OUR MISSION
The mission of the Attleboro Public
Schools is to develop and deliver
relevant learning experiences that
engage, challenge, and inspire all
students to maximize their unique
potential and improve our world.
OUR VISION
The vision of the Attleboro Public
Schools is to be the center of a
community united around
education, where all stakeholders
value and participate in our
collective success.
NAVIGATING TOWARD 2025 STRATEGIC PLAN
Attleboro Public Schools
Kimberly Janssen | [SCHOOL]
[Document subtitle]
Attleboro Public Schools Administration
School Committee Stephen K. Withers, Jr. (Ward III) - Chairperson Robert P. Geddes (At-Large) – Vice Chairperson William E. Larson (Ward II) – Secretary Shannon G. Johnson (At-Large)
James Stors (At-Large) Dianne Sawyer (Ward I) Lynn Porto (Ward IV) Christopher Frappier (Ward V) Scott Domenici (Ward VI)
Student Representatives Maya Alho – AHS 2022 Katerina Trieb – AHS 2022
APS Central Administration David A. Sawyer – Superintendent Laurie Regan – Assistant Superintendent Marc Furtado – Director of Finance & Controller Ivone Medeiros – Director of Special Education & Student Support Services Julienne Singer – Director of Human Resources Joanne DiPalma – Director of Social Emotional Learning
School Committee Approved – January 24, 2022
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Table of Contents
Strategic Planning Committee ........................................................................................................................................................................................................................................... 4
Strategic Planning Journey .................................................................................................................................................................................................................................................. 5
Mission/Vision .......................................................................................................................................................................................................................................................................... 6
Essential Beliefs ........................................................................................................................................................................................................................................................................ 7
APS Strategic Plan Structure ............................................................................................................................................................................................................................................... 8
Annual Planning Process ...................................................................................................................................................................................................................................................... 9
Goal 1 .........................................................................................................................................................................................................................................................................................10
Goal 2 .........................................................................................................................................................................................................................................................................................13 Goal 3 .........................................................................................................................................................................................................................................................................................1 6
Appendices ..............................................................................................................................................................................................................................................................................20
Glossary .....................................................................................................................................................................................................................................................................................25
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Strategic Planning Committee
This comprehensive Strategic Plan requires the collaboration and contributions of the APS school community as well as
our families and community leaders to be successful. We all have a significant role in the achievements of APS and an
opportunity to shape our goals through strategic planning and subsequent yearly action plans.
We would like to thank members of the Strategic Planning Committee for their considerable contributions to the creation
of this strategic plan.
Sara Barney Nancy Bloch Alison Bono Rose Brown Becky Couture Diane Diiorio Joanne DiPalma Scott Domenici
Jason Dvelis Jennifer Ferri Andrew Friess Robert Geddes Kevin Gorman Jennifer Grenon John Hanrahan Cheryl Harris
Janice Johnston Thomas Kelly Nicole Kenyon Tobey Reed Frank Rich Barbara Withers Laver Holness Niamh Duffy
The Strategic Planning process was led by David Sawyer, Superintendent and Laurie Regan, Assistant Superintendent.
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Strategic Planning Journey
APS began the strategic planning process in the Fall of 2019 with a representative body comprised of School Committee members,
administrators, teachers, staff, students, parents, and community leaders. The committee reexamined the district’s mission, v ision, and
essential beliefs and determined that they, indeed, should continue to be our “North Star” and guide the planning and
implementation of the next five-year strategic plan.
The Committee began the process by reviewing and discussing the progress made for the 2015-2020 strategic plan, Envisioning 2020.
Members engaged in conversations about the overall accomplishments and the objectives that are still in progress. The results from
the 2019 Diversity, Equity, and Inclusion survey completed by students, educators, and families were also shared. An analysis of the
results focused our planning efforts on instructional climate, student support services, communication, and access to resources.
