2023-2024 District Goals Report

Goal 1: Build a District Communications Plan 

The District will complete and publish a District Communications Plan by the end of January 2023.

Deliverables

• Create a communications plan development committee
• Determine components of a strong communication plan
• Feedback from constituents
• Final Communications Plan

Early in the fall of 2023, we gathered information and samples of other school district communication plans to outline the components that made sense for our district. At the same time, a survey was sent out to families that received 197 responses. The samples helped us to focus on the components of strong communication that would guide the development of our plan outline while setting goals.

Goals of the Communications Plan

• To communicate more effectively by staying aligned with our District's Core Values
• Provide proactive information with consistent messaging
• Utilize various media outlets to ensure the district's mission, goals, and achievements are accurately portrayed
• Establish, in conjunction with the Human Resources Department, an effective employee
• communication plan to improve internal communication and employee engagement
• Develop district-wide communications procedures and processes to ensure timely and accurate communication
• Provide training to district leaders in marketing, public and media relations, customer service, and communication skills
  • Provide training HS students to help manage and learn about school-level social media

The survey helped us to determine preferred methods of communication while also having the opportunity to see how we were doing with our communication with families. 

Communication preferences for our families included 1. E-newsletters, 2. Automated text messages, and 3. Automated email messages.

Seventy-five percent of the respondents also felt that overall satisfaction with communication from the school/district was rated excellent or very good. As we implement the plan next school year, it will be important to re-survey our caregivers to see if we are improving our communications.

After reviewing 27 communication plans from other districts across the country, we determined an outline for our plan and developed the final draft. The final communication plan will be complete once we add the updated district branding, due to be completed in June 2024.

Goal 2: Improve Teaching and Learning: Build MTSS Structures

Throughout the 2023-24 school year, the district will continue to grow an intentional and sustainable Multi-Tiered System of Support to ensure that our student’s academic and social-emotional needs are met by ensuring the systematic use of data to inform all tiers of instruction.

The third year of our foundational work was productive in creating an intentional and sustainable Multi-Tiered System of Support that now spans all three school levels. We have continued to focus on strong Tier I instruction for all students, common assessments, using data to inform instruction and interventions, and a commitment to creating consistent learning experiences for all students. Supports have expanded to include core academics, executive functioning, and social-emotional learning. Next year, we anticipate that our MTSS work will heavily focus on the implementation of new high-quality instructional materials across Tier 1 in all three levels.

Goal 2A: Elementary

By the end of the 2026 school year, the Hamilton-Wenham Regional School District will strengthen the Multi-Tiered System of Supports (MTSS) model across all elementary schools targeting learning outcomes in literacy, math, and social-emotional learning.

Deliverables

• Implement grade-level intervention blocks into master schedules to support Tier 2 instruction
• Undergo an elementary math review in order to identify high-quality instructional materials for tier 1 instruction
• Identify and implement tier 2 math curriculum materials to support appropriate interventions within the classrooms
• Define roles and responsibilities for classroom teachers and other support staff for in-class tier II interventions during identified intervention blocks
• Continue to grow Panorama to document individual and group supports. (subgroup demographic data, math data, etc)
• Identify and pilot a Tier 1 SEL curriculum/ program

Interventions

All three elementary schools created master academic schedules to ensure uninterrupted instructional blocks in English/language arts and math at all grade levels. Intervention/enrichment blocks (commonly referred to as “What I Need” or WIN blocks) were staggered to maximize the impact of staff at each building while ensuring that students benefiting from Tier 2 and Tier 3 intervention were not pulled out of Tier 1 instruction for targeted support. During the WIN blocks, students meeting the criteria for Tier 2 reading interventions received data-informed structured literacy interventions in their classrooms from literacy staff and classroom teachers. Students not working directly with teachers or interventionists worked on targeted activities to practice identified skills independently, with partners, or in small groups. 

