Student Opportunity Act

During the academic year 2024-2025, Monomoy Regional School District took the following steps to launch, expand, and deepen the implementation of each
EBP in our SOA Plan:

Goal 1: 2.2A Effective Use of WIDA Framework

2.2A Effective Use of WIDA Framework

Steps taken to launch, expand or deepen the implementation of the evidence-based program:

Growth Area #2.2A-1: Deeper understanding by all educators around the Big Ideas and Framework Components – proficiency levels descriptors, language expectations, key language uses, and WIDA ELD standard statements via a professional development pathway targeting this area.

FY25 Action Steps Growth Area #2.2A-1:

In our new district professional development pathway series the following professional development opportunities were offered and were pre-approved:

1. WIDA self-paced workshops
2. MATSOL courses
3. MATSOL/WIDA webinars
4. French River Education Center and Cape Cod Collaborative SEI Endorsement courses
5. Supporting English Learners Professional Development Course for School/District Administrators
6. MA DESE Blueprint for EL Success and Support Cohort courses
7. Empowering Multilingual Learners course offered by Novak Education

These opportunities are all pre-approved professional development options for our educators meaning that the district will approve and reimburse (per
contract) opportunities offered in these pathways.

In addition, at MRSD, we have an EL educator who is also an adjunct professor, and she annually offers a 15 PDP offering for our educators. This SEI Refresher
Course provided teachers who work with English language learners with the knowledge and skills needed to effectively sheltered content instruction for
students. The course examines strategies for lesson preparation and delivery. This course will run again this summer.

Growth Area #2.2A-2: Instructional leadership groups have engaged in activities related to reading, reflection, and action-taking during PLC and Ed
Council.

FY25 Action Steps Growth Area #2.2A-2:

This year, the collective focus has been on th e redevelopment of an MRSD MTSS system including, but not limited to, Universal Design for Learning and Equity,
as well as revising/editing our district DCAP. Individual building leadership groups have also engaged in equitable grading practice, SIOP (Sheltered Instruction
Observation Protocol) model of designing lessons, EL and SPED, and evidence-based intervention and progress monitoring for our multilingual students.

Growth Area #2.2A-3: Host caregiver/family events beyond the school walls and collect information from families about language and cultural goals by creating a Multilingual Parent Advisory Council.

FY25 Action Steps Growth Area #2.2A-3:

Our district has hosted two MLPAC meeting s to date. Draft of bylaws have been written and an ambitious PR campaign was launched to inform families about
the roles, responsibilities, and benefits of this advisory committee. Initial meetings have included dedicated time for information-gathering related to, but not
limited to, language and cultural goals of caregivers and families. Based on this information, a draft of the MLPAC bylaws was developed. In addition, the
meeting design was established to include time for continual information gathering and improvement cycle review, time for information sharing on MRSD
programming and/or community programming, and an “open time” for creating community connections and networking. Our last meeting of the school year
will be held in May 2025.

Growth Area #2.2A-4: Train all staff on learning design processes that include backward design of academic content standards, corresponding language expectations, and embed equity pauses.

FY25 Action Steps Growth Area #2.2A-4:

In November, all staff engaged in initial training on the Universal Design for Learning Framework, including providing multiple means of representation,
engagement, and action. Language expectations within this framework focused on flexibility and purposeful design to cater to diverse learners by offering
various ways to access information and demonstrate understanding. Multilingual educators within each building also meet with other educators to help define
specific language objectives and goals for the ML students in their classroom based on ACCESS levels and formative evidence of growth. Within all curriculum
work this year, including High-Quality Instructional Materials adoption processes, all teams have engaged in the administration of MA DESE Kaleidoscope Equity
Pause protocols and also the administration of the NYU Culturally Responsive Scorecard and EdReport HQIM pilot rubrics.

Growth Area #2.2A-5: Expand the work of the MRSD Writing Task Force to include assessments targeting English language development and collect
dimension progress/information for analysis over time.