Common themes from a Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis led the committee to develop three
goals centered on student learning, family and community engagement, and culturally responsive education. This process allowed us,
to celebrate the accomplishments that we have made in the last five years, closely examine where we are now, and engage in spirited
conversations about our needs and challenges.
Monthly meetings were conducted until March of 2020 when the COVID-19 pandemic interrupted the daily operation of the district,
including the completion of the final draft of the new plan for presentation to the School Committee in June of 2020. The school
closure resulted in a total shift in instruction and forced us to simultaneously learn how to utilize technology and engage students in
a virtual learning environment. Our students, families, and staff demonstrated their resiliency and flexibility throughout the year, as
the district transitioned between three modes of learning including hybrid, remote, and full in-person learning. Although the strategic
plan was not formally approved, many of the ideas, priorities, and goals discussed prior to the school closure remained in the
forefront of our planning and long-term decision making. It is for that reason that the plan began its unofficial implementation in the
face of one of the most tumultuous times in public education.
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OUR MISSION
The mission of the Attleboro Public Schools is to develop and deliver relevant
learning experiences that engage, challenge, and inspire all students to maximize
their unique potential and improve our world.
OUR VISION
The vision of the Attleboro Public Schools is to be the center of a community
united around education, where all stakeholders value and participate in our
collective success.
School Committee Approved – April 13, 2015
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The mission and vision of the Attleboro Public Schools are based on the following
Essential Beliefs:
CONDITIONS FOR LEARNING
• Learning is a shared responsibility among students, schools, families, and the community.
• A safe, respectful, and supportive environment is necessary for both teaching and learning.
QUALITY LEARNING EXPERIENCES
• All students deserve challenging and engaging learning experiences that have real-life value.
• All learners need varied and personalized learning experiences that will provide opportunities to
develop and apply knowledge and skills.
SUCCESSFUL MINDSET
• Success for all students requires stretching beyond perceived limits through effort and
perseverance.
• Progress and success are reliant upon continuous learning, reflection, and growth.
VALUE OF EDUCATION
• Learning empowers all of us to discover, think critically, and pursue our aspirations.
• Education prepares students for their responsible participation in a shared world.
School Committee Approved – April 13, 2015
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APS Strategic Plan Structure
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Annual Planning Process
The following chart depicts the Annual Strategic Planning process. It identifies annual priorities that will be translated into
action plans, school improvement plans, and accountability measures.
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GOAL 1: APS will support each student by providing personalized academic and social-emotional learning experiences, ensuring the development toward their full potential.
The preparation of students for life after compulsory schooling is the fundamental purpose of PK-12+ education. APS recognizes that students learn in different ways, at different paces, and with different challenges. Therefore, APS will continue to provide students with increased opportunities to engage in project-based, standards-aligned, and collaborative learning. Upon graduation, each APS student needs to be primed for success in pursuit of their personal post-secondary goals and academically prepared to engage in any further educational endeavors that support such. An APS education will focus on the four indicators identified in our Portrait of a Graduate (PoG). The goal is for all graduates to be self-directed, lifelong learners who are responsible and involved citizens. Students will engage in experiences that prepare them to communicate, collaborate, innovate, and remain active in their community.
To accomplish the student learning goal, the district endeavors to enhance educational tools related to curriculum and instruction, utilize data to inform and improve academic achievement, and develop systems and processes that support growth and social-emotional development.
Outcomes
A. Curriculum & Instruction The continued development of foundational academic and social-emotional elements in our schools will enhance student learning and achievement. This includes focusing on social-emotional learning, using high quality curriculum materials, integrating technology, and providing time for targeted planning.
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Attleboro Public Schools will:
1.A1 Provide social-emotional learning through experiences that will be integrated into daily classroom routines and procedures.
1.A2 Develop a comprehensive, systematic, culturally responsive process to review and revise inclusive high-quality instructional materials .
1.A3 Continue to increase and enhance the use of technology to support student achievement through the development and monitoring of a district technology plan.
1.A4 Review, revise, and implement schedules at all levels that include increased time for common planning and vertical alignment and to ensure there is support and guidance for all students.
