Our 5 Pillars...

Adopt a budgeting and spending approach that effectively addresses short and long term needs associated with staffing, facilities and technology.  Investigate new opportunities and identify efficiencies to ensure that SPS schools offer a safe, rigorous and engaging educational experience.

• Long Term Facilities Plan

  • Westhill

  • Roxbury

  • South

• Facilities Projects- upgrades, energy saving projects and deferred maintenance

• Master Staffing Plan

• Technology Plan

• Transportation 

• Community Eligibility Program (CEP)- All students enrolled in SPS District may participate in the breakfast and lunch program at no charge.

• Progress towards rebuilding 3 new buildings (Westhill, Roxbury, and South School)
• Facilities upgrades for deferred maintenance as well as building safety and security.
• Implement a staffing model to ensure that every school has the resources needed to operate and to allow for predictability in staffing and budgeting
• Ensure Technology is utilized to maximize the efficacy of the curriculum, individualize the educational experience, and provide equitable opportunities for all students.
• Advance work on possible city-owned bus depot (provide periodic reports to BOE/BOF on the issue)
• Progress towards technology planning and implementation, including budgeting and hardware and software training and support.  

• District-wide Safety and Security Projects to install strategically identified exterior door electronic controls for keyless entry and upgrade to security camera coverage district-wide.
• Create a rubric to validate the efficacy of the model that connects staffing to instructional performance metrics and measures and whether the model supports staff morale, recruitment, and retention.
• Evaluate scenarios for remaining on CEP (free breakfast/lunch) for FY26 and beyond

All students will acquire and effectively apply critical thinking, creative thinking and self-regulated thinking to be ACADEMICALLY PREPARED for lifelong learning and the world of work.

• Vision 2025

• Curriculum Audit

• Curriculum Development

• Curriculum Dashboard

• Career Pathway

• Educator Evaluation

• Continue to focus on Instructional Leadership expectations of observing and providing regular feedback-- high leverage instructional practices, evidence of teacher pacing of curriculum and differentiation of instruction, as well as data review structures to ensure quality rigorous Tier I instruction in all classrooms
• Developing and implementing a comprehensive plan for meeting or exceeding Key Curriculum Audit recommendations 
• Progress towards developing and implementing Gold Star Curriculum and Assessments
• Develop and publish curriculum portal for Teachers, Administrators, families, and community 
• Develop and create regular new content for Professional Development Hub- EDflix
• Revise and develop new pathways to enhance course offering for career connected learning. 
• Monitor training and implementation for Year 1 rollout of New Educator Evaluation plan.

• At least 50% of Secondary elective subjects and Grade 1-2 Reading Curriculum 
• Create an assessment matrix where administrators, teachers, staff, the BOE elected members and other interested stakeholders can see the types of assessments (cumulative test, lab report, formal paper, presentation, document based questions, etc.) designed for each course along with window of time when the assessments will be administered
• Collaboration between Finance and Teaching and Learning to develop funding strategies to support purchases that provide equitable resources and are aligned to tiered instruction
• Instructional Leadership with instructional rounds with a focus on rigorous tier instruction and feedback
• Implement shifts to realize ambitious, equitable and thinking classrooms
• Community collaboration with industry experts to continue to develop new and revise pathway curriculum for focus on career connected learning.
• Rollout and training for new educator evaluation plan 
   

All students and adults will acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. 

• School Climate

• Social Emotional Learning

• Chronic Absenteeism

• Graduation Rates

• Student Voice

• Access and Opportunity

• With the support of the MTSS teachers develop a comprehensive plan to address suspension and expulsion with a focus on data and restorative practices
• Implement evidenced based SEL programming, including evidence of common expectations, guidelines and support across all grade levels for SEL 
• City-wide attendance awareness campaign to improve school attendance rates across Stamford.
• Develop a comprehensive plan for regularly reviewing data related to progress toward graduation.
• Create regular opportunities at the building level and centrally for student voice sessions.
• Submit a charter application for Big Picture Learning and continue to develop a three year opening plan
• Develop a assessment plan for access and opportunities (Remote Learning, STEPS, and GPS) 

• All principals will have a dashboard plan by level for review data through a cultural competency lens ( Academic-grades, state and local assessments, Attendance, Suspension and Expulsions, School Safety, graduation, behavior, as well as access and opportunity)
• All Principals will have a required meeting structure to view and discuss data as well as next steps for improvement ( Academic-grades, state and local assessments, Attendance, Suspension and Expulsions, School Safety, graduation, behavior, as well as access and opportunity)
• Develop a Mental Health Assessment committee, evaluation of SEL programming and DESSA plan, as well as a SEL strategic plan
• Develop a comprehensive plan for student voice at the building and district level

SPS will work to collaborate for the good of all, working to align priorities among SPS, BOE, City and our community. Through increased and improved COMMUNICATIONS internally and externally, SPS will engage families and the community as valued partners in the education process.

• Welcome Center

• School-based Health Centers (Family Center)

• Food Insecurity (Filling in the Blanks)

• Special Education Support (SCOPE)

• Collective Impact

• Food Security

• In collaboration with community partners, SPS will create a district Welcome Center for all families to include centralized registration, language screening,  and access to community and wraparound services.
• Continue to collaborate with community based organizations to support physical and mental health care for students
• Continue to collaborate with community based organization to provide evening, weekend, and inclement weather day meals 
• Continue to provide support to families, network and access community resources. 
• Continue to collaborate as part of the full service community grant at Dolan and Rippowam including academic support, family engagement, mental health, and social emotional support.
• As school lunch funding ends, continue to identify an additional funding source

• Establish a welcome center to provide centralized registration and wraparound services in collaboration with community partners.
• Evaluate scenarios for remaining on CEP (free breakfast/lunch) for FY26 and beyond
• Continue to work to provide monthly professional development for parents of special education families
• Engage community partners, City of Stamford and residents to develop a comprehensive plan to provide targeted supports for students (mentoring, trusted adult, meeting basic needs, etc.)

Through expanded focus on ENGAGEMENT and EMPOWERMENT, all staff, students and families will feel that they are a valued member of the SPS community and that their opinion and ideas are heard and appreciated.

• Cafe Con La Super

• Parent University

• Staff, Family, and Community Listening Sessions

• Realtor Monthly School Visit

• Home Visit- LEAP

• Public Affairs Office

• Identify topics of interest to for monthly cafe con la super spanish language community conversation
• Identify areas of focus and host regular parent university sessions
• Continue to host monthly realtor school visits 
• Continue to enhance communication through increased use of social media, and relevant weekly, quarterly, and annual communications.

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• Create a Family Guide to serve as a reference guide to use as needed throughout the school year.

• Continue to utilize LEAP program to assist building and district attendance committee to support Strive for Five awareness campaign