Springfield leaders map middle school transformation focused on instruction, student voice and well‑being

Superintendent Dr. Dernault and district leaders presented a multi‑part plan to “actualize middle school transformation beyond words,” telling the school committee the work will center on four interconnected priorities: teaching and learning, career planning and exploration, student voice and family empowerment, and student well‑being.

The presentation included detailed reports from principals and curriculum leaders. Andrea Williams, principal of STEM Middle Academy, said the school adopted a new schedule that increases core instructional time and adds an acceleration block "which provides students opportunities for intervention support if needed or extended enrichment activities when needed as well." She also described a youth participatory action research (YPAR) cohort at STEM that has seven students engaged in leadership training and data work to identify school priorities.

Yara Gonzalez, principal at South End Middle School, described efforts to deepen teachers’ use of high‑quality instructional materials and to shift ‘checking for understanding’ from simple compliance measures to richer mastery checks. She said the school is working to "turn that over to the student" to increase student voice in learning and to connect grade‑level instruction to measurable outcomes.

Deirdrese Johnson, director of secondary math, said the district is offering eighth‑grade Algebra 1 in the majority of middle schools this year and is supporting teachers with targeted professional development. "We had 3 sessions planned for this school year for all of our middle school math educators," she said, and noted partnerships with organizations including Mass Insight and Unbound Ed to bolster teacher practice and student readiness. The district also plans a Saturday algebra program running Feb. 28 through April 11 aimed at seventh‑ and eighth‑grade students who need additional support.

Presenters identified enrichment and partner engagement as important pieces of the strategy. One director highlighted that Duggan Academy alone currently lists 66 active partners providing in‑day enrichment and extracurricular opportunities. Principals also described dedicated time for college and career readiness — built into weekly schedules — and small group supports that run for six to eight weeks to address social‑emotional or academic needs.

Committee members asked clarifying questions about rollout and evaluation. The presenters said school quality reviews, third‑party evaluations and regular data meetings will guide annual planning and teacher coaching cycles.

The presentation concluded with district leaders noting that while the work is not finished, several transitioning schools already show the structures and routines the district sees as essential to the transformation. Officials said next steps include alignment with fifth‑grade and high‑school teams and continuing professional learning for educators.