BPS Strategic Plan

STRATEGIC COHERENCE PLAN BRANFORD PUBLIC SCHOOLS 2024 - 2028

Branford Public Schools

185 Damascus Road Branford CT, 06405

Print Date: May 6, 2024

Design By: Michelle Lopez

TABLE OF CONTENTS

District Administration

page 2

Board of Education

page 2

Foreword

page 3

Our District at a Glance

page 4

Guiding Principles

page 5

Definition of Deep Learning

page 7

Global Learning Competencies

page 8

Strategic Planning Process Overview

page 10

page 13

STRATEGIC GOALS:

page 14

GOAL 1: Ensure equal opportunity for growth and developmentfor all Branford students.

GOAL 2: Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning. GOAL 3: Improve the processes and tools that the district uses to communicate and engage critical stakeholders across the district so they can be more meaningful partners in the support of student learning.

page 20

page 26

page 32

Committee Members 2022 - 2023

BOARD OF EDUCATION

Peter Berdon, Chair

Ellen Michaels, Vice Chair

Meghan DeLucia, Secretary

Judith Barron Adam Greenberg Marie McNamara Ram Shrestha Shawn Tiernan Laura Troidle

DISTRICT ADMINISTRATION

Christopher J. Tranberg, Ph.D., Superintendent of Schools

Allison K. Moran, Assistant Superintendent of Schools

Blaize Levitan Chief Operating Officer

FOREWORD

Dear Branford Community,

We are proud to share with you the Branford Public Schools Strategic Coherence Plan (SCP). This document represents the collaborative effort of a team who shared a collective commitment to ensuring the Branford Public Schools are an amazing place for students to learn and grow. This updated version of the SCP was developed with the guidance of the Strategic Planning Committees initial findings and goals and the new learning uncovered the Superintendent’s Entry Planning process. This forward looking plan is a testament to the collective wisdom gleaned from that important work representing the invaluable input from a diverse array of stakeholders including the Board of Education, community members, parents, dedicated staff, and our insightful students. Our Strategic Plan not only pays homage to the rich traditions and successful practices that define the Branford Public Schools, it also charts an ambitious course for the future and will serve as a robust blueprint, guiding our decision-making processes and steering our collective efforts toward the next level of achievement over the next five years. At its core, the SCP provides a clear focus and organizational coherence, instilling a sense of purpose that will propel our district's continuous improvement efforts. It is a living document with a common mission, vision, values, and goals that represent the aspirations and commitments we collectively hold. Our mission statement succinctly encapsulates the daily work of our school district, while the vision statement serves as a beacon, representing the heights we aspire to reach. The Global Learning Competencies embody the fundamental beliefs and shared commitments that shape our culture and guide our path towards fulfilling the mission and vision. The three goals encapsulate the strategic endeavors that will occupy our focus over the next five years. Given the ever-evolving landscape of education, the SCP recognizes the importance of adaptability. It is designed to be a living document, with measurable outcomes that will be regularly reviewed by the Board of Education. Updates and refinements will be made as necessary, ensuring its relevance and effectiveness over time. Executing this SCP is no small feat; it requires the oversight of the Board of Education, the empowerment of our dedicated staff, shared leadership among all stakeholders, and the unwavering support of our community. Ultimately, the success of this plan depends on its integration into our collective consciousness and commitment. We extend a warm invitation to each one of you to join us in this exciting and transformative journey over the next five years. Together, we can make our vision a reality and ensure a bright future to ensure our students are the leaders of tomorrow.

Sincerely,

Christopher J. Tranberg, Ph.D., Superintendent of Schools

Peter Berdon, Board of Education Chair

DISTRICT AT A GLANCE

3 Robust World Language Programs

JB Sliney 2023 School of Distinction

31:5 Racial Diversity

18 AP/ECE Program Offerings

9:1 Student / Teacher Ratio

1:1 Student / Device Ratio

$62,911,644 Spending Budget

43 Seal of Biliteracy Recipients

4 State Championships 18 All State Athletes

28 Art & Music Courses

2,651 Student Body

95% Graduation Rate

313 Certified Staff

Comprehensive School-Based Health Program

YALE Hospital & YALE School of Medicine Partnerships

GUIDING PRINCIPLES

MISSION Our purpose

The Branford Public School’s community is committed to developing life-long learners who are capable and confident, who contribute to their community, and who succeed in a changing global society.