B. Data & Achievement A focus on performance data and responding to each student’s strengths and needs will improve our ability to personalize learning.
Attleboro Public Schools will:
1.B1 Develop a data analysis process to inform instruction and consistently and effectively improve student achievement.
1.B2 Implement a systematic Response to Intervention (RTI) model to support academic, social-emotional, and behavioral needs of all students.
C. Systems & Processes Establishing new structures that advance student learning will improve district systems for all APS students and staff. This includes processes for attendance, transitioning between grade span levels, development of student learning portfolios, integration of Career and Technical Education (CTE) and community service programs.
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Attleboro Public Schools will:
1.C1 Provide resources to families to remove barriers to improve student attendance by enhancing support and monitoring systems.
1.C2 Create a student transition system that informs and guides placement of students across all grade span levels to ensure student success.
o Develop a transition program upon entry to each level: Kindergarten, middle school - grade five, high school - grade 9. o Expand guidance services to increase transition services and enhance college and career readiness of our students.
1.C3 Develop student digital learning portfolios connected to the Portrait of a Graduate at all levels.
1.C4 Expand our CTE programs based upon current market and economic trends and alternative education strategies that will respond to individual learning styles, keep students invested, and improve college and career opportunities for students.
1.C5 Engage students in a range of school and community service opportunities that promote career exploration and civic engagement.
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The education of Attleboro’s children is a shared responsibility of families, schools, and the community. When families and schools collaborate and maintain an educational partnership, the learning experience extends, and individual student goals are accomplished. A mutual benefit is realized when opportunities that welcome and nurture our relationship with the community are fostered. This collaboration allows APS students to engage in expanded extracurricular experiences outside of the school environment, while at the same time becoming active members of the Attleboro community. GOAL 2: APS will advance each student’s learning and development by cultivating reciprocal, meaningful, and active relationships with our families and community.
Outcomes
A. Communication Community connection is a key component of our progress and expanded two-way communication with our partners will enhance our ability to support students and families.
Attleboro Public Schools will:
2.A1 Develop comprehensive public systems to communicate district, school specific, and community wide information/events so that interested parties/individuals can engage in student experiences.
2.A2 Systematically publicize our student success in the schools, community, and across the Commonwealth.
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B. Programs & Services Enhancing community programs and services that engage families in the learning process will enhance the overall experience for students, families, and the community.
Attleboro Public Schools will:
2.B1 Establish a direct method for families to access district resources for support.
2.B2 Systematize the student registration process to increase accessibility and communicate steps for new families. Communicate the processes developed to schedule interpreters and prepare translated information for all to access.
2.B3 Establish a process for delivering information and provide relevant family and community workshops accessible to all.
2.B4 Partner with community organizations to offer satellite services to support family engagement and student success.
2.B5 Create Career and Technical Education adult evening programs to engage families and the community in extended learning opportunities.
C. Partnership A community united around education will engage our students in events, expand community services, maintain forward progress of our community coalition, Be Heard , and continue to foster our connections with the city’s local events and initiatives.
Attleboro Public Schools will continue to:
2.C1 Engage Attleboro High School students and Parent Teacher Organizations (PTOs) in district and school events.
2.C2 Foster community partnerships that extend services and programs for our students and families to support their academic, social-emotional, career, physical, and creative development.
2.C3 Expand and integrate Project Connect into the fabric of the school community.
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2.C4 Remain active members of Be Heard: Attleboro Community Coalition for Education , and other community partnerships that enhance collaboration with our students, families, and the community.
2.C5 Foster connections with the city to support local initiatives and community events by providing school facilities and additional channels of communication.
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G Goal 3: APS will actively ensure equitable access for each student to an inclusive, culturally responsive education that reflects the diverse backgrounds, needs, and interests of our community.