FY25 Action Steps Growth Area #2.2A-5:

The Writing Task Force was disbanded this y ear to begin a full-cycle, K-12 ELA curriculum review, and MRSD has developed a District Literacy Plan that has
identified assessment data for grades K-5 along with corresponding data analysis PLC dates. The district has also partnered with Hill Literacy Consultants in a
multilevel support plan, including the creation of a district literacy leadership team, administration team, implementation coaching team, and a data-review
support team. With Hill consultants, all educators have engaged in two cycles of data review to date (beginning of year and middle of year) to create a Tier I
individual literacy plan for all students and an intervention plan for Tier II and Tier III. ELD experts were assigned to each grade level team to provide expertise
and guidance for all students enrolled in ELD programming and/or FEL students. The end-of-year data analysis will occur in June and will focus on growth and
achievement data over time. Action steps will be developed for educator effectiveness based on this data as well as provide evidence-based decisions for
instruction to start the 2025-2026 school year for students.

GOAL 2: 2.2D Targeted Academic Support and Acceleration

Growth Area #2.2D-1: Build capacity of educators including but not limited to:

1) multi-tiered systems of Support: Universal Design for Learning, Equitable Access/DEIB strategies, differentiation, high-quality, evidence-based
instructional strategies;
2) how to use data-driven assessments to identify individual student needs and strengths to deepen and personalize learning;
3) how to complete in-depth curriculum review and employ high-quality and holistic wellness programs that address mental, emotional, and physical
wellbeing;
4) early literacy instruction (including opening sessions with the goal of building the capacity of our community partners in the area).

FY25 Growth Area 2.2D-1 Action Steps:

The following professional development workshops, courses, and series are some examples of professional growth opportunities provided in FY25 as part of our
new district professional development pathways:

• CAST-Universal Design for Learning Courses,
• Fundamentals of Teaching (Gordon College),
• Lesley Institute for Trauma Sensitivity Courses,
• Landmark and SNHU partnership Courses,
• UDL 201: Putting Theory into Practice, Science of Reading-Diving Deeper (K-5 w/Hill),
• Certificate of Advanced Study in Literacy and Language (MGH). All of the options listed within the PD pathway programming are “pre-approved” professional development options for our educators and registration was paid for by the district with proof of attendance and per contractual expectations.

In addition to these growth opportunities that educators could choose from, several grade level/content area teams were required to engage in specific
professional growth activities:

• Data-driven Instructional Decision-Making and Literacy Lesson Design workshops w/Hill Literacy Consultants (K-5 educators, administrators, Directors),
• Literacy Instructional Coaching Workshops (K-4 educators, administrators w/Hill),
• Science of Reading I (K-5 w/Hill; second cohort, all will complete by FY27),
• Guided Math Workshop Series (K-4 w/Mello Consultants),
• Priority Standards and DI (preK-12 w/Westman Consultant);
• Carnegie Mathematics (8-12 w/Carneige Implementation Specialist);
• MA DESE OPAL for Literacy in PreK-12;
• MA Partnerships for Youth Inc. Webinars/Workshops/Series;
• UDL-CAST workshops/webinars; and
• TNTP Virtual Event: Accelerating Learning at Scale.

Finally, this year at MRSD, we hosted two back-to-back professional development days in November 2024 that started with an all-educator session on the UDL
2.0 Framework with CAST along with an additional 8 hours of follow-up in breakout sessions related to diving deeper into:

• UDL;
• Equitable Design;
• Using Technology to Support UDL Learning Designs;
• MTSS framework; and
• time for individual department/grade level application of the UDL framework and MTSS framework.

Along with the professional development pathways offered, high-quality instructional material task forces have completed an adoption process and have
created implementation plans for the following instructional materials with corresponding professional development:

1. UFLI Foundations Toolbox (tier I-III, grades K-5)
2. Math Fact Lab (tier I-III, grades K-4)
3. Reflex Mathematics (tier I-III, grades 5-7)
4. Math Workshop Instructional Design PD (tier I-III, grades K-4)
5. Hill Literacy Consultants SOR PD (tier I-III, grades K-5)
6. Hill Literacy UFLI Implementation PD (tier I-III, grades K-5)
7. Carnegie Mathematics (tier I, grades 8-10)

Growth Area 2.2D-2: The district will have a consistent problem-solving process and data-driven decision-making model at all levels and all tiers that include the following characteristics:

1. All students will have access to fluid movement among the three tiers;
2. Entrance/exit to tiered instructional levels will not be defined by specific designations, such as diagnosed disabilities;
3. Entrance/exit to tiered instructional levels are determined by data from universal screeners, diagnostic assessments, progress monitoring, and how a student responds to one level of intervention;
4. Any and all students will have access to intervention and acceleration supports when they need them;
5. Tier I cornerstone will include support available to all students through inclusive practice, linguistically responsive strategies, and culturally sustaining practices;
6. The MTSS process will not be linear, but rather oriented around problem-solving.

