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District presents five‑year strategic work: coaching, MTSS, EL and SEL expansions
Summary
Curriculum chief summarized five years of work under the district strategic plan: expanded instructional coaching, systematized MTSS interventions, strengthened co‑teaching and EL supports, and new social‑emotional learning (SEL) and resilience programs. The presentation included recommendations for more coaching capacity and continued monitoring.
The Lockport Township High School District 205 curriculum office presented a multi‑year review of work aligned to the district strategic plan, focusing on four goals: high‑quality tier 1 instruction; a systematized multi‑tiered system of supports (MTSS); expanded services for students with specialized needs (co‑teaching and EL); and social‑emotional learning.
Dr. Huntington, the district curriculum lead, outlined progress and next steps across each goal. For instruction and coaching she said the district has developed shared instructional language, implemented walkthroughs and established three instructional coach positions. She recommended scaling coaching capacity, continuing targeted professional development and exploring schedule options (such as an eight‑period day) to expand dual‑credit and Advanced Placement access.
On interventions (MTSS), Huntington said the district now has formalized academic help periods (Compass, Math Plus, Science Plus), weekly student success team meetings and a flowchart for intervention steps. The curriculum office recommended refining data systems and monitoring to identify early warning signs in attendance, behavior or grades.
For students with greater needs, the district has increased bilingual and EL staffing and expanded co‑teaching in core courses so specialized staff and classroom teachers can support diverse learners together. Huntington recommended more professional learning for new co‑teaching teams, and possibly additional coaches who can support co‑teaching practice.
On SEL, the district has launched a student resilience plan and expanded restorative practices at the freshman center. Huntington recommended deeper tier‑2 SEL supports, student input into resilience programming and ongoing staff training in emotional intelligence.
Board members asked questions about coach staffing models, the criteria used in the Academic Return on Investment analysis, and EL assessment timelines. Huntington and administrators described an iterative approach: the district will continue data collection, bring proposals where budget or staffing changes are needed, and seek board input on priorities.
