Early Literacy

1.1 Create and implement an early literacy plan that includes high-quality curriculum, effective teaching strategies and deep early literacy content knowledge.

By June 2025, 75% of K-2 teachers deliver high quality lessons utilizing the new district-approved HMH Curriculum as measured by a program implementation tool.

By June 2025, 80% of K-2 teachers (core, ELD, SPED, Interventionists) consistently implement strong early literacy practices as measured by the Early Literacy Walkthrough tool.

1.2 Maximize the impact of instructional leadership roles who directly support teachers.

By June 2025, 80% of K-2 instructional leaders provide planning and coaching to all K-2 teachers to implement the new curriculum and Science of Reading (SOR) early literacy practices as measured by meeting agendas and/or coaching cycle logs.

1.3 Create data systems to support early literacy instruction & monitor student progress.

By June 2025, 80% of K-2 teachers and expert teachers engage in benchmark and progress monitoring data meetings to evaluate the impact of early literacy instruction and intervention supports as measured by meeting data captured in the Continuum platform.

Learning Experiences

2.1 Strengthen Tier 1 instruction to ensure consistent access to high quality, grade level instruction

By June 2025, 80% of K-12 teachers are delivering high quality lessons as measured by HPS walkthrough tool.

By June 2025, 80% of first year teachers are proficient in their focus instructional priorities as measured by the Teacher Expectations/Supports Guide.

2.2. Redesign school schedules to build in sufficient time for core content, targeted instruction and enrichment (e.g. arts, music, world language, physical education, STEM), social emotional learning, and teacher collaboration/planning.

By June 2025, lead an inclusive process to strengthen the middle school experience, including developing a plan to launch a new middle school in August 2025.

2.3 Move to separate elementary and middle schools, and continue to grow the dual language program.

By July 2025, complete construction of a new middle school building.

2.4 Align the work of Central Office departments focused on student learning.

This is a supporting strategy and woven into how we implement the other benchmarks.

2.5 Create data systems to support instruction & monitor student progress.

By June 2025, implement and monitor a system that uses instructional feedback and student data to guide district and school instructional leadership.

By June 2025, implement a process to monitor and support schools to ensure that every school implements key MTSS strategies.

Inclusion

3.1 Identify, train, and monitor implementation of key inclusive practices to close performance gaps with MLL and SPED

Refer to 3.2

3.2 Accelerate job-embedded support for educators to understand, meet and scaffold for students to reach grade-level expectations.

By June 2025, 95% of instructional leaders will implement learner variability in planning and data meetings as measured by the Inclusive Practices section of the HPS walkthrough tool.

By June 2025, implement year 1 of the special education reorganization plan.

3.3 Continue to build trusting relationships with families, educators, and students around how to meet the unique needs of every child.

By August 2024, develop and by June 2025, implement a comprehensive and multifaceted attendance plan that leads to a TBD-point decrease in chronic absenteeism.

Whole Child

4.1 Develop a plan to increase access to and quality of social emotional learning (SEL).

Execute schoolwide systems and classroom strategies to promote student connection and positive learning behaviors, as measured by a monitoring tool and decrease in suspensions and referrals.

4.2 Connect students with school-based supports and community providers to meet their mental health needs.

By June 2025, continue to strengthen key partnerships with DCF and RVCC, in formal and clearly articulated ways, with ongoing coordination at the district and school level, so that by June 2025, 10% more students are receiving mental health services.

4.3 Partner with staff, families and the community to ensure students experience positive relationships, mentorship, and access opportunities.

Refer to 3.3 and 4.1

Educator Development

5.1 Continue to develop career pathways for educators that diversify the teaching staff and provide support to staff pursuing additional credentials.

By June 2025, all educators employed on an emergency license or waiver will have submitted their proof of progress to DESE and HR, and HR is able to make a determination about eligibility for continued employment.

5.2 Provide equity training for staff and partner with stakeholders to develop and implement an equity plan.

By June 2025, continue to implement the equity plan, including providing three high-quality equity learning sessions at each school and central office and hosting affinity groups.

5.3 Develop and implement a plan to promote staff wellness and ensure a positive, rewarding work environment.

By December 2024, examine retention for other staffing groups, and by June 2025, implement a retention plan.

By June 2025, negotiate a teachers contract that improves retention, which includes an evaluation of the SY24-25 pilot (schedule, high school compensation, PD).

5.4. Provide educators with PD, coaching, and time for collaboration/planning.

By June 2025, execute and evaluate a differentiated, coordinated, cascading professional development series for districtwide learning, including clear expectations and supports for school-based collaborative learning.