Newton Public Schools Digital Budget Book FY2025
NEWTON PUBLIC SCHOOLS
TEACHING
LEARNING &
Magazine
June 2025
In the Spotlight: Math & PEHW Curriculum Work This Year
OTL REORGANIZATION
WELCOME NEW DIRECTORS
EVERYTHING YOU NEED TO KNOW ABOUT THE NEW CURRICULUM REVIEW CYCLE
MTSS: HOW EVERYTHING IS CONNECTED
NEW RESOURCES FOR THE FALL
TABLE OF Contents
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MESSAGE FROM THE OTL
TIMELINE FOR CURRICULUM WORK
An overview of the work this year
Who is up for what and when
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OTL REORGANIZATION What you should know and the why
IN THE SPOTLIGHT: MATH & PEHW CURRICULUM REVIEW
Check out this overview of the self studies this year
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WELCOME OUR NEW DIRECTORS
MTSS: HOW IS IT ALL CONNECTED?
Get to know our new directors
An overview
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THE NEW NPS CURRICULUM CYCLE
NEW RESOURCES FOR ELEMENTARY AND MIDDLE SCHOOL LEVELS
Here’s what you can expect regarding our new process for curriculum development
Overview of the new instructional resources and tools for our educators and students starting in the fall
A Message from the
As we close out a remarkable school year, I want to take a moment to reflect on the important progress we’ve made together in support of student learning across our district. This year, we launched comprehensive curriculum reviews in both Mathematics and Physical Education, Health, and Wellness (PEHW). These efforts have brought forward meaningful conversations among educators, students, and community members about how we ensure all students experience relevant, rigorous, and developmentally appropriate learning opportunities. These reviews will shape a vision for the future of learning in these critical areas. Our continued implementation of the EL Education curriculum in elementary grades has deepened students' engagement with critical literacy and rich, meaningful content. Educators across the district have committed themselves to bringing this curriculum to life in classrooms, and we look forward to ongoing professional learning and collaborative reflection as this work continues into next year. At the secondary level, the High School District Curriculum Council has played a vital role in bringing coherence and clarity to our 9–12 programs. This cross-school collaboration is strengthening alignment and elevating student experience across the district. This year, the team took a deep dive into defining rigor and priority standards and our multi level class models at both schools. Internally, we undertook a significant reorganization of the Office of Teaching and Learning to better serve educators and students across all grade levels and content areas. We welcomed new Director-level roles to support PreK–12 coordination in ELA, Math, Science, and Humanities—including Fine and Performing Arts, Social Studies, World Language, and PEHW—as well as a dedicated Director of Professional Learning. Additionally, our Office of English Language Learners advanced a robust curriculum development initiative, ensuring our multilingual learners have access to content-rich instruction and the academic language development they need to thrive. Lastly, our MTSS teams worked closely with the elementary and middle schools to focus on maximizing time on learning through our schedule and supports for students. None of this work would be possible without the incredible efforts of our educators, leaders, and support staff. Your dedication, creativity, and passion drive everything we do, and I am deeply grateful for your partnership. As we look ahead, we remain focused on ensuring every student is known, challenged, and supported every day. Thank you for a year of thoughtful collaboration and inspiring progress. Wishing you all a restful and joyful summer. Warmly,
GINA FLANAGAN ASSISTANT SUPERINTENDENT FOR TEACHING AND LEARNING 3
Reorganization of the OTL WHAT YOU SHOULD KNOW ABOUT THE
This year, the Office of Teaching and Learning underwent a significant reorganization designed to better support educators and align curriculum, instruction, and professional development across all grade levels and content areas. This reorganization will address: PK–12 Curriculum Alignment: A new districtwide system will ensure consistent, aligned curriculum and assessment practices across all grade levels and schools. Equity and MTSS Implementation: Addressing inconsistent instruction and gaps in Tier 1 curriculum to strengthen equitable access and enable effective Multi-Tiered Systems of Support (MTSS). Coordinated Professional Learning: Professional development will be aligned with district priorities to support coherent, systemwide improvement. Measuring Impact and Ensuring Equity: Establishing systems to evaluate curriculum effectiveness and ensure equitable distribution of resources and opportunities. The new model includes dedicated directors for PreK–12 English Language Arts, Math, Science, and Humanities (including Fine and Performing Arts, Social Studies, World Language, and PE/Health and Wellness), as well as a Director of Professional Learning. Next year, staff can expect clearer communication, stronger alignment of curriculum and instructional practices, and more targeted, high-quality and coordinated professional development. These new roles are designed to foster collaboration, ensure consistency across schools, and provide timely, relevant support to teachers and principals. Whether through curriculum planning, coaching, or job-embedded PD, this restructured team will work closely with school leaders and teachers to elevate instructional practice and ensure every student experiences a cohesive, high-quality learning journey.
