Superintendents Spotlight 9-10-24

I am thrilled to be serving as your Interim Superintendent of Schools. This will be my eighth year as a school superintendent, and I have been in school administration at all levels for over twenty years. I have previously served as an assistant superintendent, middle school principal, and assistant principal. I have also served as the President of the Massachusetts Principal Association and on the Board of Directors of the National Principal Association. I was honored as the Massachusetts Middle School Principal of the Year in 2010. I also taught middle school Math and Science for over ten years. I bring all this experience and focus on student outcomes and well-being to my role here in Mashpee.

In this first Superintendent newsletter, I would like to explain an area of emphasis for Mashpee Public Schools this year. Over the last few months, a team of educators led by Assistant Superintendent Dr. Hope Hanscom has revised and will provide support to enhance our MTSS model.

MTSS, which stands for Multi-Tiered System of Support, is a framework crucial in providing targeted support for students in areas where they may find difficulty. The intent is to provide timely and targeted support to students, ensuring they successfully progress in the curriculum, behavioral, and learning expectations. This work reduces the occurrence of gaps in student learning. MTSS is a general education support available to all students and does not replace special education services.

The process begins with monitoring student progress and screening essential skills. This proactive approach allows us to identify difficulties early and intervene with targeted strategies in small groups to master the content or skills. This initial tier, known as level one intervention, involves classroom-based support and collaboration with team members and subject-area specialists to address specific needs using the core curriculum. We will closely monitor student progress in mastering the areas of need; in most cases, students will show improvement.

A student may be referred to tier two if they are not making progress with level one interventions. Tier two involves a larger problem-solving team that identifies specific areas, methods, “SMART” goals (strategic, measurable, achievable, relevant, and time-based), and additional layers of interventions to address the deficit. Support and assistance will be provided by other professionals within the classroom.

We will move to tier-three if tier-two interventions fail to achieve the desired outcome. In this final tier, the team process is similar; however, the interventions become more prescriptive and may involve supplemental programs or one-on-one support. The process remains collaborative, but the strategies are tailored more specifically to address the student’s needs, and some intervention in small groups or one-to-one may be scheduled.

It is important to note that tier-one interventions are often classroom practices aimed at reteaching or practicing skills and may not always involve direct communication with parents. However, when interventions reach tier two, parents will be notified.

Ultimately, the goal is to ensure all students make steady progress and master critical content and skills throughout the year. We know that promptly addressing areas of misunderstanding or skill deficits can help prevent larger deficits. By working together with families and educators, we can support each child’s academic growth and progress.

Based on meetings with staff and district leaders, I will focus on one area this fall: clearly defining and standardizing communication strategies. My review indicated that communication regarding delivery times and content seemed redundant and inconsistent. In the future, district-wide communication will center on the work and initiatives of the entire district, with an emphasis on those led by the central office. In contrast, building-level communication will center on specific events, activities, and areas of emphasis for that building. I plan to share a district newsletter at the beginning of the month outlining ongoing work and essential information for families. I am also looking to develop a monthly podcast that will provide updates on district initiatives and feature interviews with staff and stakeholders. We are defining these communication categories and methods and will share more details next month. School Status Connect will be a foundational tool in our communication strategy. I encourage you to download the app and customize your communication preferences in the settings to stay informed and engaged.