FY25 Growth Area 2.2D-2 Action Steps:

The district administration team worked during the summer on drafting the MRSD MTSS Handbook. This handbook includes the problem-solving process and
data-driven, decision-making model that all levels will follow. Since each building is at varying levels of implementation, an action plan for each level was also
developed. All levels are implementing universal screeners, analyzing data from diagnostic assessments, and hosting data meetings. All levels are also working
on strong Tier I instruction, which includes support to all students through inclusive practice, linguistically responsive strategies, and culturally sustaining
practices via revision of the district curriculum accommodation plan (DCAP), and Universal Design for Learning professional development.
implementation at the elementary schools has included two data meetings to date, determination of entrance and exit to tiered instructional levels, and
acceleration/intervention planning (AIP) meetings for students are scheduled on an on-going basis and each school follows the prescribed problem-solving and
data-decision process. At the AIP meetings, goals are set, progress monitoring is decided, and check-in dates are determined. End-of-year data meetings are
scheduled to inform intervention and acceleration needs for the FY26 school year.
Implementation at the middle school has included two data meetings to date, and seminar blocks have been adjusted to focus on the fluidity of providing
intervention and acceleration programming based on the determined data. Data analysis has included the development of entrance and exit criteria for
intervention and acceleration programming as well. Acceleration/intervention planning meetings have been held and the team is still building the capacity for
inclusion of the prescribed problem-solving and data-decision process.
Implementation at the high school has included organizing the data teams and they have scheduled data analysis meetings to begin this month (March, 2025).
Weekly leadership meetings and ILT meetings have been reviewing data as have PLC teams (beginning of year, middle of year to date). Schedules have been
adjusted to include one day per month to focus on acceleration and intervention planning meetings and one day per month to focus on counseling data
meetings. The team is building capacity for the inclusion of prescribed problem-solving and data-decision processes, as well as clear entrance/exit criteria for
students in need of intervention and/or acceleration.

Goal 3: 2.4A Expanded Access to Pre-kindergarten

FY25 Growth Area 2.4A-1: Expand our pre-kindergarten classrooms to both schools (Chatham Elementary School and Harwich Elementary School)
Implementation activities include but are not limited to:

1) Complete a needs assessment to determine the needs of pre-kindergarten students including the possibility of expanding access to high-quality
preschool programming for our students who do not qualify for our integrated pre-kindergarten programming, including our English Learner
students and low-income students;
2) Develop partnerships with local e arly childhood providers and our town/community entities to provide high-quality early childhood programming;
3) Provide the opportunity for early childhood partners to participate in high-quality early literacy professional development provided by the district.

FY25 Growth Area 2.4A-1 Action Steps:

1. A needs assessment has begun and will be completed by March 31, 2025;
2. Meetings with community early childhood program partners were scheduled and held and additional meetings were held with town officials including but not limited to budget finance workshops and school committee subcommittee workshops/meetings to describe a proposed plan to develop a full-day language-rich program at one elementary school for students in both towns and for continued operation of an integrated preschool program in the other elementary school for students with disabilities and community friends;
3. New pre-kindergarten program costs including 1 FTE educator and 1 FTE instructional assistant were included in the FY26 budget and have been approved by the MRSD finance subcommittee (3/5/2025) and School Committee (3/13/2025), and then it will go to both Town Meetings for vote.

* Early evidence of change: Please describe and reflect upon the extent to which progress monitoring data reflects early evidence of change (e.g., changes in
actions, discourse, beliefs, expectations, and instructional practice) that you anticipate will ultimately lead to improved outcomes and smaller disparities in
outcomes for student groups targeted in your SOA Plan?

Early evidence of change for Goal 1: 2.2A Effective Use of WIDA Framework includes:

Growth Area #2.2A-1: Deeper understanding by all educators around the Big Ideas and Framework Components – proficiency levels descriptors, language
expectations, key language uses, and WIDA ELD standard statements via a PD pathway targeting this area

1. Educators are incorporating proficiency level/“can-do” descriptors into lesson planning, intentionally tailoring instruction to address the diverse language development needs of multilingual learners.
2. Professional learning communities (PLCs) are engaging in focused discussions about language expectations and key language uses, collaboratively developing and implementing strategies to scaffold content and language objectives. This collaboration is leading to more targeted support, and educators are dedicating time during PLCs to examine student work and outcomes in order to make adjustments as needed.
3. Classroom observations/walkthroughs show that many educators are purposefully applying the WIDA ELD s tandards/statements, explicitly linking language goals to content learning when planning lessons. This intentional practice is creating more supportive classroom environments where students are empowered to use academic language with confidence.

