsion was imposed pursuant to M.G.L. c.71 §37H or §37H1/2, or for which suspension or
expulsion for more than 10 days was imposed pursuant to M.G.L. c.71 §37H3/4 during the
exploratory process for their desired program will not be eligible to choose that program during
the selection process. However, they will be given the option to choose any open program after
the lottery process.
Consistent with the standard practices at Salem High School for quarterly reporting of student
performance, mid-quarter and quarterly formal evaluations of each student’s performance in a
given exploratory subject course shall be completed by the student’s exploratory subject
teachers. Students will receive feedback from the technical program teachers which include
strengths and areas for improvement. This feedback will not be considered/factored in during
the placement lottery. Consistent with federal and Massachusetts student records and privacy
statutes and regulations, these evaluations shall be made available in a timely manner to each
student and to that student’s parent or guardian.
Transfer Process
Students who wish to transfer from one shop to another may apply for a transfer. Transfer
requests will be considered subject to the availability of openings in the requested programs.
5
Each transfer applicant will be interviewed and counseled individually to determine the
appropriateness of the transfer for the particular student.
Appeal Process
A decision not to admit a student to a vocational-technical program may be appealed to the
Principal of Salem High School. Any such appeal shall be made in writing, and shall be
submitted to the principal no later than seven (7) school days after the student receives notice
that they have not been admitted to the program to which they were seeking admittance. Within
(7) seven school days, the principal shall make a determination on the student’s admittance to
the specific program whenever an appeal is duly submitted. The principal’s determination in the
matter shall be final. The appeals process is to ensure that students are admitted according to
the approved policy.
Maintenance of Records
Salem High School CTE office maintains records of all students who apply, enroll, or are
waitlisted as part of the admissions system and in compliance with applicable laws and
regulations. Salem High School will provide this information to the Department upon request.
6
Salem Public Schools
BATES, BAIS, COLLINS, ECC, HMLS, SALEM PREP, SALTS, WHES
2021 - 2022 School Calendar
August
AUGUST 2021 JANUARY 2022
• 16-20 New Teacher Orientation
S M T W Th F S • 24-26 – Professional Development Day (full) S M T W Th F S
1 2 3 4 5 6 7 • 27 – No School 1
8 9 10 11 12 13 14 • 30 – Professional Development Day (full) 2 3 4 5 6 7 8
• 31 – First Day of School Grades 1-12
15 16 17 18 19 20 21 9 10 11 12 13 14 15
September
22 23 24 25 26 27 28 16 17 18 19 20 21 22
• 1 – First Day of School PK/Kindergarten
29 30 31 • 3 - No School 23 24 25 26 27 28 29
• 6 – Labor Day 30 31
• 22 – Professional Development Day (half)
SEPTEMBER 2021
S M T W Th F S
October FEBRUARY 2022
• 11– Columbus Day/Indigenous Peoples’ Day
1 2 3 4 S M T W Th F S
• 20 - Professional Development Day (half)
5 6 7 8 9 10 11 1 2 3 4 5
12 13 14 15 16 17 18 November 6 7 8 9 10 11 12
• 2 – Professional Development Day (full)
19 20 21 22 23 24 25 13 14 15 16 17 18 19
• 11 – Veterans’ Day
26 27 28 29 30 • 24 – ½ day before Thanksgiving 20 21 22 23 24 25 26
• 25-26 - Thanksgiving Break 27 28
OCTOBER 2021 December
S M T W Th F S • 8 - Professional Development Day (half) MARCH 2022
• 24 - 31 - Winter Break S M T W Th F S
1 2
3 4 5 6 7 8 9 January 1 2 3 4 5
10 11 12 13 14 15 16 • 1 – New Year’s Day 6 7 8 9 10 11 12
• 17 – Dr. Martin L. King Day 13 14 15 16 17 18 19
17 18 19 20 21 22 23
• 26 – Professional Development Day (half)
24 25 26 27 28 29 30 20 21 22 23 24 25 26
31 February 27 28 29 30 31
• 21-25 – February Vacation
• 27 – Dominican Independence Day
NOVEMBER 2021 APRIL 2022
March
S M T W Th F S S M T W Th F S
• 9 – Professional Development Day (half)
1 2 3 4 5 6 • 23 – Professional Development Day (half) 1 2
7 8 9 10 11 12 13 3 4 5 6 7 8 9
April
14 15 16 17 18 19 20 10 11 12 13 14 15 16
• 15 – Good Friday
21 22 23 24 25 26 27 • 18-22 - April Vacation 17 18 19 20 21 22 23
28 29 30 24 25 26 27 28 29 30
May
• 25 - Professional Development Day (half)
DECEMBER 2021 • 30 - Memorial Day MAY 2022
S M T W Th F S June S M T W Th F S
1 2 3 4 • 10 – Last day of School (PK/Kindergarten) 1 2 3 4 5 6 7
5 6 7 8 9 10 11 • 14 – Last day of School (Grades 1-12) 8 9 10 11 12 13 14
• 19 – Juneteenth Independence Day
12 13 14 15 16 17 18 15 16 17 18 19 20 21
19 20 21 22 23 24 25 22 23 24 25 26 27 28
26 27 28 29 30 31 29 30 31
JUNE 2022
First Day (Grades 1-12) Half Day: ½ day before holiday / S M T W Th F S
Last day of school 1 2 3 4
Schools Closed: Holiday or Vacation First Day of School (PreK & K)
5 6 7 8 9 10 11
12 13 14 15 16 17 18
Schools Closed: Staff Report, Last Day of School (PreK & K)
Professional Development 19 20 21 22 23 24 25
26 27 28 29 30
Half Day: Professional Development Holidays/Observances
Approved 4.26.21
Get email alerts for Salem
A daily email when new agendas and minutes are posted.