Karen L. Clancy

This document presents an Equity-Informed School Climate Assessment (EISCA) for Manchester Public Schools (MPS), conducted in collaboration with RE-Center, Race & Equity in Education. The assessment's purpose is to identify and report on institutional and systemic inequities impacting students, staff, and families from currently and historically marginalized groups, including those based on race, gender, sexual orientation, socio-economic status, disability, language, and religion. It synthesizes stakeholder experiences to provide insights and recommendations that will guide the development of a strategic action plan to foster an equitable, safe, and accessible school climate where all members can thrive and achieve equality in educational outcomes.

Manchester Public Schools aims to engage all students in 21st-century education from preschool through graduation, fostering safe, inclusive schools where equity is the norm and excellence is the goal, and preparing them to be lifelong learners and contributing members of society. The plan outlines strategic goals focused on academic mastery in literacy and numeracy, developing talent among faculty and staff through professional learning, and cultivating a positive school culture and climate that promotes personal responsibility, character, and strong relationships. Additionally, it emphasizes fostering creativity through innovative uses of spaces and technology, integrating social and emotional learning, and building robust family and community partnerships to enhance student success.

The meeting included the establishment of an appropriation for the FY 15/16 Bilingual Education Grant and the approval of several fund transfers between various accounts to address operational needs, including student supplies, contracted services for author visits, and athletic competition fees. The Board addressed personnel actions regarding staff resignations and discussed the action on the 2016-2017 budget as well as the approval of school calendars for the 2016-2017 and 2017-2018 academic years.

This document outlines the Manchester Public Schools' comprehensive approach to curriculum design, writing, and revision, centered around a five-year curriculum review process. The plan details five core indicators for effective curriculum design: Content Skills and Understandings, Maps, Units and Pacing Guide Development, Assured Learning Experiences, Assessment and Data, and Curriculum Alignment. It aims to ensure a rigorous, achievable, and aligned PreK-12 curriculum that promotes optimal student achievement by integrating best practices and continuously adapting to evolving educational standards and student needs.

This document outlines a multi-year professional growth and development continuum designed for non-tenured teachers. The plan progresses through defined focus areas, starting with Classroom Climate and Ethics in Year One, moving to Instruction and Assessment in Year Two, and concluding in Years Three and Four with an emphasis on developing teacher leadership. The strategic pillars for growth include fostering creativity, collaboration, courage, and excellence, alongside promoting reflective practice, effective instructional strategies, calibrated grading, and strong family communication. The primary objective is to support teachers through the Non-Tenure Review Process, cultivate their professional development, and guide their progression towards becoming accomplished and master teachers.