Key Accomplishments
Strategic Planning and Portrait of the Graduate - Leadership and Community work
Starting with a focus on the Portrait of a Graduate, our staff, community, students, and parents focused on the central question of ‘What does it take to get a Fraser handshake at graduation?’ to drive our conversations. Once we knew our ending point, we worked backward to develop the goals, objectives and action steps needed to move our district forward:
The goals developed are interlinked. Each goal supports the others, and all four outline a path of designing learning for all. Throughout this process, students were at the center of our work, which you will see in the graphic. The Portrait of a Graduate is at the center of our Strategic Plan.
Within the Portrait are the 6Cs, the key competencies beyond academics that said all students need to have in order to earn the handshake at graduation. Each of these competencies will be present within the work done to achieve each goal.
As Superintendent, I lead this work and developed the plan for implementation. It has supported our vision of designing learning for all, and it has provided a framework for the district to lean into throughout the pandemic. It continues to help us better serve all of our students and prepare them for their futures.
Implementation of a One to One Learning Environment
Providing every student and teacher with new technology was a game changer for student learning in Fraser Public Schools. As part of the Fraser Leadership team, I was able to develop, lead, and support a systemic change to the district’s learning environment. Specifically, this included a new 21st Century Literacy teaching position and curriculum (DK thru 6th Grade) that provided students with skills necessary for their success as digital citizens. This new position was critical in providing modeling, coaching, and technology support, for all teachers. In my role as Assistant Superintendent/Superintendent, our team developed protocols for blended instructional practices and designed systems to a create digital ecosystem for both teachers and students. This shift in learning provided students with the ability to access their learning 24/7. It also led to equity and access to learning for all Fraser students.
Improvements and additions to Multi-Tiered System of Support (MTSS).
Early intervention and examining student data, using the PLC process, has always been a strength. When I became the Assistant Superintendent, I spent time learning about the process and protocols that had been established by the MTSS team. It was evident that our team wanted to build a more robust and comprehensive system of support for our students (in areas other than reading).
In listening to our stakeholders, I knew we had the opportunity to grow and strengthen this work. Over the past seven years, I have made substantial changes, improvements, and expanded the district’s MTSS work to improve student achievement.
This includes:
Implementation of Competency Based Education
The transition to a competency-based learning (CBL) environment journey began in 2014. This work came from a combined effort of staff, parents, and our Board of Education. The work centered around students having both voice and choice in their learning, which results in increased student ownership of their learning.
I am extremely proud of the CBE work that has been developed from the Curriculum and Instruction Department.
This includes:
Implementation of Federal and State Grant opportunities to improve student achievement.
Federal and State Grant funds are critical in supporting student learning. In my position as Assistant Superintendent, I was responsible for developing comprehensive plans for all district grants. It requires a team effort and strong leadership. These funds average between 1.8 and 2 million dollars annually. I have had successful implementation of all grant funds. I have worked hard to build a strong working relationships within the Business Office, Human Resources, and Curriculum and Instruction. The teamwork that occurs between these departments is extremely powerful and has us Fraser to maximize Federal and State Grant Opportunities.
This includes:
The above grants provide critical and direct support to students and teachers. Comprehensive planning, staff training, and implementation have been crucial to successful implementation of funds and clean financial audits.
Implementation of the Central Enrollment process to improve Community Relations.
First impressions with new families are extremely important in building positive relationships. Over the past seven years, I have worked with my team to centralize the student enrollment process for residents and School of Choice families. This experience is critical in a time where families have a choice in selecting a school for their child. The student enrollment process has changed significantly over the past three years. Not only has this change improved community relations, but it has leveraged central office support staff to excel in welcoming new families.
This includes:
Parents have shared that they are very pleased with the positive experience they have when registering their child in Fraser Public Schools. I am extremely proud of our team and the efforts we have made to transform the registration process.
Starting with a focus on the Portrait of a Graduate, our staff, community, students, and parents focused on the central question of ‘What does it take to get a Fraser handshake at graduation?’ to drive our conversations. Once we knew our ending point, we worked backward to develop the goals, objectives and action steps needed to move our district forward:
- Teaching Practices – implementing deeper learning through the Universal Design for Learning framework
- Learning Partnerships – building stronger relationships among our students, staff and the community
- Learning Environment – providing a climate and culture for learning where students are engaged and motivated.
- Digital Ecosystem – leveraging technology to accelerate and add value to learning.
The goals developed are interlinked. Each goal supports the others, and all four outline a path of designing learning for all. Throughout this process, students were at the center of our work, which you will see in the graphic. The Portrait of a Graduate is at the center of our Strategic Plan.
Within the Portrait are the 6Cs, the key competencies beyond academics that said all students need to have in order to earn the handshake at graduation. Each of these competencies will be present within the work done to achieve each goal.