We define culturally responsive practices as acknowledging and understanding our students' diverse backgrounds as assets. This includes recognizing their academic strengths, challenges, socioeconomic status, culture, race, ethnicity, and identity in order to optimize student learning and nurture individual success. Through this approach, students feel connected and engaged with their learning experiences and build stronger relationships with those around them, resulting in positive gains in and out of school.
Over the past twenty years, the demographics of the Attleboro Public School community have become more diverse. See chart below from the MA Department of Elementary and Secondary Education School and District Profiles.
As a result of this positive change, we have an opportunity to embrace asset-based practices that are committed to sustaining the cultural identity of our students and families while proactively investigating barriers and challenges they face. When multiple viewpoints and perspectives are seen as learning opportunities, we can create classroom environments that develop and affirm the broad knowledge that our students already have and strengthen the school community.
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Student Home Languages
Within Attleboro Public Schools, there are over 40 languages represented by our families. We celebrate our diversity while building bridges to communication.
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Outcomes
A. Teaching and Learning Actively responding to student data and personalizing daily instruction and experiences will increase student participation in advanced coursework and focus daily interactions on positive student engagement.
Attleboro Public Schools will continue to:
3.A1 Increase academic achievement of the subgroups in relevant accountability measures .
3.A2 Increase participation and performance in advanced coursework for all students.
3.A3 Respond to discipline referrals and suspensions by implementing additional positive behavioral interventions and support systems and strategies for restorative practices .
B. Human Resources Recruiting a racially and ethnically diverse staff will enhance student connection and achievement. Establishing programs to retain and advance all staff will strengthen professional practices and positive student outcomes.
Attleboro Public Schools will:
3.B1 Increase the diversity of our workforce to drive positive student outcomes and achievement.
3.B2 Develop opportunities and programs to further strengthen instructional practices and advance the career path of our employees.
3.B3 Enhance systems for collegial support and mentoring to retain new staff.
3.B4 Provide professional learning opportunities for all staff in an inclusive and culturally responsive manner.
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C. Connections Personal relationships between the schools, students, and families will enhance the learning experience, and the community will expand the educational network beyond the classroom environment
Attleboro Public Schools will:
3.C1 Create opportunities for students, families, and the community to develop a personal connection to the school community. o Share staff bios or testimonials that inspire and provide opportunities for individuals to connect to current staff. o Share student bios that support the focus on creating and welcoming environments for all students to thrive. o Share community bios that connect the schools and community to promote collaboration and learning.
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Appendices
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APS Strategic Plan – Navigating Toward 2025
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Portrait of a Graduate
Our goal is that all Attleboro Public School graduates will be self-directed lifelong learners who are responsible and involved citizens. To accomplish this, all Attleboro students will:
INNOVATE 1. Analyze information, ask questions, and apply knowledge to evaluate and solve real life problems across disciplines and contexts. 2. Identify issues and develop action steps: set goals, plan, and reflect on progress and outcomes. 3. Think critically about the relevance and value of claims and evidence, including evaluating sources to consider perspective or bias. 4. Model behavior appropriate for the situation and/or context. COMMUNICATE 1. Actively listen and communicate understanding and interpretation of information. 2. Choose and apply appropriate tone, style and conventions according to audience and purpose. 3. Demonstrate organized communication through varied modes (oral, written, visual, and/or performance). 4. Use evidence and logic purposefully in communication.
COLLABORATE 1. Demonstrate knowledge of and respect for individuals of diverse backgrounds. 2. Seek alternative perspectives to challenge and enhance one's own. 3. Learn from each other and with each other. 4. Collectively take action to enhance the community.
BALANCE 1. Demonstrate the ability to be an independent learner who is motivated, persistent, and self-directed, who can apply time and task management skills. 2. Identify and explain how decisions impact self and others, and establish and maintain positive relationships.
3. Listen to understand, manage emotions, and respond with respect, empathy, and kindness. 4. Demonstrate personal accountability by making informed and responsible decisions.
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Accountability Timeline
The Strategic Plan will be executed as a Five-Year Plan with an Annual Plan developed to measure yearly progress, evaluate attainment of goals, and create a new plan.
