Dr. Scribe, the district superintendent, laid out the Cheltenham School District’s instructional priorities for the 2025–26 school year at the board’s August legislative meeting, saying the central goal is to align curriculum, assessments and professional development so “all arrows point in the same direction.”

The superintendent said the work will emphasize an explicit instructional framework, common practices across grades and buildings, and a yearlong professional development plan tied to data. “All students can and will learn. Equity for us will be a non negotiable,” Dr. Scribe said during his report.

The nut graf: The superintendent described the initiative as a system-level effort to reduce inconsistent classroom practice and make data at the teacher and student level actionable. He framed the work as a move from isolated efforts to “collective transformation” driven by a plan–do–study–act continuous improvement cycle.

In the body of his report, Dr. Scribe said central office walkthroughs and inventories had shown instructional materials and resources were not consistently used across buildings, which prompted the district to focus on norms and monitoring. He described three implementation modes: an instructional framework, a professional development arc aligned to observed needs, and instructional rounds informed by research-based practices (including Danielson clusters, he said).

The superintendent said the district will standardize scope and sequence, common assessments and teacher-facing artifacts (for example, syllabi and meeting agendas), and will triangulate short‑cycle, formative and summative data to target professional learning. He said principals and teachers will receive a yearlong snapshot of planned professional development tied to those priorities.

Discussion-only items recorded in the meeting included staff comments that the work has been collaborative and that principals have been building capacity. No formal vote or policy adoption occurred during the superintendent’s report; the presentation concluded with an invitation for the board to attend a deeper staff presentation the following Monday.

Ending: The superintendent closed by asking board members to attend the Monday presentation for a deeper dive into the initiatives and the instructional-rounds pilot, and he said the district will monitor implementation across the year.