Growth Area #2.2A-2: Application of suggested reading, reflection, and actions within the WIDA Implementation Framework with instructional leaders to
increase the asset-based mindset of multilingualism and application of the “can do” philosophy

1. Leaders are facilitating conversations/discussions on the asset-based mindset of multilingualism, providing educators with strategies for building upon students’ linguistic strengths. Instructional leaders are also modeling the use of the “can-do” descriptors and philosophy, which guides them to shift from a “language deficit” mindset to instead recognizing students’ capabilities and potential. This also influences lesson design, where educators are more intentionally creating opportunities for students to leverage home languages and cultures/backgrounds as assets in their learning journeys.
2. Educators are also participating in ongoing professional development that prompts them to examine their beliefs and potential biases, fostering a more inclusive and affirming environment for multilingual learners.

Growth Area #2.2A-3: Host caregiver/family events beyond the school walls and collect information from families about language and cultural goals by creating an MLPAC.

There were three people at our first MLPAC meeting. This group included one multilingual caregiver along with our Assistant Superintendent and MRSD
Community Engagement Coordinator. At this first meeting, this small group engaged in the initial drafting of the bylaws. At our second meeting, there were six
multilingual caregivers, along with the Superintendent, Assistant Superintendent, and Community Engagement Coordinator. Also at the second meeting,
Monomoy’s MLPAC hosted an information session with a neighboring district’s MLPAC vice chair and district liaisons. They shared with our newly formed
MLPAC the successes and challenges they have found since their inception in 2021. From this, the bylaws were drafted, information was gathered on how to
engage more multilingual caregivers and families in this advisory committee, meeting norms were established, and a culturally responsive meeting
design/format was developed. Meeting design includes 1) time to gather, connect, and network, 2) caregiver information sharing session, 3) district/community
information sharing session. Monomoy’s MLPAC will also be hosted in a hybrid format, and childcare and food will be provided.

Growth Area #2.2A-4: Train all staff on learning design processes that include backward design of academic content standards, corresponding language
expectations, and embed equity pauses.

All district educators engaged in a 2-hour professional development session on Universal Design for Learning in November provided by CAST, and 25 educators
followed this initial session with an additional 2-hour session on breaking down the framework and applying its indicators to actual learning design practice.
Feedback from these events was positive and MRSD will offer its first UDL PD cohort embedded support in FY26.

Growth Area #2.2A-5: Expand the work of the MRSD Writing Task Force to include assessments targeting English Language Development and collect dimension
progress/information for analysis over time.

1. Since the Writing Task Force disbanded this year, this growth area has shifted to the District Literacy Leadership Team and the PLC teams. For grades K-5, two data meetings at each grade level were conducted, and the early indication is that the district literacy plan and associated programming with Hill Literacy is having a direct effect on literacy growth for EL students in grades 5, 4, and K.
2. Regular review cycles are being implemented to collect data and examine the assessment outcomes, which will allow the task force to refine assessments and strategies used for EL students. This information will be shared with educators for continued improvement.

Early evidence of change for Goal 2: 2.2D Targeted Academic Support and Acceleration includes:

• Draft of MRSD MTSS Handbook (v.3, March 2025, final version, September 2025)
• Draft of revised District Curriculum Accommodation Plan (v. 2, March 2025, final version, September 2025)
• Initiation of implementation of several components of MTSS processes throughout the district (see description above)
• Goal set for full implementation at elementary school level FY26, middle school level FY27, and high school FY28 (see description above)
• Professional development has led to more purposeful design of units/lessons that are differentiated, culturally responsive, and equitable (ongoing)
• The inclusion of the equity pause protocols has increased awareness of potential barriers to instruction and additional Universal Design for Learning strategy implementation (ongoing)

Early Evidence of Change for Goal 3: 2.4A Expanded Access to Pre-kindergarten includes:

