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Elementary principals outline aligned goals aiming for 80% proficiency by 2028
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Summary
Principals from Scituate's four elementary schools presented school improvement plans that share four district goals — ELA, math, social-emotional learning, and transition planning for redistricting — with individual action steps and interim benchmarks toward an 80% grade-level proficiency target by June 2028.
Principals from Wampatuck, Jenkins, Hatherly and Cushing presented school-specific improvement plans showing coordinated district priorities: increase ELA and math proficiency, strengthen social-emotional learning (SEL), and plan transitions for the move from four schools to three.
Tracy Regan, principal of Wampatuck, described goals that center on strengthening tier 1 instruction, expanding writing instruction and using MTSS procedures and STAR/DIBELS screening to track progress toward an 80% grade-level proficiency target for grades 2–5 by June 2028. "By June 2028, 80 percent of the Wampatuck students in grades 2 to 5 will demonstrate grade level efficiency in ELA, as measured by the STAR reading assessment," Regan said.
Jenkins Principal Mary Oldak cited current Star data showing 61.1% proficiency in reading for grades 2–5 in 2025 (moving to 64.3% midyear) and outlined plans for vertical alignment, writing portfolios that travel with students, and space and staffing changes expected to receive roughly five classrooms of students under redistricting.
Hatherly Principal Christine Sheehan and Cushing's presenter likewise described parallel work: targeted MTSS cycles, cross-district professional development, playful-learning pilots (lunch-and-play), and steps to ensure students' data and targeted supports transfer smoothly to receiving schools after redistricting. Cushing's plan also includes a legacy project and community walkthrough before a building closure.
District staff reminded the committee that the superintendent approves school improvement plans under district policy and that principals will continue to refine action steps and reporting timelines. Committee members asked principals to consider prioritization within crowded plans and called for clear bridging from present data to intended outcomes.
Principals said many actions are already underway, including an ELA curriculum review and cross-district teacher collaboration; they asked the committee to support timely communications and transition planning for families.