By Phyllis Schwaiger Photography by Jin Ae Soo Organizational Chart
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New Directors WELCOME
MATTHEW COLEMAN Director of Professional Learning
JENNIFER SHORE Director of Math PK-12
Matthew joins us with over 20 years of experience as a leader, educator, and systems thinker. Most recently, he served as Director of Data, Research, and Accountability for Arlington Public Schools, where he led initiatives in MTSS, instructional coaching, professional development and strategic planning. Matt began his career in mathematics education. Matt holds a bachelor and Master’s degree from Boston University as well as a doctorate in Educational Leadership from Boston College.
Jennifer brings more than a decade of experience in designing and leading inclusive mathematics programs. Formerly our K–8 Mathematics Coordinator and Director of Special Initiatives and Programs, she has led curriculum reviews, the expansion of The Calculus Project, and the development of summer and vacation learning programs. Her leadership blends classroom expertise, early childhood education, and higher education insight.
DAVID KLOKER Director of ELA PK-12
LIZ BUTLER-EVERITT Director of Science PK-12
David is an experienced educator with over a decade of experience training teachers, implementing rigorous curriculum, and helping schools facilitate student achievement. David earned a M.A. in Educational Leadership from UC Berkeley and is currently completing a doctorate in Organization & Leadership from the University of San Francisco. David was a National Board Certified Teacher in Early Childhood and led multiple schools-including school networks-as an administrator and teacher coach. He taught credentialing classes as a Senior Lecturer for Loyola Marymount University, and was a Teacher Consultant for the Bay Area Writing Project. Among his greatest honors was serving as principal in his own son’s school. He brings the same passion for education to all of the students he serves.
Elizabeth is a veteran educator and dynamic science leader. In her previous role as K–8 Science and Technology/Engineering Coordinator for Newton, she spearheaded curriculum updates, secured state funding for professional learning, and supported educators in aligning with state standards. She holds multiple advanced degrees and brings both a data-informed perspective and a global outlook to her work in science education.
TRACY SOCKOLOWSKY Director of Humanities/Wellbeing (PEHW & World Language Tracy brings over 20 years of leadership and classroom experience, most recently serving as Assistant Principal at Dover-Sherborn Middle School. A passionate advocate for student well-being and culturally responsive teaching, she has led districtwide initiatives in curriculum design, civic education, and instructional innovation. Tracy’s academic background includes degrees from Harvard, University of Michigan and Endicott where she studied educational leadership, history and the history of art.
EVA HUGHES Director of Humanities /Wellbeing PK-12 (Social Studies/Arts Eva joins us with deep roots in both classroom instruction and curriculum leadership. Most recently Social Studies Department Chair at Masconomet Regional, she has led grant-funded initiatives, curriculum alignment work, and statewide civic engagement programs. With dual Master’s degrees from Harvard University and Endicott College and years of experience in Wayland Public Schools and DESE fellowships, Eva brings a powerful combination of policy expertise and instructional practice to our team.