• Needs assessment completed
• Needs assessment has indicated the following barriers to high-quality pre-kindergarten experiences are:
  • Transportation
  • Dual language
  • Poverty
  • Family dysfunction
  • Access
• Stakeholder support from the Early Childhood Council, WIC, YMCA, and other community early childhood partners
• Presentations to the School Committee, both towns’ select boards, and both town’s finance committees
• MRSD School Committee voted to move all integrated preschool programming to Harwich Elementary School to increase efficiencies with this program and to make space for new programming at Chatham Elementary School
• MRSD School Committee finance subcommittee has taken action to include this new programming in the FY26 budget including 1 FTE educator, 1 FTE instructional assistant, and transportation costs
• MRSD School Committee voted to approve the budget on March 13, 2025
• Awaiting approval from voters at the Town Meeting in Harwich on May 5, 2025, and in Chatham on May 10, 2025, and then at town elections on May 20 in Harwich and May 15 in Chatham

* Progress in closing disparities for student groups in your district:
Please describe and reflect upon the extent to which progress monitoring data on interim and longer-term student outcomes reflects the following:

• improvement for the student groups targeted in your SOA Plan;
• reduced disparities for student groups targeted in your SOA Plan;
• progress towards meeting targets for the lowest performing students group

Progress in closing disparities for student groups in MRSD for Goal #1: 2.2A Effective Use of WIDA Framework:

Later this spring, MRSD will analyze ACCESS data and MCAS Growth data (indicated metrics in the SOA plan) to determine progress on this goal.
However, since this data is not available to date, the following MAP data and DIBELs data are provided for our EL population as early indicators of progress
monitoring data:

MAP Beginning of Year and Middle of Year Data

Grade Level EL Population	Growth from BOY-MOY	Achievement Fall	Achievement Winter	Delta Change
5	69th%	Red = 50% Orange = 50%	Red = 75% Orange = 0 Green = 25%	Red = +25 Orange = (50) Green = +25
4	58th%	Red = 50% Yellow = 50%	Red = 50% Yellow = 50%	Red = 0 Yellow = 0
K	52th%	Red = 22% Orange = 45% Yellow = 33%	Red = 34% Orange = 33% Yellow = 22% Green = 11%	Red = +12 Orange = (12) Yellow = (11) Green = +11
1	48th%	Red = 43% Orange = 29% Green = 14% Blue = 14%	Red = 29% Orange = 29% Yellow = 14% Green = 14%	Red = (14) Orange = 0 Yellow = +14% Green = 0 Blue = (14)
3	30th%	Red = 43% Orange = 29% Yellow = 28%	Red = 29% Orange = 57% Yellow = 14%	Red = (14) Orange = +28 Yellow = (14)
2	29th%	Red = 20% Orange = 40% Yellow = 20% Green = 20%	Red = 30% Orange = 30% Yellow = 20% Green = 20%	Red = +10 Orange = (10) Yellow = 0 Green = 0

Percentile Key: Red = 1-20th, Orange = 21-40th, Yellow = 41-60th, Green = 61-80th, Blue = >80th

The reflection from available data indicates:

Multilingual students in grade 5 literacy growth is greater than one year's worth of growth to date. Multilingual students in grades 4, K, and 1, their growth
is equal to one year's growth in one year’s time to date. Grades 3 and 2 multilingual students are on track to grow in less than one year’s growth in one
year’s time.

Thus, for four out of six grade levels, students who receive EL programming are growing at or above literacy growth projections. However, there is only
one grade-level population that is growing beyond those projections. We have also reviewed DiBELs data and other academic data. We have not included
these data due to the small incidents of the EL population in our district.

However, overall, the data analysis does show some improvement from the previous year’s growth percentages but the district’s goal is to have all
multilingual students outpace their growth percentages in order to close the disparities. The progress therefore is limited at this time. Please note, that
due to our small percentages of multilingual students, these numbers can shift up or down very quickly.

Progress in closing disparities for student groups in MRSD for Goal #2: 2.2D Targeted Academic Support and Acceleration:
Discipline Data

	Incident Counts	Suspensions
2024 EL	88	2
2025 EL (to date)	69	3
Net change to date	(19)	+1
2024 SWD	641	27
2025 SWD (to date)	355	20
Net change to date	(286)	(7)
2024 EcoDis	1467	50
2025 EcoDis	656	31
Net change (to date)	(811)	(21)

Attendance Data

	Chronically Absent Counts
2024 EL	8
2025 EL (to date)	18
Net change to date	+10
2024 SWD	58
2025 SWD (to date)	49
Net change to date	(9)
2024 EcoDis	121
2025 EcoDis	119
Net change to date	(2)

Our district is committed to equitable outcomes, particularly for English Learners (EL), Students with Disabilities (SWD), and Economically Disadvantaged
(EcoDis) students. Progress monitoring highlights improvements in discipline and attendance, though challenges remain.