Our master schedules were developed to include WIN blocks across the grade levels. This allowed students to receive instruction during a specified time in the school day while being able to fully participate in the classroom Tier 1 instruction. For students receiving interventions, this model maintained cohesion across the school day for all students to have equitable access to Tier 1 instruction. These WIN blocks were staggered throughout the day to maximize the impact of our literacy support staff. The Buker WIN schedule is an example of how the schedules were set up:

Grade 3: 8:55 am - 9:45 am

Grade 2: 10:10 am - 10:50 am

Grade 1 & Kindergarten: 11:10 am - 11:50 am

Grades 4&5: 2:15 pm - 2:55 pm

This year we also incorporated grade-level data meetings which occur every three weeks for every grade level. This structure, supported by our building instructional coaches and principals, has allowed for collaboration and coordination between everyone responsible for Tier 1, Tier 2, and Tier 3 instruction. Additionally, we’ve had the opportunity to incorporate school counselors to support the social and emotional needs of grade levels and individual students. Lastly, this structure has supported embedded professional learning for the teachers and coordination of coaching cycles for both individual classroom teachers and grade-level teams.  

In collaboration with our Literacy ESPs, the District Literacy Specialist created Data Trackers for all students receiving Tier 2 interventions. This structure has supported the communication between classroom teachers and Literacy ESPs for coordination and cohesion between Tier 1 and Tier 2 instruction. Data Trackers are available for independent daily check-ins and support our data meeting communication that takes place every three weeks. The results of our Tier 2 literacy interventions continue to show promise, as indicated by the 40% of students receiving intervention falling within the 60-99% growth percentiles for DIBELS this year.

Looking at growth over the past 3 years our percentage of students showing low growth (1st-19th percentile nationally) has been decreasing. On its own, this is exciting news. In addition, our students receiving literacy support this year exhibit an even lower rate of low growth. That rate represents 21 elementary students across the district. Of those 21, six finished the year meeting their grade level standards, 10 were just below those standards, and 5 continue to need intensive support. When we get down to a group as small as 5 students, we start looking at individual needs, as the system is moving us in the right direction. 

The Bridges math intervention program was purchased for each building to be used for Tier 2 and Tier 3 math interventions. Elementary Instructional Coaches at each building supported training and implementation by classroom teachers, special education teachers, and at Buker, the Title I Math Interventionist. 

Panorama is being used at the elementary level as a data tool to track interventions and student achievement. This allows for both looking at individual growth and assessing the success of the intervention system. Student progress was documented during each of the four established intervention block periods. This allows us to track all elementary students' progress holistically and across the years.

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Math Review

District Elementary Leadership participated in DESE’s Evaluation and Select Network, utilizing the IMplement MA Process, the Department of Elementary and Secondary Education's (DESE's) inclusive and robust four-phase process to select and well implement high-quality instructional materials (HQIM), grounded in equity for students and aligned to the DESE Educational Vision. Over the course of the school year, guidance from the IMplement MA Process informed the work of the Elementary Math Curriculum Council. 

The Elementary Math Curriculum Council made up of Elementary Principals, the Director of Teaching and Learning, instructional coaches, classroom, special education, and EL teachers from all three elementary schools began by identifying our Mathematics instructional vision:  

Students will…. think and communicate as proficient and curious mathematicians. They will engage in productive struggle to become critical thinkers and efficient flexible problem solvers. 

Achieved by… clear, rigorous, targeted, aligned instruction that includes concrete, representational, and abstract thinking. A defined scope and sequence spiraling through the grades will ensure consistency and lead to mathematical fluency.

Teachers will… use common resources to explicitly teach rigorous content aligned with grade-level standards and relevant to everyday life and their interests. Instruction will be adjusted based on data from formative and summative assessments to meet the mathematical needs of all students.

After analyzing our current math data to determine the deficiencies in our current math curriculum, we established the instructional priorities to guide the review of high-quality Tier 1 math instructional materials to replace the current curriculum: predictable routines; meeting the needs of struggling students, excelling students, and multilingual learners; strong evidence of number sense, fluency, and fractions; and high-quality formative assessments.

The council used curriculum review tools such as EdReports and MA CURATE to narrow down available published curricula to two finalists. Teachers from all three schools volunteered to field test the programs for usability. Data was collected daily from teachers rating usability, accessibility for all students, and how well the lesson met the established priorities. Members of the Elementary Math Curriculum Council visited neighboring districts to observe teachers using the curriculum. Data from the pilot, as well as feedback from the observations, will be used to determine the final curriculum selection, which will be implemented in the 2024-2025 school year.

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SEL Review

During the Fall of 2023, a SEL curriculum team comprised of ten elementary faculty/staff representing all three district elementary schools co-facilitated by an elementary Principal and Director of School Counseling met to review existing district SEL practices and reviewed 33 SEL curriculum resources. In addition, the team developed surveys for students, caregivers, and staff and reviewed the survey findings to make recommendations for more cohesive SEL curriculum implementation.

