2024-2025 ACTIONS
in support of
District’s Strategic Plan
Presentation to the School Committee
June 18, 2024
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Progress on the Strategic Plan
This presentation will provide the community with highlights of the progress we made on the district priorities in the 2023-2024 school year as we reaffirmed our commitment to prepare all PreK to 12 students for their future. Building on that progress, we prepared a plan for the 2024-2025 school year with Actions that support our foundational commitment to equity, inclusion, and antiracist work.
� Portrait Strategic Plan FY20-FY25�
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2019-2020
2020-2021
2022-2023
2023-2024
In 2024-2025, as we continue to refine
the Actions year over year,
our Portrait vision will guide us.
2022-2023: We worked to scale & optimize the Actions for going forward.
2020-2021: Despite a pandemic & remote learning models, we looked for ways to integrate best practices and new ideas.
As we began to implement the plan, we focused on existing bright spots and the foundational work to explore and prepare
for continuous improvement.
2021-2022
2021-2022: With full return to an in-person model, we began to address gaps in student learning & development, with a continued focus on equity.
2024-
2025
2023-2024: We’re building coherence through district-wide Actions and targeted, data-informed Professional Learning.
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Increasing student access to advanced coursework to close equity gaps across subgroups and support students with content and skills to grow personally & academically
Utilizing Building Thinking Classrooms
to support students with opportunities for voice and choice in Math classes, through universal design for learning (UDL)
Literacy and our Math curriculum (Illustrative Math) to
better meet
the needs of students
where they are developmentally
Expanding student efficacy and leadership skills through the design principles of Investigating History (curriculum for grades 3-7); already implemented for grade 5 and
piloted in
grade 4
2023-2024 HIGHLIGHTS of Progress on Priority 1:
Students Are Drivers of Their Own Learning
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Percent 11th & 12th grade Students in Advanced Courses by Subgroup
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Expanding Interdisciplinary Learning (IL) for middle school students with
Literacy for Learning and new opportunity for IL 9th graders to collaborate with Pierce School Athens, Greece on culture, history, healthcare, & public service
with a supporting leadership infrastructure at each school, for embedding SEL and mental health into our curriculum and instruction
Providing educator training in Restorative Practices and Responsive Classroom to prepare for launch of SELMH Framework
2023-2024 HIGHLIGHTS of Progress on Priority 2:
Students Experience Integrative Teaching & Learning
Developing systems for monitoring student progress on SEL measures and capturing student voice (e.g., Panorama District Survey with student responses available to teachers/
counselors)
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SELMH Framework
The SEL Committee and District Mental Health Committee set out to develop a Social Emotional Learning and Mental Health (SELMH) Framework that clearly articulates proactive and responsive social, emotional, behavioral, and mental health practices and provides direction on how to implement these practices with fidelity through a multi-tiered system of support.
The foundational principles of the framework help to inform decisions about how to best address all students’ academic, social, emotional, mental, and behavioral health needs. These include evidence-based practices that are universally designed, developmentally responsive, trauma-informed, and equity-focused.
The SELMH Framework includes Five Key Elements that, when woven together, support the social-emotional development and mental health for every student.
The Five Key Elements:
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SELMH Framework
Recognizing that students’ needs vary and can fluctuate at certain times throughout the school year, the SELMH Framework is designed to provide a continuum of supports, services, and practices, which are conceptualized across three levels or tiers of increasing intensity.
Movement across the three tiers is fluid and is not determined or defined by specific designations, such as diagnosed disabilities. Rather, movement is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to one level of intervention.
The SELMH Framework is not just about tiered interventions, but rather how all the systems in our schools fit together to support students’ social, emotional, and behavioral health needs.
Implementing tiered systems of support (e.g., What I Need blocks); scheduling systems and structures in place districtwide to promote individual students’ learning objectives
Planning for a community engagement program based in new Admin Building; Planning for greater support of newcomer, ELL, & homeless families
Increasing student interest in a variety of paths post high school through programs and resources for careers in the trades, military, or internships
Piloting Talking Points for texting and language translation (a positive communication experience for families and staff)
2023-2024 HIGHLIGHTS of Progress on Priority 3:
Students Learn and Grow Within Adaptable Environments
Strengthening partnerships with Mass Bay, Babson and Olin College to foster student exposure to classroom models and environments where collaboration and innovation are key
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SELMH Framework
Recognizing that students’ needs vary and can fluctuate at certain times throughout the school year, the SELMH Framework is designed to provide a continuum of supports, services, and practices, which are conceptualized across three levels or tiers of increasing intensity.
Movement across the three tiers is fluid and is not determined or defined by specific designations, such as diagnosed disabilities. Rather, movement is supported by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to one level of intervention.
The SELMH Framework is not just about tiered interventions, but rather how all the systems in our schools fit together to support students’ social, emotional, and behavioral health needs.
