Bourne superintendent presents five priorities, ties timeline to ESSER grants

Superintendent Kerri Anne Quinlan‑Zhou presented an Entry Findings report to the Bourne School Committee on July 7, describing phase‑one work that drew on surveys, interviews and student achievement data including report cards, benchmark assessments and MCAS results. She said the report represents a snapshot in time and will guide a multistep district strategy to be developed by the administrative team and presented in September.

Dr. Zhou identified five priority themes the district will use to frame work: district and school culture and climate; dedication to high‑quality instruction and equity of opportunity; whole‑child, 21st‑century instruction and technology‑enhanced learning; social‑emotional learning and behavioral supports; and engaging stakeholders through communication and collaboration. She said the next steps and timeline from the entry work will be incorporated into the ESSER grant narrative.

Committee members asked how beginning‑of‑year benchmark results would be used; Dr. Zhou said the district will compare them to end‑of‑year data to guide classroom placements, form initial intervention groups and identify students to invite to summer programs. In response to a question about ARC programming, Dr. Zhou said the district’s approach is “yes and no” — ARC is not strictly a middle‑school program and the district is seeking an appropriate middle‑school solution rather than a direct ARC rollout.

Chair Emily Berry and member Maureen Fuller praised the report as thorough and informative. Dr. Zhou acknowledged the work was a team effort and said the administrative team will refine district goals during two retreat days and present a strategy at the September meeting.

The minutes record that the Entry Findings presentation and timeline will feed into grant planning; the committee did not take a formal vote on the report during the July 7 meeting.