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Breakdown of the NPS Curriculum Review Cycle
What can you expect?
The Office of Teaching and Learning follows a four-year, five-phase curriculum review cycle to ensure high-quality, aligned, and equitable instruction across all content areas.
Vet and pilot high quality instructional materials that is aligned to standards and NPS vision and goal. Develop standards based curriculum.
Examine all curriculum, instructional practices, gather stakeholder input and identify areas of growth.
Provide staff the training and support to implement the new curriculum with fidelity.
Solicit staff input of curriculum to ensure impact, sustainability and continuous improvement.
For a more comprehensive look at the curriculum review process, please review the NPS Curriculum Review Guide.
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NOTE: There will be some flexibility built into the process to account for more time that may be needed during curriculum development (Phase II).
TIME FRAME OF EACH PHASE Who is up for what and when
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IN THE SPOTLIGHT: Math & PEHW Curriculum Reviews (Phase I: The Self Study)
Important Links
Math Full Self Study
PEWH Full Self Stud y
Members of the Math Curriculum Committee Review Survey Data
This school year, Newton Public Schools undertook in-depth curriculum reviews in two key content areas: Mathematics and Physical Education, Health, and Wellness (PEHW). As part of our ongoing commitment to instructional excellence and equity, these reviews have followed a structured self-study process aimed at understanding current practices, identifying strengths and challenges, and setting a vision for future improvement. Over the past year, both review teams engaged in a comprehensive set of activities, including staff learning walks, curriculum and assessment audits, and crosswalks with state and national standards. Teams also conducted surveys with students, families, and staff to gather diverse perspectives on the learning experience. These self-studies provided valuable insight into where we are and where we want to go as a district. In both content areas, the self-study has laid a strong foundation for the next phase of work. This year, we incorporated the help of content based consultants to help provide an objective view of our programs. While these consultants also provided recommendations for our programs to improve, the curriculum review committees are not obligated to implement these recommendations.
In the 2025–2026 school year, we will enter Phase II: Piloting and Curriculum Development. This next phase will involve selecting high-quality instructional materials, designing assessments that reflect our learning goals, and piloting new units or approaches in classrooms. As always, educator voice and student experience will remain central to this work. Thank you to the dedicated educators, leaders, students, and families who contributed their time and insight throughout this process. Your input ensures that we continue to evolve our programs in a thoughtful and inclusive way. We look forward to continuing this important journey together next year.
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MTSS:
How is Everything Connected? The work of becoming a Multi-Tiered System of Support (MTSS) school is not new to Newton—we’ve been engaged in this work for decades. At its core, being an MTSS school means ensuring that every student receives the support and attention they need, exactly when they need it, no matter how they enter the building each day. And yet, only those working in public education in 2025 truly understand how complex it is to make that seemingly simple goal a reality for all students. To help make sense of this work, it can be useful to think of MTSS through three key “buckets”: Instructional practices – the daily teaching moves we make as educators; Structures and systems – the ways we organize our schools, including the educator communication pathways that create the conditions for success; Culture and climate – the trust and sense of belonging that fuel meaningful relationships and learning. So where does this work fit within your school’s improvement plan or our district’s strategic plan? Simply put: MTSS is the umbrella that encompasses all of our instructional strategic goals. Every initiative we take on can be viewed through one or more of these three lenses. For example: Implementing the EL curriculum primarily lives in the instructional bucket. Intervention and extension blocks fall at least initially under structures and systems. Psychological safety among GLDs connects strongly to culture and climate. Other priorities, like culturally responsive instruction (CRI), span all three. While CRI includes key instructional moves, fully living our CRI commitments also requires examining the structures (like discipline policies) and how they impact students, as well as whether our culture fosters belonging—for students and staff alike. What excites me most about MTSS work is that it recognizes the deep challenges public schools face and gives us a concrete framework to understand