Strategic Priorities

PLAN FOR ENROLLMENT GROWTH

• Continue to evaluate and develop physical spaces and the programs that inhabit them.
• Work with the Elementary School Building Committee - 2 (ESBC-2), Massachusetts School Building Authority (MSBA), Owner’s Project Manager (OPM), and Designer on the Elmwood School Replacement Project.
• Work with the Owner’s Project Manager (OPM) and Designer on the Hopkins School Addition Project.
• Complete Marathon project and inhabit the new four-classroom addition.
• Develop a Pre-K to 12 plan that addresses the impact of enrollment and outlines innovative curricular and instructional planning
• Employ creative scheduling to optimize student learning as the district addresses space constraints.
• Budget to ensure increases in FTEs, including support personnel, commensurate with student enrollment increases and departmental demands.
• Develop a three-year plan for Special Education and budget for its implementation.
• Analyze transportation needs in anticipation of new buildings and changes in start times and ridership.
• Revise grade 2 - 4 curricula in anticipation of the opening of the new physical plant.

• Redefine Multi-Tiered System of Support (MTSS) programming District-wide.
• Increase the capacity of educators and staff to make student learning  and engagement connections using the Holistic Student Assessment.
• Ensure specially designed instruction for students whose learning profiles demand it, especially in the co-taught setting.
• Evaluate current support programming (Empower, Bridge for Resilient Youth In transition- BRYT) to assess efficacy and/or needs for changes; employ flex block and the tutoring center at HHS to support academic growth and achievement.
• Continue to develop our cultural proficiency practices and use the CRIOP to assess them.
• Evaluate implementation of disciplinary literacy strategies across grades 6-10.
• Continue written language curriculum revision and implementation K-5.
• Expand opportunities for students’ math skills: fact fluency, intervention tools K-5.
• Continue the development of the 18-22 program to offer a wider array of post-secondary opportunities.
• Maximize the use of Professional Learning Communities (PLCs) to review learning and assessment data that will ultimately drive high quality instruction, ensuring that differentiation is employed in instructional planning.

Rationale:

• Continue to enhance and grow Special Education Parent Advisory Council (SEPAC) and English Learner Parent Advisory Council (ELPAC) stakeholder groups.
• Implement family interviews with multilingual families.
• Further design and implement HHS Vision of the Graduate work.
• Continue work in restorative justice at HHS and HMS.
• Continue implementation of K-5 Positive Behavioral Interventions and Supports (PBIS), folding in social emotional learning and equity practices.
• Continue professional development that grows the cultural proficiency of faculty, staff, and students, especially by introducing the CRIOP at the classroom level.
• Use data and recommendations from equity assessment to inform decisions around dismantling barriers and inequities.
• Undergo a curricular audit, so that our curricula are free of bias and anti-racist.