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Royalston school principal outlines targeted interventions, community partnerships and student engagement
Summary
Royalston Community School principal presented goals to strengthen instruction through co‑teaching, targeted interventions (Walk to Learn pilot), data chats and family partnerships, and outlined events to boost parent involvement and student leadership.
The Royalston Community School (RCS) principal gave a five‑minute presentation on Feb. 12 outlining instructional priorities, a pilot program combining fifth and sixth graders for targeted interventions, and efforts to strengthen staff and family partnerships.
The principal said the school focused on improving student learning through quality instructional materials and purposely scheduled collaborative planning time so special education teachers, interventionists and classroom teachers can meet bi‑weekly. She described a Walk‑to‑Learn pilot combining two classrooms with shared special education staff and interventionists to target student needs identified via MAP and MCAS data.
The principal highlighted a recent STEM day with 10 stations, increases in parent participation at open house, and a professional library the school made available to staff and families. She said, “we started a professional Library this year which has a variety of things that came out of my building instructional leadership survey for different topics my staff would be interested in for professional development.”
The presentation also described student engagement efforts, including a students‑vs‑staff basketball game to raise money and student opportunities to experience civic processes at the Royalston town hall (students voted using picture IDs). The principal said staff worked on a culture of celebration and small gestures to support teachers.
Committee members thanked the principal for the fast overview; the presentation was described as a model other schools might adopt. No formal action was taken on the presentation itself.
Next steps: the principal will continue piloting the Walk‑to‑Learn model, plan possible expansion to other grades, and report outcomes of the professional development and family engagement strategies in future meetings.