The SEL curriculum committee identified the Open Circle curriculum as the best fit to meet the needs of all our elementary students. Open Circle aligns with district CORE Values, the Responsive Classroom, and CASEL competencies. 

CASEL, Collaborative for Academic, Social, and Emotional Learning, is a leading organization in the field of Social and Emotional Learning (SEL). CASEL has identified five core SEL competencies (domains). These domains encompass the skills and abilities that contribute to individuals' social and emotional development. The five SEL domains identified by CASEL are Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making.  

The District is planning to pilot the Open Circle curriculum in select classrooms in the 2024-2025 school year, with more classrooms included in SY 2025-2026. 

Goal 2B: MRMS

By the end of the 2023-2024 school year, MRMS will build upon earlier math and reading MTSS work by doing the following:

Deliverables:

• Implement reading screening at all three grade levels
• Continue to utilize math screeners three times a year at all grade levels
• Capitalizing on scheduling opportunities, provide targeted and monitored interventions for students who require support in Math or Reading
• Utilize quarterly data meetings to support the continuous monitoring of student progress
• ELA department will pilot Tier I curricula with the goal to adopt for the 2024 school year
• Implement building-wide research-based practices to support executive functioning

During the 2022-2023 school year, MRMS implemented DIBELS reading screening at the 6th-grade level. This was a natural progression from the elementary grades, where DIBELS was used to assess reading levels multiple times during the school year. This year, Miles River expanded the DIBELS screener to all grades at least once per year. Students who were found to be reading below grade level or those for whom teachers felt additional screening information was necessary were screened mid-year. All students will participate in the end-of-year screener, providing data for the start of the new school year. 

MRMS continued to utilize the iReady mathematics screener at the beginning, middle, and end of the school year.  During the 2022-2023 school year, Miles River adopted the practice of giving the screener school-wide during a designated time. This practice allowed for a unified focus on the screener and eliminated the need for math teachers to set aside two to three days of class time to take the test. This practice received widespread positive feedback and was therefore continued this school year. Data meetings were held coincident with the reading and math screeners - MRMS plans to increase the frequency and scope of the data meetings to include additional assessments such as unit exams in the 2024-2025 school year. Results from the iReady screener were used to identify students in need of additional math support. Students were able to receive additional support through the Intervention/Enrichment block. Student growth occurred from the beginning to the mid-year screener at each grade level. The number of students at or above grade level increased by 20% (6th grade), 19% (7th grade), and 10% (8th grade) as shown below.

Before the 2023-2024 school year, reading support was only available to students with disabilities as part of their IEP services. This year, we adopted the Dreambox: Reading Plus reading intervention program to support students who were reading below grade level but either did not have an IEP or did not receive reading support as part of that IEP. Sixty-six students were able to receive reading support for whom support would have previously been unavailable. These students improved significantly, with an average reading level gain of 1.13 grade levels and an average reading fluency gain of 12 words per minute. Intervention/Enrichment blocks, while still not available to all students at MRMS, were expanded to ensure more students can access reading and math supports this year. As the administration and staff examine scheduling opportunities for next year, efforts are underway to ensure all students have access to an Intervention/Enrichment block.

MRMS convened a curriculum review team consisting of ELA and special education teachers, MRMS administrators, the ELA 6-12 Curriculum Leader, and the Director of Teaching and Learning. The team engaged in the IMplement MA Process and participated in the DESE Evaluation/Selection Network throughout the school year, first giving careful consideration to crafting a MRMS ELA instructional vision: 

Through direct instruction, modeling, differentiation, and ongoing practice, students at Miles River Middle School will become purposeful readers, active listeners, thoughtful participators, and effective writers. Students will not only develop strong foundational literacy skills but also apply a wide range of strategies to challenging tasks. In addition, students will read a diverse range of texts to understand other points of view and to prepare them for the world in which they live. They will persevere when they encounter uncertainty, support their thinking with compelling evidence, gradually increase their independence, and respond to assignments flexibly and creatively.

After analysis of current ELA data, the committee also established priorities for the new resource: access to a diversity of perspectives and voices, vertical alignment across skill areas such as writing, vocabulary, and grammar, access for all students including universal design for learning and differentiation, and flexibility for delivery within the program to be able to incorporate existing materials.