and address them. It helps us name the barriers our students and educators experience—and work to remove them. MTSS work looks different at each level, and it should. The barriers facing high schoolers aren’t the same as those faced by elementary students, and the solutions must reflect that. But across all levels, MTSS is how we close achievement gaps. One of the measures of success in my role is the closing of these gaps across student identity markers. That’s not because a Director of MTSS could ever be fully responsible for instruction, but because the process of using data to inform decisions—and acting within those three MTSS buckets—is how we shift student outcomes. We’ve already seen really exciting progress at the elementary level in several schools, showing that Newton can be a place where a student’s academic achievement and well-being is not predictable based on their race, gender, disability/neurodiversity, or primary language. I’m deeply grateful for the collaboration with so many of you this year! I hope you enjoy a restful summer—and I look forward to continuing this important work with you in the fall. Maria Kolbe
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MTSS DIRECTOR
New Instructional Resources in 2025-2026
In our PreK, elementary, and middle school levels, our academic universal screeners in are powerful data points. Additionally, our social-emotional learning screeners across levels are critical to better understanding our student’s well-being and connectedness. But, these data points become even more impactful when they can easily inform instruction. To that end, in a late June acquisition of (state earmark funds, provided by our Newton Senate and House representatives) we are able to provide the following instructional resources for our educators for the upcoming school year! More information will be coming in the fall, as well as opportunities for professional learning, but we wanted to share a bit about the exciting resources below. WAYFINDER Wayfinder's SEL subscription for teachers provides a c omprehensive, ready-to-use curriculum and resources designed to support student well-being, SEL, foster life readiness, and build positive classroom/building culture. Who has access?: Grades 6-9, and two pilots at a northside and southside elementary school (Countryside and Lincoln-Eliot). How will it be used?: To support planning for advisory (MS/HS) and community block/morning meeting (elementary). How can I learn more about it? : CASEL Program Guide and the Wayfinder Website NEARPOD
Nearpod, as part of the Renaissance ecosystem, provides educators with interactive, standards-aligned lessons that seamlessly extend and support instruction based on insights from STAR assessments.
Who has access? : All educators K-8. How will it be used?: To support planning of WIN/extension blocks, provide small group instruction in Tier 1, or utilize the “by standards” feature to plan for tiered interventions. Educators also can access the comprehension passages and decodable library, along with history and science resources. How can I learn more about it? : Video of Star/Nearpod connection and Website.
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FRECKLE MATH Renaissance Freckle is an adaptive math application for students that provides personalized practice and real-time feedback, designed to support student growth by building foundational skills based on data from the STAR Math universal screener.
Who has access? : All students in grades 6 through 8, as a pilot for our use of adapted instruction applications at the middle school level. How will it be used?: Students can access during the extension/WIN blocks, and during small group instruction structures within Tier 1 curriculum. How can I learn more about it? : Video Overview and Website.
LALILO
Lalilo by Renaissance, a product comparative to Lexia, is an adaptive literacy application for students that supports K–2 students in building foundational reading skills through engaging, personalized practice in phonics, comprehension, and fluency.
Who has access? : All students in grade 1 and 2, as a pilot for our use of adapted instruction applications at the elementary level. How will it be used?: During Tier 1 Literacy Centers. How can I learn more about it? : Video Overview and Website.
LITERACY FOUNDATIONAL SKILLS RESOURCES
In addition to the Lalilo application, K-2 educators will receive training in and have the highly-accessible manual of UFLI Foundations. UFLI (University of Florida Literacy Institute) is a research-based, systematic phonics program designed to build strong foundational reading skills through explicit and structured literacy instruction. Additionally, through summer work, elementary literacy specialists are curating landing pages for centers materials aligned to our phonics units. So, this ensures our small group literacy time for our students can include rotations of: small group instruction from their classroom teacher, an aligned phonics center, Lalilo, and independent reading.
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NEW INSTRUCTIONAL RESOURCES SUMMARY
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