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Accepted into eligibility for MA School Building Authority core program for Pollard & Town authorized the feasibility study
Emery Grover project progressing with expected opening of the Administration building after the start of the 2024-2025 school year
FY25 Budget approved including the Town and District Information Technology consolidation
Increasing staff of color from 90.8 FTE in FY23 to 109 FTE in FY24; updated hiring protocol with anti bias training; students seeing themselves as teachers
2023-2024 HIGHLIGHTS of Progress on Priority 4:
Infrastructure Supports Needs of All Students
Launching initial phase of a cohesive professional learning program (Portrait of A Needham Educator) aligned with strategic plan
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� Portrait Strategic Plan FY20-FY25�
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2023-2024
Our plan for 2024-2025 is to continue with coherence while building systems.
Coherence Model (Fullan, M. & Quinn, J. 2016)
2024-2025
In the 2023-2024 school year, we’re building coherence through district-wide Actions and targeted, data-informed Professional Learning.
Strategic Objective A: Incorporate opportunities for student choice, independent learning, personalized pathways | Strategic Objective B: Provide structures and experiences that enable student efficacy, leadership, and voice | Strategic Objective C: Teach students content and skills necessary for them to grow personally and academically |
2024-2025 ACTIONS | ||
1.1: Determine effective learning outcomes, provide training, and implement evidence-based instructional strategies including: UDL (universal design for learning), culturally responsive teaching, and the science of reading. 1.2: Develop and adopt curriculum materials that promote the Portrait of A Needham Graduate competencies, academic skills, and social growth. | ||
PRIORITY 1:
All Students Are Drivers of Their Own Learning
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Strategic Objective A: Extend interdisciplinary teaching and learning practices Pre-K to 12 | Strategic Objective B: Embed Portrait competencies, Technology, Inclusive Practices, SEL, and Equity into all curricula and instructional practices | Strategic Objective C: Provide opportunities for students to demonstrate knowledge and skills through multiple means of expression |
2024-2025 ACTIONS | ||
2.1: Design systems to support interdisciplinary learning at all levels and across disciplines which include a Portrait of A Needham Graduate portfolio to document student progress. 2.2: Implement the adopted SELMH Framework, with its multi-tiered system of social emotional learning and mental health supports, through building-based training focused on Responsive Classroom and Restorative Practices. | ||
PRIORITY 2:
All Students Experience Integrative Teaching & Learning
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Strategic Objective A: Support & design classroom models and environments that foster collaboration and innovation | Strategic Objective B: Provide time, schedules, and spaces that promote learning objectives | Strategic Objective C: Complement instruction with accessible learning beyond classroom, within community, and in partnership with families |
2024-2025 ACTIONS | ||
3.1: Utilize data practices to improve students’ academic and social needs through tiered support and flexible opportunities for responsive and targeted learning. 3.2: Strengthen partnerships and engagement with students, families, and the community (including the members of the REAL Coalition) through new channels and systems for effective two-way communication. | ||
PRIORITY 3:
All Students Learn & Grow Within Adaptable Environments
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Strategic Objective A: Provide staffing, facilities, and budget resources aligned to district priorities | Strategic Objective B: Implement recruitment, retention, and development process for staff growth and diversity | Strategic Objective C: Establish a professional learning structure supporting equity and the Portrait vision |
2024-2025 ACTIONS | ||
4.1: Secure MSBA funding for a grade 6 to 8 Pollard School project; Design theatrical sound & lighting upgrades. 4.2: Consolidate Town & District IT; Implement responsive and forward-looking Information Technology plans & systems. 4.3: Implement year 1 of a 3-yr professional learning program (Portrait of A Needham Educator) linked to a growth-focused employee supervision & evaluation process. 4.4: Draft the district’s strategic framework for FY25-FY30 grounded in the latest research on what students need for their future. | ||
PRIORITY 4:
Infrastructure Supports Needs of All Students
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Portrait Strategic Plan for 2025-2026 & Beyond:�Building on the district’s planning experience, a path forward is needed
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What can be accomplished in Year 1 of the FY26 Portrait Strategic Plan? Is it possible to explore & prepare in FY25?
YEAR 1-FY20: Explore & Prepare
Are we continuing to focus on equity as an integral part of the work we do?
YEAR 3-FY22: Focus on Equity
Are we continuing to build coherence in the work we are doing and planning to do this year & next?
YEAR 5-FY24: Build Coherence
Are we continuing to make improvements by managing change and supporting areas of growth across the district?
YEAR 4-FY23: Scale & Optimize
Is it possible to identify best practices and new ideas in FY25, in anticipation of the launch of the FY26 and beyond plan?
YEAR 2-FY21: Integrate Best Practices & New Ideas
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Developing the District Strategic Plan for 2025-2026 & Beyond
A Day of Learning About Future Trends
A Day
of Planning
To validate the vision
and refine or redefine
the Portrait competencies
students need
for their future
To consider whether our priorities & strategic objectives need to be refreshed/abandoned
or brand new
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QUESTIONS & COMMENTS?