Ultimately, the team selected two strong curricula to investigate and field test for usability during the fourth quarter of the school year. By the end of the school year, the team will adopt a core curriculum resource and begin planning for implementation in the 2024-2025 school year.

During the summer before the 2023-2024 school year, a team of teachers created Executive Functioning lessons to be implemented school-wide, primarily during the Intervention/Enrichment block. Students engaged in activities designed to support a variety of executive functioning skills, including time management, organization, and assignment tracking and planning. Furthermore, executive functioning tips were frequently included in the principal’s weekly newsletter to families, offering strategies for parents and caregivers to support the development of executive functioning skills in the home. Additionally, two MRMS teachers participated in a district-wide executive functioning curriculum pilot with the SMARTS EF program.

Goal 2C: HWRHS

By the end of the 2023-2024 school year, HWRHS will enhance data review processes and tiered supports for students in ninth and tenth grade.

Deliverables

• Calendar of bi-weekly 9th and 10th grade support block meetings for data review
• Student enrollment and Panorama goal data for 9th and 10th grade support block students
• STAR assessment calendar and participation data - Math & ELA (pilot)
• After School Academy participation rate data and incentives
• Recommendation for  adoption of Tier 1 math curriculum resource  
• Identified shared executive functioning practices for ninth-grade students

This year, weekly meetings for the 9th and 10th-grade support block teams were implemented to allow for discussion based on academic performance and attendance data. Additional interventions for students were developed in these meetings, and quarterly students were added or removed from the support block based on performance. Students in the 10th-grade support block (12 students currently) have largely maintained the gains made last year concerning academic performance. In the 9th-grade support block (13 students currently), we have noticed this year and last that students' academic performance oscillates across the quarters with lower grades at the start of the quarter and higher grades by the end of the quarter.  

The challenge for students in the ninth-grade support block is to improve and maintain consistent academic performance across each quarter and the entire year. With that in mind, the 9th-grade support block team and 9th-grade teaching team have worked during the second semester to build a set of executive functioning practices that support student success as they transition into high school. The work began by analyzing the executive functioning support in place for eighth-grade students at Miles River so that they could serve as a foundation that can be built upon in the ninth grade. Currently, the support block team and teaching team are finalizing the list of executive functioning practices that will be in place in all ninth-grade classes next year and also are developing a plan to ensure consistent implementation of these strategies. 

For the first time, the high school used a screening tool to identify students in need of assistance in math. Specifically, the Star math screener was administered three times over the year, and results were used in part to move students into a math-specific support block. The Star reading screener was piloted twice this year, with an eye on learning how to use this data to help students improve reading comprehension. Concerning the math support block, there were noticeable gains in students' algebra skills, when comparing students in the math support block to students who are not in the support block. As shown below, students in the math support block experienced an average gain of 16 points on the Star Math Algebra scaled score, as compared to an 8-point gain for students not in math support. 

After School Academy is a program for 9th and 10th-grade students that runs three days a week from 2:30 pm until 3:30 pm. A staff member provides organizational support and a space for students to complete work. Attendance data has been collected throughout the year. This, along with enhanced family communication, has led to improved participation in After School Academy, with the average of attendees increasing slightly from four to six students per session. 

One component of the goal related to the After School Academy was the development of an incentive program to encourage attendance. Attendance at the Academy has generally improved throughout the year. However,  participation should be monitored continuously to see if some incentive may be necessary. 

The high school convened a curriculum review team consisting of math teachers, science teachers, special education teachers, the principal, and the 6-12 math Curriculum Leader. This group engaged in a year-long project to select an instructional resource for the foundational courses Algebra 1, Geometry, and Algebra 2.  Also, the leaders of the curriculum review team, the 6-12 Math Curriculum Leader, the Principal, and the Director of Teaching and Learning were members of the DESE Select/Evaluation Network. The math team followed the selection process outlined by DESE and considered and piloted two programs over the year in foundational math courses.  

An essential component of the process was the development of a high school mathematics instructional vision:

• All students will engage and persevere in analytical, critical, and creative thinking while achieving mathematical fluency. All students will communicate and collaborate in real-world problem-solving and applications as they expand their mathematical toolbox. To meet the needs of all learners, teachers will provide meaningful feedback to students, adjust instruction, follow aligned curriculum standards, and share resources. 

