District 41 principals outline school improvement plans focused on math growth, belonging and staff recognition

Superintendent Jeff McHugh opened the Nov. 18 Board of Education meeting by asking each building leader to present that school's 2024–25 school improvement plan, saying the plans are intended to be “data driven” and focused on a few building priorities rather than presenting every program at each school.

The presentations grouped by school showed common themes — a focus on academic growth (especially math and reading), strengthening student belonging and social-emotional learning, and increasing staff recognition.

At Abraham Lincoln Elementary, Principal Sarah Rodriguez said administrators used MAP testing to identify math growth as the building's priority. "This year we want our goal to focus on math growth," Rodriguez said, adding that Lincoln expects K–5 students to exceed the 50th percentile for math growth and for all grade levels to land in the "high achievement and high growth" quadrant on MAP. Lincoln's social-emotional objective targets a reduction in playground behavior referrals by increasing adult supervision, teaching expectations, offering conflict-resolution instruction and providing alternative activities.

Ben Franklin Principal Jeff Berg told the board Franklin's median MAP achievement percentile ranks are high ("between the 76 to the eightieth percentile") but many students were classified as high-achieving with low growth. Berg said the school has identified roughly 122 students to target for acceleration using the math coach and AEC teacher, and described a separate effort to increase students' sense of belonging — including a goal that every student receive two personalized postcards from staff by May.

Churchill Principal Amanda Kanter said Churchill's plan centers on growth in both math and reading measured by NWEA, and on improving peer-to-peer perceptions using the 5Essentials survey of fifth graders. Kanter said Churchill will continue PBIS and explicit social-emotional lessons and emphasized staff recognition as a parallel staff well-being goal.

Forest Glen Principal Scott Kluspitz reported a twofold focus on MAP growth in reading and math and on raising the quantity of positive recognition for students and staff after finding a skew toward more office referrals than positive office referrals. Hadley Junior High Principal Steve Gavelick said his leadership team is addressing a learning problem identified in multiple datasets: some students do not see how classroom learning connects to life outside school. Hadley's plan aims to increase perceived relevance, boost attendance (noting pre-pandemic attendance near 96 percent versus about 94.5 percent now) and reduce classroom disruptions.

Superintendent McHugh closed the presentation by saying the SIP process lets each building address local needs while aligning to district goals. He thanked building leaders and said the work was supported by cabinet members, including David Bruno and Chris Webster, who helped ensure consistency across schools.

Board members praised the concise format and links to the strategic plan; several asked how the SIP goals will support districtwide priorities such as closing achievement gaps and requested ongoing clarity about measures of success.

The district posted full school improvement plans and related school-level data on the District 41 website for community members seeking more detail.