- Character
- Citizenship
- Collaboration
- Communication
- Creativity
- Critical Thinking
As Superintendent, I lead this work and developed the plan for implementation. It has supported our vision of designing learning for all, and it has provided a framework for the district to lean into throughout the pandemic. It continues to help us better serve all of our students and prepare them for their futures.
Implementation of a One to One Learning Environment
Providing every student and teacher with new technology was a game changer for student learning in Fraser Public Schools. As part of the Fraser Leadership team, I was able to develop, lead, and support a systemic change to the district’s learning environment. Specifically, this included a new 21st Century Literacy teaching position and curriculum (DK thru 6th Grade) that provided students with skills necessary for their success as digital citizens. This new position was critical in providing modeling, coaching, and technology support, for all teachers. In my role as Assistant Superintendent/Superintendent, our team developed protocols for blended instructional practices and designed systems to a create digital ecosystem for both teachers and students. This shift in learning provided students with the ability to access their learning 24/7. It also led to equity and access to learning for all Fraser students.
Improvements and additions to Multi-Tiered System of Support (MTSS).
Early intervention and examining student data, using the PLC process, has always been a strength. When I became the Assistant Superintendent, I spent time learning about the process and protocols that had been established by the MTSS team. It was evident that our team wanted to build a more robust and comprehensive system of support for our students (in areas other than reading).
In listening to our stakeholders, I knew we had the opportunity to grow and strengthen this work. Over the past seven years, I have made substantial changes, improvements, and expanded the district’s MTSS work to improve student achievement.
This includes:
- Establishing a comprehensive district wide system of support for all students in the areas of math, reading, and behavior.
- Establishing a district wide MTSS Team with clear roles and responsibilities.
- Creating a digital tool for administrators and teachers to access resources to respond to student data
- K-8 Universal Screeners in the areas of math, reading, and behavior.
- Implementation of the online assessment system (Math and Reading Assessment) for all students in grades K-8.
- Collection, analysis, and review of district and building level academic data three times a year in the areas of reading and math K-8.
- Implementation of researched based Tier 2 and Tier 3 Reading and Math Interventions in all buildings across the district.
Implementation of Competency Based Education
The transition to a competency-based learning (CBL) environment journey began in 2014. This work came from a combined effort of staff, parents, and our Board of Education. The work centered around students having both voice and choice in their learning, which results in increased student ownership of their learning.
I am extremely proud of the CBE work that has been developed from the Curriculum and Instruction Department.
This includes:
- Defining competency based learning K-12.
- Creating a district wide competency based learning framework (Teaching to Competencies)
- Creating grade level bands and course level competency statements.
- Developing state and national models around Competency Based Education.
- Developing teacher professional development around Competency Based Education.
Implementation of Federal and State Grant opportunities to improve student achievement.
Federal and State Grant funds are critical in supporting student learning. In my position as Assistant Superintendent, I was responsible for developing comprehensive plans for all district grants. It requires a team effort and strong leadership. These funds average between 1.8 and 2 million dollars annually. I have had successful implementation of all grant funds. I have worked hard to build a strong working relationships within the Business Office, Human Resources, and Curriculum and Instruction. The teamwork that occurs between these departments is extremely powerful and has us Fraser to maximize Federal and State Grant Opportunities.
This includes:
- Title I Grant Funds
- Title II Grant Funds (Professional Development)
- 31A Funds (At-Risk)
- MDE Early Literacy Grant Funds
- ELL Grant Funds
- MDE Competency Based Education Grant Funds
The above grants provide critical and direct support to students and teachers. Comprehensive planning, staff training, and implementation have been crucial to successful implementation of funds and clean financial audits.
Implementation of the Central Enrollment process to improve Community Relations.
First impressions with new families are extremely important in building positive relationships. Over the past seven years, I have worked with my team to centralize the student enrollment process for residents and School of Choice families. This experience is critical in a time where families have a choice in selecting a school for their child. The student enrollment process has changed significantly over the past three years. Not only has this change improved community relations, but it has leveraged central office support staff to excel in welcoming new families.
This includes:
- Scheduling of online appointments. Through our online appointment system, parents are assured a prompt and speedy registration experience.
- Scheduling of online Kindergarten Assessments (Brigance Testing). Parents are able to schedule their child for testing in advance and online.
- Computer access at the Board Office for parents to complete registration forms, register students for free and reduced lunch, and access the internet for additional registration requirements.
- Updated and improved registration information on the district website.
- Updated and improved medical forms for parents to access and complete during the enrollment process.
Parents have shared that they are very pleased with the positive experience they have when registering their child in Fraser Public Schools. I am extremely proud of our team and the efforts we have made to transform the registration process.