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Principals outline academic and community priorities; superintendent reports on UDL and AI policy rollout plans
Summary
TBHS and HES principals reviewed 2024–25 School Improvement Plan accomplishments and next-year priorities; the superintendent reported adoption of a curriculum-management template tied to Universal Design for Learning, ongoing hiring, an AI policy rollout planned for the fall, and handbook language aligned to 603 CMR 26.05(1).
Principals from both district schools reviewed this year’s School Improvement Plans and outlined priorities for the coming year while the superintendent updated the committee on district-level instructional and policy work.
Kim Murphy, principal of TBHS, summarized three strategic initiatives for the 2024–25 school year: instruction, feedback and reflection focused on Tier 2 interventions, and relationships. Murphy credited the implementation of a flexible block schedule, the establishment of a student support team, continued co-teaching programs and analysis of Tier 3 interventions as key accomplishments. For the coming year she said the school will focus on normalizing movement during flex time, improving communication within the school, and documenting curriculum through professional learning communities.
Rebecca Katsch-Singer, principal of HES, detailed literacy and community-engagement efforts, including adoption of the EL curriculum with professional development in partnership with Yale, successful push-in support in kindergarten and first grade, continued work on universal design for learning and restorative practices, community partnerships with TBS students and Project 351, and planned after-school workshops through 5Sparks. The committee discussed strengthening student feedback systems and assessing progress toward culturally responsive and challenging goals.
Superintendent Dr. Linda Dwight updated the committee on districtwide curriculum-management work tied to Universal Design for Learning, led in part during a July leadership retreat. She said the leadership team and trainers have defined a template for use K–12 and noted work to integrate a new DESE educator rubric into teacher-evaluation materials. Dr. Dwight also reported the leadership team’s work on an AI policy that will be shared with educators, students and families early in the school year, and described handbook language aligning district practice with Massachusetts regulation 603 CMR 26.05(1) related to family accommodations for curriculum content.
The committee asked questions about departmental goals, relational teaching and community engagement strategies; members emphasized sharing student and teacher voices during major initiatives.