Additionally, a set of priorities was established: an approach that promotes analytical, critical, and creative thinking, coherence across grade levels, developmentally appropriate content with tiered supports, and ease of accessibility for teachers and students. 

The department chose one program to move forward with and will turn its focus to implementing the resource for students and teachers in Algebra I, Geometry, and Algebra II in the 2024-2025 school year. 

Goal 3: Commit to Diversity, Equity, Inclusion, and Belonging (DEIB) practices 

By June 2024, HWRSD will implement activities that support ongoing teaching and learning experiences that build understanding, support implementation of practices, and allow for reflection and assessment of Diversity, Equity, Inclusion, and Belonging practices. 

Deliverables

• Provide at least 4  professional learning opportunities related to DEIB practices for staff from August 2023 - June 2024
• Continued integration of recommendations from equity audit
• Create a DEIB webpage on the District Website to share timely information and resources.
• Change structure for DEIB practices instead of DEIB Advisory Committee
• Provide DEIB learning opportunities at all levels to develop a sense of belonging for all students (ie: speakers, field trips)

During the 2023-2024 school year, professional learning opportunities related to DEIB practices were provided to staff and included the following:

• Summer Book Group: Staff was provided with the opportunity to participate in a book group, Ruthless Equity: Disrupt the Status Quo and Ensure Learning for ALL Students by Ken Williams.
• AANE provided a workshop session during the August 31, 2023 staff development day titled, Creating Neuro-Inclusive School Communities
• In the Fall and Spring, staff and administrators participated in a 15-hour professional development course, Striving for Equity for Diverse Learners. This course included the topics of Culturally Competent Teaching and Learning, Breaking Down Racial Inequities, and Striving for an Equitable Curriculum. This course is also being offered in the Summer 2024.
• Kerry Magro, a Professional Speaker and Autistic presented to secondary faculty and staff on March 20, 2024, during Neurodiversity Celebration Week. This presentation focused on Kerry Magro’s life experiences as an Autistic person and the importance of supporting our neurodivergent population. 

The Equity Audit, completed in the Fall of 2022, continues to be a resource for recommendations for the implementation of DEIB practices across the district. We continue to work to build staff understanding and working knowledge of Diversity, Equity, Inclusion, and Belonging, with Belonging as the main focus of our work this year. The Equity Audit report will continue to be used to guide our work moving forward.

A web page for DEIB information has been created on the district website. This page will continue to be enhanced as the DEIB Advisory Committee outlines the themes of focus for the page and the links to related information, based on the themes decided. 

The DEIB Advisory Committee structure has changed. This year, the committee will have met twice over the year. The committee continues to have student, staff, administrative, parent/caregiver, and community representation. The committee has changed in size from the initial DEIB Advisory Committee established in the fall of 2020. The plan, moving forward, is to meet quarterly. The role of the DEIB Advisory Committee will be to review the DEIB activities of the district, make any recommendations for consideration of DEIB topics/themes, and support any surveys to the school community based on themes from the Equity Audit. This shift comes with the expectation that each school is providing learning opportunities connected to Belonging, as without an understanding and acceptance of Diversity, Equity, and Inclusion we are not creating opportunities and nurturing a sense of Belonging in ALL of our students and staff.

The district continues to work to provide meaningful learning opportunities for students. On March 20th, during Neurodiversity Celebration Week, Kerry Magro presented to middle school and high school students. Students were broken up by grade levels, 6th grade and seventh grade, 8th, 9th, and 10th grade, and 11th and 12th grades. Kerry Magro’s presentation, shared his experiences growing up as an Autistic individual. The central themes of this presentation were around including and supporting our neurodivergent population and creating a safe environment where all feel a sense of belonging. 

Staff across the district have been provided training and resources for looking at bias in curriculum and curricular materials they bring into the classroom. This continues to ensure that we are providing enriching learning experiences for our students and representing the identities of all in an equitable manner that also fosters acknowledgment of our varying identities and supports an Equitable and Inclusive school environment. An example took place within the 7th grade science curriculum this year. The 7th-grade science teachers provided students with the opportunity to learn about scientists, past and present, inclusive of varying backgrounds and identities. This included scientists of differing backgrounds, colors, gender identities, ethnicities, representatives of the LGBTQ+, and those with disabilities. In fostering DEIB, the goal of this was for students to make connections to the scientific world. The seventh-grade students were introduced to a scientist a week. Scientists also came in and facilitated science experiments with the students and an opportunity to learn from others. 