VISION Learning Today, Leading Tomorrow

What we hope for students

CORE VALUES What adults embody to bring the mission and vision to life Educators in the Branford Learning Community embody a growth mindset, a belief that one’s capabilities and intellect can be enhanced through persistent effort, high- quality instruction and building students’ belief in their own capacity to achieve. Embodied in a culture of continuous improvement, there is clear commitment to ongoing enhancement of processes, products and pedagogy to meet the needs of all learners. As reflective practitioners, teachers, administrators and support staff learn from their experiences and adjust for improvement. Together, these core values create an environment where innovation flourishes, resilience is cultivated and individuals are relentless in their aspiration toward higher levels of excellence.

"The strategic planning process has not just opened my eyes to change but has positioned us on the precipice of systemic change. The prospect of meaningful progress is not just exciting; it is an extraordinary opportunity beckoning all of us to be a part of this positive transformation." - James O'Connor, Principal, Tisko Elementary School

DEFINITION OF DEEP LEARNING

Deep learning experiences prepare students to cognitively engage and connect in order to prepare for the demands of a rapidly changing, information-rich society. We aspire to provide dynamic learning experiences for students through: Feedback Providing continuous skills development, recognizing progress at each stage, while incorporating mentoring, feedback, and support throughout the learning process. Content Ensuring students progress from initial understanding to application of content by continuously reviewing and upgrading their knowledge and skills, using high-quality resources, and engaging in hands-on experiences. Context Promoting intrinsic motivation and student engagement in the pursuit of learning by communicating high expectations within an environment of clear rules and procedures and nurturing relationships. Community Cultivating a safe, supportive, and collaborative culture with colleagues, students, and families to optimize learning for educators and students.

GLOBAL COMPETENCIES

The desired attributes, skills, and qualities that all students should possess upon graduation from the Branford Public Schools are Branford’s Global Learning Competencies. These competencies serve as a guiding framework for our community in order to design curriculum and learning experiences that aim to cultivate well-rounded individuals who are equipped to succeed in their personal, academic, and professional lives. Branford’s Global Learning Competencies reflect the educational values and goals of the district while shaping the path of the educational journey of students. With a rich geographical and local history, the Branford community has become accustomed to a public school system that effectively and efficiently fulfills its mission of preparing students for what lies ahead in the world beyond high school. That world, however, is rapidly changing and to extend Branford’s reputation of educational innovation and success, there was a recognition among the district’s leaders and the Board of Education that public schools must continuously reflect on their own practice and seek to address the evolving uncertainties of this new environment.

Mason Porras, Class of 2024

“As a member of the Board of Education, I am thrilled to support a strategic plan that provides a road map of skills, characteristics and actions that will prepare our students for success. I was honored to be a part of this process and look forward to seeing it to fruition.“ - Laura Troidle, Board of Education

STRATEGIC PLANNING PROCESS OVERVIEW

As the district emerged from the pandemic and prepared for a transition of leadership, it became apparent to the Board that it would be well served to create a framework to define what it means to be appropriately prepared for life, learning, and work beyond school and to use that as a filter to screen for and hire a new superintendent. This would allow the Board and the Branford community to understand how the qualities of prospective candidates for this critical position are aligned with the district’s vision of the future. Although always challenging to predict, it is now known with certainty from research and experience that 21st century learners will need to develop a sophisticated set of skills and foundational personal dispositions to ensure they can navigate the uncertain challenges they will encounter. To this end, the district committed to a data-based, strategic coherence review of the school system’s capacity to adjust to this new reality. Aligned with this outcome, the process of Strategic Coherence planning was created and pioneered by the selected consultant, Jonathan Costa, from EdAdvance in Litchfield, Connecticut. Mr. Costa attended the January 26th, 2022 meeting of the Branford Board of Education and presented the rationale and process that would lead the district to a coherence planning outcome. At this session, the Board was able to preview the key concepts involved in the process and to ask questions about the alignment of the proposed process with the work, most notably the high school’s Global Learning Competencies, being done in the district. At the end of this session, the Board endorsed the plan with a promised outcome of a framework for a more coherent system of schools, all focused on ensuring student success and preparedness for life, learning, and work beyond school. Unlike traditional strategic planning processes that encourage a diffusion of improvement energy and resources, Strategic Coherence Planning uses a data-based, backwards design to focus the process on those highest leverage improvement strategies that have demonstrated over time to have the largest influence on student learning and impactful preparation for life, learning. and work success in a digital age. The approved calendar of events was designed to start in the spring of 2022 and culminate by the end of the 2022-2023 school year.

