Abington Schools Unveil Strategic Plan to Boost Inclusive Practices

District aims to improve student outcomes through aligned curriculum, instruction

ABINGTON, MA - October 29 - Abington Public Schools unveiled a new strategic plan focused on improving inclusive practices and procedures to increase student academic success, social-emotional learning and engagement for all students.

The plan, presented at the Oct. 29 school committee meeting, outlines four key objectives around teaching and learning, communication, culture and inclusion, and district operations to guide the district's work over the next five years.

"We have the mission, we have the vision of the Abington Public Schools, and we have our guiding principles," said Superintendent Felicia Moschella. "Today we're going to focus on our strategic objectives and our strategic initiatives."

For the 2024-25 school year, the district is prioritizing two main initiatives: articulating how the district's mission, vision and guiding principles improve student outcomes, and expanding inclusive practices and training for staff to support diverse learners.

As part of the teaching and learning initiative, administrators are working to embed the district's mission, vision and guiding principles into daily operations.

"We want to make our mission, vision, and guiding principles come to life in our schools and mean something to our staff so that it improves student outcomes," said Assistant Superintendent Chris Basta.

The district has revised its learning walk process, aligning observation tools across all four schools. Administrators now use a common document when observing classrooms to ensure consistency.

"That learning walk document and our learning walk approach is aligned for all four schools," said High School Principal Jonathan Bourn. "So that helps us speak to how and what we are seeing in these classrooms."

For the culture and inclusion initiative, the district developed a "look-for guide" identifying key elements of inclusive and culturally proficient classrooms. The guide outlines concrete examples administrators and teachers can use to assess practices.

"We want all members of our staff to think about how we can reach every student, regardless of their cultural background or the abilities that they bring to the classroom," said Student Services Director James Robbins.

The guide focuses on four key elements: meeting diverse needs, affirming student identity, building community, and cultivating engaged learners. Specific “look-fors” include teachers providing multiple ways for students to demonstrate understanding and opportunities for students to reflect on their own learning.

Administrators are using the guide during learning walks and encouraging teachers to use it for peer observations. The district also plans professional development on universal design for learning practices.

In other business, the committee approved an out-of-state field trip to Washington, D.C. for eighth-grade students June 5-7, 2025. The trip will cost $945 per student, with fundraising options available to help defray costs.

Middle School Principal Matt MacCurtain said the trip aligns with the eighth-grade civics curriculum. Students will visit sites including the Smithsonian Museum of American History, Capitol Hill and various memorials.

"This is a great opportunity for our kids," MacCurtain said.

The committee also heard a presentation on spring 2024 MCAS results. While scores were generally above state averages, administrators identified areas for improvement, particularly in writing skills.

To address this, the district is implementing a new diagnostic assessment called iReady to help target support for students. The assessment aligns with state standards and aims to translate into growth on future MCAS tests.

"We are using the iReady diagnostic assessment, which will help us target support for all students based on how they're doing," Basta said.

The next school committee meeting is scheduled for Nov. 26 at 6:30 p.m. in the Middle/High School Library.