Littleton principals report progress on behavior supports, literacy program and 'portrait of a learner' portfolios

Building principals reported on two priority goals for 2025–26: strengthening responses to student behavior and advancing literacy and curriculum implementation.

At the elementary level speakers described new visual reflection sheets and an active response-team process to reduce crisis calls and shape interventions. One principal said the team reduced the number of students requiring intensive response down from a larger caseload to “maybe two or three kids” for active intervention, attributing that change to daily documentation and targeted supports.

Several schools discussed ongoing Wit & Wisdom literacy implementation with Universal Design for Learning (UDL) adaptations. Staff partnered with a Lesley University consultant to review modules and to design alternative assessment options (comic strips, posters, foldables) and scaffolded focus-question tasks so students with diverse needs can demonstrate learning in multiple formats. Elementary staff also reported experimenting with Gemini (the district's AI tool) to generate scaffolded lesson supports.

At the high school, leaders described first-year rollout of a district 'portrait of a learner' digital portfolio. Grades 9–11 compiled evidence and presented student reflections in advisories; seniors were exempt this year. The high school also reported an NEASC visit and said the accreditors praised progress toward assessing the portrait of a learner.

Across the district speakers emphasized year-two implementation work: teachers adapting curriculum to local classrooms, using UDL and AI tools for scaffolding, and refining MTSS processes. Administrators said next steps include continuing professional development, documenting progress, and rolling the portfolio process toward full implementation for future graduating classes.