Discipline Data

• EL: Incident counts dropped from 88 to 69 (-19), but suspensions rose from 2 to 3.
• SWD: Incidents decreased from 641 to 355 (-286), and suspensions declined from 27 to 20.
• EcoDis: Incidents fell from 1467 to 656 (-811), with suspensions decreasing from 50 to 31.

Attendance Data

1. EL: Chronic absenteeism increased from 8 to 18 (+10), requiring targeted intervention.
2. SWD: Chronic absenteeism decreased from 58 to 49 (-9), indicating positive engagement.
3. EcoDis: Minimal change, from 121 to 119 (-2), highlighting ongoing attendance challenges.

Progress in closing disparities for student groups in MRSD for Goal #3: 2.4A Expanded Access to Pre-kindergarten:
Although the district has only completed the first step in this process, it is clear that there is a determined need for additional high-quality preschool
programming in our district. Even with declining enrollment, the disparities for student groups targeted in our SOA Plan (students with disabilities, lowincome,
and English Learners) are increasing. There is universal support to address these needs and the district, as well as the surrounding community, is
committed to providing these services.
 

MRSD is not making any significant changes to our SOA plan. We will continue with the three evidence-based programs and the assigned action plans.

Goal 1: 2.2A Effective Use of WIDA Framework
MRSD will take the following steps to deepen and or strengthen the implementation of this evidence-based program in 2025-2026:

1. Based on the FY25, Office of Language Acquisition (OLA) Tiered Focus Monitoring (TFM) needs assessment, MRSD is currently revising the MRSD English Language Education Handbook. This will help clarify procedures and expectations for high-quality English Language Education programming in our district.
2. Based on the FY26, OLA TFM, we will take MA DESE’s recommendations upon completion of this review to make further revisions, procedural changes, and/or set additional goals to strengthen the ELE programming in our district.
3. We will use SOA funding to help support two additional English Language educator positions; one position will be assigned to the high school to support increased multilingual populations at that site, and one position will be a district lead teacher position. This position will provide additional embedded professional development for both ESL educators and SEI-endorsed educators as well as compliance review and monitoring of implementation of our new ELE Handbook procedures.
4. This work initially started with the elementary and early middle school educators and system (K-5), MRSD will expand this work to the grades 6-12 by adding an additional EL educator at the HS to meet the growing population and their needs as well as a lead teacher (preK-12) to engage additional support at all tiered levels. This support will also increase internal accountability, professional development, and advocacy for multilingual students.
5. MRSD will also expand its professional development offerings to include the first cohort to engage in embedded Universal Design for Learning professional development, and we will add additional capacity building in the Sheltered Instruction Observation Protocol (SIOP) framework to ensure integration of academic language development in the content areas (ELA, Mathematics, Science, History).

Goal 2: 2.2D Targeted Academic Support and Acceleration
MRSD will take the following steps to deepen and or strengthen the implementation of this evidence-based program in 2025-2026:

1. MRSD is finalizing a collaboration with an Implementation Science partner to help strengthen the implementation of the Multitiered System of Support (MTSS) framework, including but not limited to Equity, Universal Design, and Tiered Systems of Support. This implementation goal will focus on the middle school and high school MTSS design, MTSS for ELs, and evidence-based intervention resource collection.

Goal 3: 2.4A Expanded Access to Pre-kindergarten
MRSD will take the following steps to deepen and or strengthen the implementation of this evidence-based program in 2025-2026:

1. MRSD will enroll the first cohort for the newly designed pre-kindergarten programming. This programming will be progress-monitored initially with the following pre-established success criteria: enrollment numbers, family satisfaction/engagement with the program, resources, wraparound servicing, and student progress in the areas of language acquisition, SEL, mathematics, and ELA.
2. MRSD will establish deeper connections with early childhood community partners and offer literacy and numeracy professional development to these partners when applicable.
3. MRSD will continue to develop the program to meet student and family needs and create longer-term success criteria and goals.

