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Parkland administrators lay out 2024–25 priority goals focused on safety, literacy and Vision 2030
Summary
Superintendent-level administrators presented a prioritized set of district goals for 2024–25 emphasizing physical and cybersecurity upgrades, a multi-year budget and capital plan tied to Vision 2030, expanded mental-health and behavior supports, literacy aligned to the science of reading, MTSS at middle schools, and exploratory changes to the high‑school experience.
Administrators presented the Parkland School District’s prioritized goals for the 2024–25 school year, placing operations, academics and student supports at the center of the district’s multi-year planning.
Dr. Menotti and Mr. Croones said the district will pilot visitor-management systems, upgrade door-access controls and interior classroom locks, and standardize encrypted staff ID badges and centralized printing to reduce operational risk. The presentation said those projects will be supported by grant applications to the Pennsylvania Commission on Crime and Delinquency and coordinated pilots at selected schools.
On finances, the administration described a short- and long-term budget strategy tied to an active capital-action plan. Officials said the plan will be a “living document” used to prioritize construction and infrastructure projects, and to accommodate anticipated enrollment growth that district staff said is outpacing neighboring districts.
In academics, leaders said improving student mental-health, emotional and behavioral supports is a top priority. The district will continue implementing MTSS, roll out new suicide-risk screening guidelines, and expand autism behavioral interventions; the transcript names Kristen Vargas as an autism behavioral intervention specialist and lists staff who will support those efforts.
Literacy initiatives include a shift toward evidence-based reading instruction, described in the presentation as the “science of reading.” The district reported moving from Wonders to pilot implementations of Wit & Wisdom in selected K–5 classrooms and continuing ECRI (Enhanced Core Reading Instruction) and screening tools such as Acadience. Officials said the work began with earlier grade‑3 reading initiatives and will be supported by summer training from the AIM Institute for staff and principals.
Administrators outlined work to reimagine the high‑school experience as part of Vision 2030, including exploratory changes to schedules, community work‑based experiences and possibly lunch structures; the district said it is in an exploratory stage with site visits and further data collection aimed at possible rollouts by 2027.
The district also highlighted professional development priorities, including training on MTSS, a new data-management tool (referred to as a Link It program) for tracking assessment and interventions, and controlled exploration of generative AI for educational uses under Policy 815, which administrators said was approved in July and used for staff training.
Board members praised the goals’ organization and breadth at the meeting and had no votes tied to the goals themselves; questions from directors were limited to clarifications about implementation and coordination with township partners for Vision 2030 projects.
The presentation ran from the agenda item announcing review of the 2024–25 goals through multiple follow-on remarks and ended with administrators offering follow-up meetings for board members who wanted more detail.