Year
Activity
Benchmark
Activity
Benchmark
June 2022 Progress Report # 1 Present 2022-2023 Annual Plan JUNE 2023 Progress Report # 2 Present 2023-2024 Annual Plan JUNE 2024 Progress Report # 3 Present 2024-2025 Annual Plan
ONE -TWO 2020-2022
Develop Strategic Plan
JANUARY 2022 Present Strategic Plan
Develop 2022-2023 Annual Plan
THREE 2022-2023
Implement 2022-2023 Annual Plan
JANUARY 2023 Evaluate Progress
Develop 2023-2024 Annual Plan
FOUR 2023-2024
Implement 2023-2024 Annual Plan
JANUARY 2024 Evaluate Progress
Develop 2024-2025 Annual Plan
Implement 2024-2025 Annual Plan
JANUARY 2025 Evaluate Progress
JUNE 2025 Progress Report # 4
FIVE 2024-2025
Prepare 2025-2030 Strategic Plan
Evaluate Progress Develop Strategic Plan
Update Strategic Planning Process
Present Strategic Plan
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Annual Action Planning Template
Existing Data Internal & External
Action Strategies Dates
Outcome
Target Data
Responsible Party
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Glossary
Accountability Measures
Tools that provide clear, actionable information about student, school, and district performance.
Advanced Coursework
Defined by the MA Department of Elementary and Secondary Education as courses including Advanced Placement
(AP), International Baccalaureate (IB), Project Lead the Way (PLTW), dual enrollment for credit, Chapter 74 approved
vocational/technical secondary education programs, and other DESE-selected rigorous courses.
Be Heard: Attleboro Community Coalition for Education
A diverse coalition of community stakeholders strengthening partnerships by actively listening to all voices so as to
improve equity of opportunity and access to learning.
Career and Technical Education (CTE)
The Attleboro High School Career and Technical Education Programs offer a three year course of study in a
variety of technical areas and human services. CTE courses allow students to apply academic learning in "real life"
experiences that complement the course work all high school students take to ensure college and career
readiness.
Digital Learning Portfolio
The APS portfolio is a tool that documents the learning process and is a showcase of extracurricular and academic
student performance that provides a window into student learning for families, teachers, and educators.
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Grade Span
The categories into which a district groups its grades of students. In Attleboro, there are currently three grade spans: Elementary
School: K-4, Middle School: 5-8, and High School: 9-12.
High-Quality Instructional Materials
The MA Department of Elementary and Secondary Education defines high-quality instructional materials as those that are aligned
to the MA State Curriculum Frameworks and can prompt improvement in student learning outcomes.
Portrait of a Graduate
A set of characteristics, developed through an inclusive process, that the Attleboro Public Schools aspires for each student to
possess upon graduation. APS endeavors for each student to effectively innovate, collaborate, communicate, and be well-
balanced individuals.
Positive Behavioral Interventions and Support (PBIS)
Positive Behavioral Interventions and Supports is an evidence-based three-tiered framework to improve and integrate all of the
data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. (PBIS.org)
Publicize
Public showcases of student performance will be presented throughout the community on a regular basis
Response to Intervention (RtI)
Response to Intervention is a multi-tier approach to the early identification and support of students with learning and behavior
needs.
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Restorative Practices
Restorative practices promote positive relationships and culture in order to prevent conflict.
Social-Emotional Learning (SEL)
(SEL) is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop
healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and
maintain supportive relationships, and make responsible and caring decisions.
Student Achievement
The amount of academic content a student learns in a given time frame and refers to the extent to which a learner has attained
their short- or long-term educational goals.
Transition System (grade level related) A systematic process to ensure the successful transition of students between grade levels.
Vertical Alignment
The relationship between the MA State Curriculum Frameworks, curriculum materials, teacher instruction, and student
achievement. It ensures that all elements work smoothly together toward a common goal.
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