Each summer the HWRHS students choose a book, from a variety of staff-supported literature, for their summer reading assignment. At the start of the school year, students meet within their book groups to discuss and process what they have read. A variety of books with themes that can be linked to DEIB are provided as choices for students and include authors of color and different backgrounds and ethnicities.

Goal 4: Long-Range Planning 

By the end of December 2023, the HWRSD will develop and share with our communities, a 5-10 year Capital Improvement Plan.

Deliverables

• A written procedure and process for cataloging, prioritizing, and funding for capital investments
• Capital & Finance Sub-Committee adoption of procedures above.
• Communicate process to stakeholders including both town’s government officials
• Create inventory of capital investment requests
• Publish a 5-10 year capital improvement plan
• Share Capital Improvement plan with appropriate town agencies/boards

The district's administration has developed a Capital Improvement Plan process which outlines the development of a Capital Improvement Committee and the process that will be followed for an item or project to be considered.

The committee will consist of one school committee member, the Superintendent of Schools, the Assistant Superintendent of Finance & Administration, the Director of Maintenance, Facilities, & Operations, the Director of Information Technology, and one member from each town who is also a member of their towns’ finance committee, capital committee, or select boards. 

A standard form has been developed which any employee or community member can fill out and submit their capital request for consideration. The Capital Improvement Committee will determine if the item will be placed on the District’s 10-Year Capital Improvement Plan.

On an annual basis, coinciding with the school district’s budget calendar, the Capital Improvement Plan items will be reviewed for consideration and inclusion in the district’s annual budget request.

With the vacancy of the District Director of Maintenance, Facilities, & Operations, the Capital Improvement Plan process remains in draft form as this position oversees the plan. Once the position is filled, the process will be reviewed before being finalized.

Conclusions

The work completed during the 2023-2024 school year has helped us continue to connect with previous and future district goals. The Portrait of a Graduate and the Strategic Plan have provided direction as we move forward to meet our strategic objectives: 

• Teaching and Learning
• Communication and Community Partnerships
• Personnel, Facilities, and Technology
• Culture and Wellness

The development of the Communications Plan will be finalized once we complete the branding changes and improvements at the end of June with a publication date of the start of the 2024-2025 school year. This plan uses stakeholder feedback to strengthen community support and enhance our focus on core values, district goals, and objectives.

A substantial amount of work was completed to improve our Multi-Tiered Systems of Support at all three levels. The elementary schools have continued to build and evolve a proactive approach to address student needs through data-driven interventions, curriculum enhancements at each tier, and a focus on social-emotional development. Similarly, the use of assessments at the middle school level, expansion of support services, ELA curriculum review process, and focus on executive functioning skills collectively contribute to a supportive and responsive learning environment that addresses the academic and developmental needs of our middle grades students. Lastly, the screenings, interventions, and strategies implemented at the high school in grades nine and ten reflect a data-driven and collaborative approach to addressing students' academic needs,  with a commitment to continuous improvement and student success. These layers of support adapt and change with the grade level expectations of our students, to grow independent, confident learners by the end of their years in our district.

Our commitment to Diversity, Equity, Inclusion, and Belonging (DEIB) practices has supported an Enhanced DEIB understanding while increasing the focus on Neurodiversity and Inclusivity. The Equity Audit completed in the Fall of 2022 continues to be a valuable resource, guiding the district in implementing DEIB practices, and focusing on fostering a sense of belonging among all students and staff. After careful consideration, we decided to restructure the DEIB Advisory Committee to meet quarterly and include a more diverse representation. We continue to find ways to engage our students in DEIB activities now and into the future. Training for staff on recognizing and addressing bias in curricular materials ensures that the learning environment remains enriching, representative, and supportive of all identities, fostering an equitable and inclusive school culture. This goes hand in hand with the DEIB-Focused Summer Reading Program and developing a DEIB web page on the district website to provide accessible resources and information, supporting the community's engagement with DEIB themes and activities.

The district's administration is working towards a comprehensive, transparent, and inclusive Capital Improvement Plan process, but its finalization awaits the filling of a key position to ensure its successful implementation.