An overview of the Five Phases of Strategic Coherence Planning is displayed below:

III

ALIGNING ACTIONS WITH STRATEGIC FOCUS

COMMIT TO PRINCIPLES OF COHERENCE

DATA SCAN Internal & External

RESULT ANALYSIS

FOCUS SETTING

Innovation Configuration Mapping

Focus / Systems

Performance and alignment of foundational and supporting systems to the stated vision of a graduate and definition of learning.

Identify 2 - 5 Priority Gap- closing Strategic Actions

Commit to the skills and disposition of a successful graduate and the learning environment that will support them.

Systems Impact

Plan Actions

Outcomes

Timelines

Responsiblities

Theory

Practice

As a result of proceeding through these phases, the following outcomes were promised by the process plan: Increased clarity regarding the volatility of change and how digital processes and unpredictable events can/are reshaping life, learning, and work and the economic future of all Branford students. A heightened commitment to the district Mission statement and an identified set of key student skills and dispositions (Branford Global Learning Competencies) that will lead to success for all Branford students in life, learning, and work beyond school as well as those priority learning standards that should form the core of a post-pandemic curriculum structure (Foundational Learning Systems – Goals for Learning). 11

Identification of key instructional and adult learning strategies that will have the greatest impact on ensuring equitable achievement of the Branford Global Learning Competencies for all students, including the educator practices that most support student engagement in rigorous work in challenging circumstances. (Foundational Learning Systems – Instruction for Deep Learning). Identification of key student learning assessment measures and adult accountability strategies that will have the greatest impact on achievement of the Branford Global Learning Competencies (Foundational Learning Systems – Assessment and Measurement). Build district systems commitment and capacity (Leadership, Resources, Community Engagement, and Policy) to align and focus improvement efforts on the Branford Global Learning Competencies that lead to the highest levels of long-term student success over time (Supporting Organizational Systems). Build alignment of Foundational Learning Systems across all three levels of the organizational practice (student, adult, building/organization). With all the process decisions made, a representative group of over 20 constituents and stakeholders were identified as participants on the Strategic Coherence Planning Team. The district and the Branford Board of Education would like to thank each of the following individuals for committing to the 60-plus hours of time required of the team participants to complete the planning process on behalf of the Branford Public Schools.

“Being able to listen to stakeholders from across the district will help guide my actions as a leader to better meet the needs of all learners. My hope is that all stakeholders see themselves in our planning and can say they had a part in leading us into the future.“ - Lee Panagoulias, BHS Principal

GOALS

Goal I: Ensure equal opportunity for growth and development for all Branford students.

Goal II: Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning. Goal III: Improve the processes and tools that the district uses to communicate and engage critical stakeholders across the district so they can be more meaningful partners in the support of student learning.

GOAL I

Ensure equal opportunity for growth and development for all Branford students.

STRATEGIC ACTIONS

Strategy 1

Action

Years

Develop a guaranteed and viable curriculum across grade levels and content areas.

A. Create leadership structures to support curriculum development and oversight for all disciplines. B. Review structures for ongoing collaboration and communication with teachers within and across grade levels and content areas. C. Standardize district practices for reviewing, creating and revising curriculum.

Years 1 - 2

D. Increase opportunities for student leadership and voice.

Years 1 - 5

E. Ensure schedules that maximize student learning time and access to core standards.

Years 1 - 5

SUCCESS INDICATORS:

Clearly written, taught and assessed curriculum across all grade levels, content areas and courses. Identified leadership for all disciplines. Established processes for curriculum review and development. Schedules that prioritize and address student learning needs.

GOAL I

Ensure equal opportunity for growth and development for all Branford students.

STRATEGIC ACTIONS

Strategy 2

Action

Years

Utilize technology as a tool to enhance student learning.

A. Conduct an audit of digital tools.

Year 1

B. Conduct an analysis of screen time and identify areas where use is positively contributing to student learning.

Year 2

C. Develop curriculum to ensure responsible use and digital citizenship.

Years 2 - 3

D. Enhance opportunities for student learning and accessibility through responsible integration of artificial intelligence. E. Embed guaranteed technology experiences in district curriculum across grade levels and content areas.

