Defined were the Essential Ingredients of Effective Schools and the pathway to implementation. Critical to re-establishment was: (1) curriculum mapping, vertically and horizontally, K-12; (2) ability to assess student test data and refine instructional practices; (3) technological capabilities for purpose of instructional pedagogy and management; (4) updated textbooks aligned with state frameworks; (5) meeting the state benchmark for "highly qualified teachers"; and (6) professional development aligned with district goals and school improvement plans. All categories were substandard, needed address, and were completed during FY09. Implementing the Essential Ingredients was necessary to improve student achievement.

The district's MCAS Annual Yearly Progress (AYP) denotes student test scores as flat lined and under the state norm, in the aggregate, for mathematics and ELA. Three schools were identified as not meeting annual yearly progress according to the state standard. The Oaklandvale Elementary School and Veterans Elementary School were labeled in "needs improvement" and the Belmonte Middle School was labeled in "restructuring". Based on this assessment, the middle school required immediate assistance and support to replenish its resources and staff. The Belmonte failed to meet the state mandated "time on learning" requirement of 990 instructional hours, labeling the school with elementary status. This, along with large class size, compromised the schools ability to meet its AYP over a span of five consecutive years.

A new Director of Pupil Personnel Services was hired to address needs relative to special education, 504, and sheltered English immersion. Substantial complaints were filed at the State Board of Education demonstrating negligence in services and need for improved services and support prior to the new administration assuming their duties in FY09. Over 700 Saugus students were enrolled in schools outside of Saugus and there was a high dependency on out sourced services. Through the efforts of the PPS Director, new processes were put into place accompanied by staff training to address these concerns. A primary focus was to remedy the complaints and to begin development of programs to return students to the Saugus Public Schools. Much credit goes to the Director of PPS for restructuring our delivery and implementing appropriate processes and programs, as well as guidance, assistance, and training support.

Several key positions were either added or replaced for purpose of building management and supervision. An experienced administrator with background in curriculum and instruction was hired as Principal of the Waybright Elementary School and an experienced educator and practitioner was hired as Assistant Principal at the Veterans Memorial Elementary School to assist the Principal in supervision and management of over 680 students. Both have contributed greatly to the system, assuming additional district-wide duties such as managing a mentor-protégé program, student teacher cohort, entitlement and competitive grant applications, and curriculum development. Saugus is limited in administrative structure, thus requiring existing administrators to assume responsibilities typically associated with middle management. A new organizational chart has been approved to support the district restructuring.

Several district programs had been operating at a deficit that resulted in a program cost analysis for efficiency, revamping of structure, and in some cases subsidizing from the LEA budget. Through creative spending the district revitalized the "Kids Come First" program, changed food service delivery, initiated a exploratory world language program at the middle school, expanded the world language requirement for graduation at the high school, provided ELL tutorial services for homeless students, increased course selections at the high school to address "time on learning" issues, and integrated technologies across the spectrum K-12. Many of these restorations and investments were implemented to ready the high school for the NEASC accreditation in FY11, comply with state and federal regulations, stabilize existing programs, and raise expectations for student achievement.

Aside from increased services and programs for students, administration implemented a reorganization of the system's infrastructure. An experienced HR Manager was procured to develop an absent human resource department; managing staff recruitment, maintaining personnel files, filing EPIMS reports to MA DESE, processing of staff performance evaluations, and other related employment benefits and issues. The district hired a Systems Support Manager to oversee use of its X2 Aspen administrative software and to garner student and personnel information for useful practices and accountability. The System Support Manager is participating in the MA DESE initiative to integrate EPIMS (personnel information) and SIMS (student information) data, serving as a pilot site for development. Accountability of data for personnel and student information is paramount and the district data system has been updated with accuracy of detail. Training on X2 has also been provided administration of services.

The district completed an unprecedented amount of initiatives in FY09 with the leadership, support, and participation of its professional staff. It completed vertical and horizontal alignment of curriculum maps for K-12, implemented data-driven decision-making to improve instruction, integrated technologies into the classroom setting (reduced student to computer ratio to comply with state mandate) in all schools, aligned professional development to support district plans and goals, increased the number of highly qualified teachers to comply with NCLB, revised special education and 504 protocol and programs, improved system of accountability and assurances, aligned and updated textbook series in all content areas K-12, and a new web page to meet district obligations and responsibilities to constituents.

Most noted is the delivery of the district's budget development process and actions during FY10. They are defined as collaborative, transparent, and well-articulated for public understanding and acknowledgement. All encumbrance and transfer of appropriation dollars were demonstrated publicly and with understanding of purpose.

The district has developed a new foundation, infrastructure, which requires accountability and training for staff, and assurances that all resources are being utilized to the maximum benefit. As the district rebuilds, restores itself, the Saugus Public Schools looks to become a high performing district. Saugus is performing just below the state average in Math and ELA on MCAS. Administration has approached this issue with a "sense of urgency" and is plowing ahead full speed to implement the Essential Ingredients of Highly Effective Schools to bring about substantive improvement in student achievement. It is critical for the Town to realize that "sustainability of effort" is needed to convert Saugus to a high performing district. School-houses will continue to remain in jeopardy under the MCAS AYP until such time as town appropriations support the restoration of the school system and sustain its momentum. Look to the district's web page at www.saugus.k12.ma.us to view the "new beginnings".