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Superintendents entry plan finds gaps in curriculum, special education caseloads and tiered supports
Summary
An Entry Plan summary presented Feb. 11 found Monsons early-grade literacy remains steady, but overall academic performance remains below pre-pandemic and state averages; the report highlights special education staffing strain, inconsistent tiered supports for academics and behavior, and a rise in students from low-income households.
Superintendent Paul Foster presented findings from his Entry Plan on Feb. 11, summarizing observations from 77 stakeholder meetings, classroom visits and roughly 250 survey responses and laying out areas the district intends to address through a planned strategic plan.
Foster said the district has "maintained a strong focus on improving early literacy skills" but that "outside of early literacy, academic performance across the district has not returned to pre-pandemic levels and remains below state averages across every subject and every grade level." He reported that kindergarten–second-grade DIBELS scores remained relatively stable while MCAS results show declines in upper grades.
The Entry Plan identified several recurring concerns raised by staff: special education caseload growth and staffing strain, limited availability of systematic tiered interventions beyond early-grade reading supports, and classroom behavior challenges that staff say interfere with instruction. Foster recommended strengthening a multi-tiered system of academic and behavioral supports so students receive escalating interventions before special education referrals.
The report also highlighted demographic shifts: the percentage of students from low-income households in Monson has increased over the past decade and now aligns with the state average (about 40 percent), with measurable gaps in course completion and access to advanced coursework for those students.
Committee members welcomed the findings and stressed that the reports purpose was to inform a strategic plan rather than criticize staff. Chair Alison Morgan and member Peter Wiggins emphasized the need for professional development, intervention staffing, and procedural documentation so operations are not dependent on single employees.
Foster said the next phase is a district strategic plan and an instructional vision, with a draft expected by the end of the school year and final plans before next fall so professional learning can align to priorities. He also noted the full Entry Plan report will be posted on the district website.
"We have a strong team and committed staff," Foster said. "These findings are intended to identify where additional structures and resources may help support their work."