Years 2 - 3

Years 1 - 5

SUCCESS INDICATORS:

Balanced and effective integration of technology hardware and software. Clearly articulated curriculum for digital citizenship and integrated technology experiences embedded in curriculum. Integration of artificial intelligence that encourages cognition while enhancing learning and maximizing productivity.

GOAL I

Ensure equal opportunity for growth and development for all Branford students.

STRATEGIC ACTIONS

Strategy 3

Action

Years

Integrate culturally responsive learning opportunities for all.

A. Develop the capacity of staff to monitor and adjust instruction to meet individualized student learning needs. B. Learn from students by providing opportunities for them to share their lived experiences.

Years 1 - 3

Years 1 - 5

C. Cultivate a brave community willing to address challenges related to bias.

Years 1 - 5

D. Identify and remove barriers in order to provide opportunities so students may pursue courses of study that are engaging, relevant and rigorous. E. Provide additional opportunities for students to build empathy and better understand the diversity that exists within and beyond the Branford community.

Years 1 - 3

Years 2 - 4

SUCCESS INDICATORS:

Written, taught and assessed curriculum that represents the diversity of the Branford Community and a global society. Welcoming school climate. Equitable access to all learning opportunities within the district.

GOAL I

Ensure equal opportunity for growth and development for all Branford students.

STRATEGIC ACTIONS

Strategy 4

Action

Years

Enhance support systems to address academic and social and emotional learning needs of students.

A. Review and adjust practices to strengthen academic intervention practices. B. Develop measures to ensure SEL curriculum is providing deliverable outcomes. C. Establish processes for the identification and support of gifted learners. D. Address challenges related to climate and culture to establish a growth mindset-oriented learning community.

Years 1 - 2

Year 3

Years 1 - 5

E. Ensure a continuum of supports to meet the needs of all learners.

Years 1 - 2

SUCCESS INDICATORS:

Clearly articulated and practiced Tier I, II and III processes for both academic and emotional behavioral support. Implemented process for the identification and support of gifted learners. All learners engage in deep learning and challenging courses of study. Funding is allocated to provide every student with what they need to achieve at the highest level possible.

GOAL I

Ensure equal opportunity for growth and development for all Branford students.

STRATEGIC ACTIONS

Strategy 5

Action

Years

Create experiences for transformational job-embedded professional learning for faculty and staff.

A. Establish a Professional Development and Evaluation Committee (PDEC).

Year 1

B. Develop and implement a new system for educator and administrator growth and feedback that builds capacity of staff.

Years 1 - 2

C. Increase opportunities for teacher leadership.

Years 1 - 5

D. Utilize educator feedback in developing professional development and learning plans that are consistent, collaborative and connected. E. Provide opportunities for the ongoing professional learning of non- certified staff. F. Implement a process that engages the learning community in organizational improvement through instructional rounds.

Years 1 - 5

Years 3 - 5

SUCCESS INDICATORS:

Established and implemented systems for feedback and growth. Efficacious delivery of a coaching model rich in feedback and student learning. Reimagined professional learning opportunities. Increased presence and opportunities of teacher leadership. 18

“The Strategic Planning process pushed us to look at all aspects of our district through a critical, future-oriented lens.“ - Lauren Skultety, Elementary Curriculum Coordinator

GOAL II Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning.

STRATEGIC ACTIONS

Strategy 1

Action

Years

Create systems for the measurement and evaluation of the district’s global learning competencies.

A. Integrate global learning competencies in all curriculum units.

Years 1 - 5

B. Integrate language of the GLCs in district guiding documents.

Years 1 - 3

C. Create a student success planning process that offers a multimedia portfolio of student learning (PK-12). D. Develop and revise BOE policies and district procedures reflecting language associated with guiding documents.

Years 4 - 5

Years 1 - 5

SUCCESS INDICATORS:

There is a common language and shared understanding related to the meaning and intent of the GLCs and DODL. Curriculum, assessment, and instruction are each designed with GLCs as the guiding principles. There is evidence of student learning with clear connections to the GLCs.

GOAL II Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning.

STRATEGIC ACTIONS

Strategy 2

Action

Years

Improve district and school climate.

A. Increase opportunities for student and staff voice and leadership.

Years 1 - 5

B. Provide and encourage opportunities for feedback from various stakeholder groups. C. Calibrate evaluation and feedback practices to equitably provide opportunities for professional growth

Years 1 - 3

Years 2 - 3

D. Develop a system for collecting, evaluating and utilizing school climate

Years 2 - 3

data to improve organizational coherence and effectiveness.

