Cold Spring principal outlines focus on social-emotional learning, family engagement and academic supports

Stephanie Van Winkle, principal of Cold Spring Elementary School, presented the school's three-year improvement plan to the Plymouth School Committee on May 5, emphasizing social-emotional learning, family engagement and inclusive academic supports.

Van Winkle said the school serves a diverse population "with 109 of our students economically disadvantaged, seven different languages in the building and 39 special-education students," and described programs the school used this year to support those students. "We are a whole school Title I school, which allows us to improve the entire school's academic program and achievement for all of our students," she said.

The presentation listed after-school enrichment led by staff and paraprofessionals, Big Brother Big Sister and YMCA mentoring, in-school counseling from Goshenault Counseling, and a Positive Peer Award program in which students earn a free game of bowling for recognized behavior. Van Winkle also described the school's PBS system (CubCoins), monthly whole-school meetings that include a social-emotional lesson, and a morning mantra the school uses daily: "You are strong. You are important," which she said many students repeat in unison.

Van Winkle told the committee that Cold Spring held an open house specifically for Portuguese-speaking families and delivered a safety presentation in Portuguese to address immigration-related fears that had led some families to keep children home. "Our attendance really went down when the deportation talk began. Our families were very much afraid to send their kids to school. So we did a presentation that told them that they were safe," she said.

On academics, the principal reported that Cold Spring's MCAS results are roughly in line with district averages for English language arts and slightly ahead of the state in ELA; math performance is slightly ahead of district and state averages; science lags both. Van Winkle said the school is working with district science coaches on inquiry-based strategies. She also described parent survey results the school used to set priorities: building updates, safety, phonics-based reading and supports for disruptive students.

Van Winkle said small operational changes were made in response to student feedback, noting that after third-graders wrote persuasive essays requesting longer recess, the school adjusted schedules so recess increased to 25 minutes.

Committee members praised Van Winkle's focus on social-emotional learning and outreach. School Committee member Miss Jackson said she appreciated the principal's emphasis on inclusivity and SEL, and Miss Haywood and Miss Bridal both commended the principal for building family partnerships and a sense of belonging.

No formal vote or committee action was taken on the improvement plan at the meeting; the presentation was received for review and included as part of tonight's agenda materials.

Community context and clarifying details from the presentation: Cold Spring is a whole-school Title I building; Van Winkle reported 109 students identified as economically disadvantaged, seven languages represented in the student population and 39 students receiving special-education services. The school runs clubs that last 10—16 weeks, operates a peer recognition program that awards a free bowling game, and holds a monthly whole-school meeting. Van Winkle said the school staged an outreach presentation in Portuguese to address immigration-related attendance fears; the presentation was described as instrumental in reassuring families that the school would not report to ICE. Recess at Cold Spring is 25 minutes following schedule adjustments requested by students and staff.

Ending: The committee thanked Van Winkle for the presentation and for her first-year work as principal. The improvement plan will remain on the record for the committee's review cycle and possible future action in accordance with district timelines.