 

During the 2024-25 school year, MRSD forwarded the efforts to engage families/ca regivers, particularly those representing the student groups we have
identified for targeted support, about how to best address their students’ needs in the following ways:

1. 1. MRSD has launched a Multilingual Parent/Caregiver Advisory Council (MLPAC). This group has met twice this year with a third meeting scheduled for May 2025. The members of this group created the mission and vision for MLPAC, along with the bylaws and meeting format. Bylaws will be voted upon in May, and the officers for the MLPAC will be elected at the May meeting as well.
2. MRSD has met with families, community preschool partners, and other community wraparound support organizations to help develop the newly developed pre-kindergarten program. This program is developed to best meet the needs of families with children who are currently not accessing available preschool programming prior to entering kindergarten. MRSD also met with and collected information from families with preschool students with disabilities and those families interested in enrolling their child as a community peer in our integrated preschool program. The information collected has created a shift in our programming so that all integrated preschool programming is now housed in one of our elementary schools, allowing the space for the new pre-kindergarten program to be housed in our other elementary school.
3. This spring, the district will meet with each school council to solicit feedback on the newly revised District Curriculum Accommodation Plan (DCAP). The DCAP is the base of all of our MTSS work and implementation phasing. We will complete this revision, and implement the DCAP in September 2025
4. MRSD has expanded opportunities for parents and caregivers to come into school, including lunches with students, viewing student work, free social activities, and more. These events are open to all families and have resulted in increased engagement.
5. MRSD has fully launched a college mentoring program for students in underrepresented groups (first-generation students, students of color, low-income, multilingual), including matching them with mentors who meet with students and parents/caregivers, providing access to college visits for students and families, and offering additional support in college planning.
6. MRSD principals have communicated the current data, the budget requests related to the SOA, concerns about the disproportionality of certain demographics, the effectiveness of MTSS design goals, and the further need to move these goals forward to our existing community/caregiver groups such as our school councils, PTOs, and other community groups. 

As described in our 2024-2027 plan, the district is committed to the continued employment of robust tools and technologies that allow for translated
invitations, reports, and presentation formats to target our families that need accessibility features to limit barriers to accessing programming, information,
and/or resources. To increase and improve this goal, MRSD has:

1. Purchased new technologies, including Translate Live and PocketTalk devices;
2. Centralized registration into the Central Office in order to provide additional supports, including but not limited to a “zero English” enrollment process, new translation technology access, in-person support with an online registration process, and connections to wraparound supports for housing, food, and other concerns;
3. Public release of information regarding preschool and kindergarten registration has expanded to include the distribution of materials, including translated materials, to food pantries, churches, large employers, and other community partners;
4. Engagement coordination via social media and website has focused on our strategic goals of implementation of the Portrait of a Graduate, learning, and academics, and being and wellness;
5. The MLPAC will create a WhatsApp group once the officers have been elected in May;
6. A spring 2025 survey will be sent to families in order to collect data on family engagement, the impact of initiatives, and understanding of available resources and programming.
7. Support activities for families that are low or no cost and easily accessible, including social events and academic events such as science fairs, musical and theater performances, and art exhibits.

In addition, we will continue to offer Parent University events aimed at educating, informing, and engaging parents and caregivers. These Parent University
sessions are recorded and shared on the district website to create additional opportunities for families to access the information in a way that is convenient for
them. We will also consider reinstating an adapted version of “Coffee with the Superintendent.” Attendance at these events is often low, so consideration will
include identifying ways to better engage families at events, exploring different communication vehicles or digital platforms, or finding ways to combine high-attendance events with informational/feedback events.

The MRSD district shared updates on SOA plan implementation and early evidence of change in student outcomes with different stakeholder groups

1. School Council meetings: SOA updates and feedback collection
2. MLPAC and SEPAC meetings: SOA updates and feedback collection
3. Professional Learning Community meetings; District administration meetings; School Committee meetings; Instructional Leader meetings: SOA updates, data collection, and feedback collection
4. SOA is posted on the website

Our district also collected input and feedback from different stakeholder groups via our annual Spring survey that collects information related to services, and
programming, and collects feedback on identified EBPs and goal areas.

The feedback received to date has not directly impacted any changes in the SOA plan implementation except for the MLPAC implementation as stated above in
EBP #1. The plan will be to ensure the format of the meetings engages a wide range of community stakeholders, and that the topics will be of high interest to
those that attend.