SUCCESS INDICATORS:

Goal setting systems through all the levels of the district overtly foster practices that align to the DODL and student demonstration of the GLCs. Newly adopted processes for assessing and addressing school and district climate. Regular opportunities for formal and informal feedback from various stakeholders.

GOAL II Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning.

STRATEGIC ACTIONS

Strategy 3

Action

Years

Develop robust systems for recruiting, retention and staff support.

A. Create, adopt and adhere to written procedures supporting recruitment and retention of highly qualified personnel. B. Institute a new teacher academy to provide support for early-career professionals. C. Establish a teacher leadership academy to enhance the capacity of established staff. D. Participate in State and local professional learning to support district workforce diversification.

Years 1 - 5

Year 2

Years 2 - 3

Years 1 - 5

SUCCESS INDICATORS:

Professional growth and support processes are designed and implemented to develop and deepen capacity for the DODL. Written processes in place and accessible. Established support and leadership opportunities for new and veteran staff. Increased presence in district participation and leadership of professional development across the State.

GOAL II Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning.

STRATEGIC ACTIONS

Strategy 4

Action

Years

Provide facilities that shape the path for the future of education.

A. Engage in a robust process to create a master agenda addressing facility and other long term capital needs for the district. B. Establish a preventive maintenance plan to proactively and responsively address facility needs.

Year 2

Years 1 - 2

C. Utilize technology to monitor and address physical facility needs.

Years 1- 2

D. Enhance systems to maximize the safety and security of students and staff.

Years 1 - 5

E. Explore energy conservation opportunities.

Years 1 - 5

SUCCESS INDICATORS:

Completed master agenda and implementation plan for garnering community support. Revised processes for addressing facility needs and adopted preventive maintenance plans. Adjusted security procedures to align with current best practices in partnership with the Branford Police and Fire Dept.

GOAL II Align the key systems in the district to support the student acquisition of the Global Learning Competencies through the implementation of the Definition of Deep Learning.

STRATEGIC ACTIONS

Strategy 5

Action

Years

Reimagine and implement programs of study that prepare students for a rapidly changing global society.

A. Increase access and opportunities for early childhood education.

Years 3 - 5

B. Explore innovative scheduling and programmatic models to support choice and access to a variety of learning experiences.

Years 2 - 3

Years 2 - 4

C. Create more robust systems of support in high school counseling.

Years 2 - 5

D. Improve opportunities for authentic learning experiences both in and beyond the Branford Community.

SUCCESS INDICATORS:

Articulated plan that provides for greater access to preschool across the community. Forward looking opportunities in and beyond the traditional classroom setting that prepare students for a variety of post- secondary pathways. Established practices for personalized and authentic, “hands- on” learning experiences for students.

“The most impactful parts of the strategic planning process were the visualization of what a Branford graduate looks like, and articulating the role that everyone from Pre-K to 12th grade plays in helping ALL Branford students achieve that vision.“ - Sarah MacDougall, WIS World Language Teacher & BEA Co-President

GOAL III Improve the processes and tools that the district uses to communicate and engage critical stakeholders across the district so they can be more meaningful partners in the support of student learning.

STRATEGIC ACTIONS

Strategy 1

Action

Years

Improve accessibility to District and school communications.

A. Audit current systems of communication.

Year 1

B. Survey stakeholders to better understand preferred methods of communications. C. Utilize technology, website and communications applications, to improve communication.

Year 1

Years 2 - 3

D. Identify guiding documents for district planning and widely distribute.

Years 1 - 2

E. Develop a media package to provide consistency in appearance of communications.

Year 2

F. Initiate transparent plans for district and school improvement.

Years 1 - 5

SUCCESS INDICATORS:

There is an awareness and understanding of the district goals and where to find them. Parent resources are well organized, accessible, and current. There is widespread awareness and understanding of the GLCs among all our stakeholders and how they relate to student growth and performance. Families know how to access resources available to support their child’s growth and learning. 26

STRATEGIC ACTIONS

Strategy 2

Action

Years

Strengthen presence and partnerships with the larger Branford Community.

A. Conduct a community needs assessment to better understand possible opportunities for higher levels of engagement. B. Identify staff to support community engagement efforts ensuring diverse areas and interests are represented. C. Develop educational programs that benefit both students and the larger community.

