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Instructional division outlines equity, MTSS, walk‑through data and resource‑allocation review
Summary
Division leaders presented 2024–25 instructional goals focused on building instructional capacity, equity, RULER social‑emotional learning, MTSS integration and a resource‑allocation review that will feed a new DCIP template; board members pressed for clearer dashboards and year‑to‑year comparisons.
Instructional division leaders presented a comprehensive update tied to four district goals: build instructional capacity, advance equity and culturally responsive education, support social‑emotional learning, and focus on student outcomes.
Presenters described partnerships with NYU Steinhardt and UnboundEd, professional development efforts and the expanded use of MTSS (multi‑tiered system of supports) with an integrated approach (MTSSI) to align social‑emotional and academic interventions. The division reported completing 1,568 elementary classroom visits (short checks) and 995 secondary classroom visits with 211 walkthroughs intended for deeper observation and feedback.
Leaders emphasized a shift from counting visits toward more robust, quality‑focused observations and a stronger connection between classroom practice and professional development. They also reviewed a resource‑allocation review carried out with a state grant; the work will inform a new systems‑focused DCIP template and could change how budget and staffing choices are aligned to school priorities.
Board members asked for building dashboards and clearer year‑to‑year trend data to show progress on measures such as cognitive engagement and student voice; presenters said some elementary data collection is still being refined and committed to future presentations showing longitudinal dashboards. The division said it is also considering hiring, retention and leadership development as part of the resource allocation and equity work.
