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Principals outline school improvement plans focused on a "Vision of a Rocketeer" aligned to new high-school project
Summary
Principals presented school-level improvement plans aligned to the district strategic plan and a "Vision of a Rocketeer," highlighting attendance strategies, expanded SEL, deeper-learning approaches in math and reading, grading conversations, and community engagement; administrators argued expanded, job-embedded PD is essential for sustainable implementation.
Principals across the district presented school improvement highlights tied to the district's strategic plan and a districtwide "Vision of a Rocketeer." At the high‑school and middle‑school levels presenters emphasized attendance and chronic‑absence interventions, structured student‑support programs, and embedding social‑emotional learning into regular instruction. (TJ Rizzo and school principals)
Elementary principals described advances in mathematics problem solving and the start of a phase‑5 curriculum revision for reading. Principals said they are using universal and targeted data sources (including a "Knowing All Students" survey and the "Sabers" instrument) to monitor SEL and instructional outcomes. Elementary presenters emphasized recruiting and retaining staff for sustained curriculum implementation.
On grading and assessment, high‑school presenters said the district aims to better differentiate assessment of knowledge, skills and behavior, and to consider standards‑based approaches and rubrics rather than punitive marking. Multiple principals said work is already underway to vertically align curriculum and assessments from early learning through Grade 12.
Principals and committee members also discussed family engagement and communication: speakers said they want clearer, consolidated district and school communication so families can more easily find event information and updates.
Why it matters: presenters said these school improvement plans are the operational translation of the district strategic plan and the new high‑school project; they argued sustainable, job‑embedded PD and consistent communication will determine whether the new building and curricular goals translate into better student outcomes.
Next steps: principals will continue work with curriculum leaders, post school improvement plans to school websites and coordinate parent engagement events; committee members encouraged sharing plans broadly with families and acknowledged some site-specific differences that will require targeted supports.