Year 2

Year 3 - 5

Years 2 - 5

SUCCESS INDICATORS:

Increased partnership for students and staff with programming, internships and community partnerships. Attendance at community events, enrollment in curricular programs with community involvement components, extracurricular activities that foster community engagement. Positive feedback regarding student engagement with the community.

STRATEGIC ACTIONS

Strategy 3

Action

Years

Provide opportunities for stakeholder engagement and feedback.

A. Provide regular opportunities for feedback through focus groups and community forums when appropriate. B. Utilize the Board of Education Communications Committee to engage with the community at the Board level.

Years 1 - 5

SUCCESS INDICATORS:

We effectively communicate Board & District goals through a regular and consistent process. Diverse representation and participation of community members to ensure a broad range of perspectives and feedback are utilized to regularly monitor progress. Evidence that feedback is heard and considered when making decisions to shape the future of the Branford Learning Community.

STRATEGIC ACTIONS

Strategy 4

Action

Years

Increase frequency and expand scope of sharing district highlights.

A. Create systems to regularly recognize and share student and staff accomplishments. B. Explore feasibility of adding personnel to manage and improve district communications.

Year 2

Years 1 - 2

SUCCESS INDICATORS:

Developed content calendar outlining the schedule for sharing district highlights and celebrations. This ensures a consistent and regular flow of positive information. Increased administrative presence at events to provide content that coincides with significant achievements, or milestones within the district. Designated personnel to support communication efforts.

STRATEGIC ACTIONS

Strategy 5

Action

Years

Develop systems for connectivity with alumni.

A. Review procedures for engaging students in feedback regarding post- secondary planning.

Year 2

B. Develop a database for alumni management.

Years 2 - 3

C. Engage alumni in student learning and post-secondary planning processes.

Years 3 - 5

SUCCESS INDICATORS:

Create a dedicated alumni committee to plan and coordinate these events. Utilize social media, email newsletters, and the school website to promote upcoming events and encourage attendance. Establish a regular newsletter to update alumni on school news, achievements, and upcoming events. Include alumni success stories, interviews, and spotlights to showcase the accomplishments of former students. Use platforms like LinkedIn or dedicated alumni websites to create a virtual space where alumni can connect, share updates, and network. Encourage alumni to update their contact information and professional details to facilitate networking among themselves. Establish mentorship programs that connect current students with alumni who can offer guidance and advice through career counseling services.

“The synthesis of the Strategic Coherence Plan and insights gleaned from the Superintendent's Entry Plan resulted in a guiding document that will shape the path forward for the next five years. Our collective commitment to this plan offers a promising future for our students and the larger community.“ - Dr. Christopher Tranberg, Superintendent of Schools

COMMITTEE MEMBERS 2022 - 2023

Hamlet Hernandez, Superintendent of Schools (retired 2023)

Suzanne Sullivan, Science Coach, Walsh & Branford High

Rachel Sexton, Assistant Superintendent (retired 2023)

Sara Anglemire, Parent

Don Neel, Chief Operating Officer (retired 2024)

Dionne Pulcinella, Parent

Charles Cicarella, Director of Student Services

Jocelyn Antunes, Parent

Rob Kovi, Director of Technology

Katy Blanchette, Parent

Lauren Skultety, Elementary Curriculum Coordinator

Kim Volkens, District EL Coordinator, TESOL Teacher

Ashley Marinaro, Secondary Curriculum Coordinator

Erin McCarthy, School Social Worker, Tisko Elementary

Jim O'Connor, Principal, Tisko Elementary

Maria Melillo, Library Media Specialist, Sliney Elementary

Sarah MacDougall, BEA President, World Language Teacher

Monica Pustari, Kindergarten Teacher, Sliney Elementary

Lee Panagoulias, Principal, Branford High School

Laura Dell, World Language Teacher, Walsh Intermediate

Christina Prekulaj, Literacy Coach, Murphy Elementary

Vicki Climie, Science Teacher, Branford High

Ed Prete, Education Committee Member, RTM

Cristy Cantu, Board of Education Member

Keishia Smith, Parent

Meaghan Delucia, Board of Education Member

Kath Rondinone, Parent

John Prins, Board of Education Member

Holly Warner, Parent

Laura Troidle, Board of Education Member 32

Learning Today, Leading Tomorrow

STRATEGIC COHERENCE PLAN 2024 - 2028

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