Marblehead presents five-year 'Plan for Success' review; district cites stronger assessments and new curricula
June 12, 2026 | Marblehead Public Schools, School Boards, Massachusetts
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District instructional leaders presented the five-year Plan for Success and described curriculum, assessment, and professional-learning changes they say have improved early-grade outcomes.
The Office of Teaching and Learning told the committee the district completed a six-year curriculum review cycle and adopted new curricula, including Wit & Wisdom for literacy and Illustrative Math. For the first time the district has a K–12 social-emotional learning curriculum in place, and staff described expanded professional learning communities and instructional coaching to put new materials into classroom practice.
Presenters cited assessment gains for the youngest students: "We have 81% of our K3 students on or above grade level in math and 87% of our K3 students on or above in reading," an instructional leader reported. The district said these year-end benchmarks reflect growth since midyear assessments and added the new data and assessment systems (including classroom-level benchmark tools and district platforms) are enabling more targeted interventions.
The presentation also outlined programming updates: a Manufacturing Engineering pathway at the high school supported by state grants and overseen by Connor Ryan; an expanded intervention/enrichment block (WIN) K–12; and ongoing data systems such as DIBBLES/MCLclass for early literacy and MCCAST for state comparisons. Leaders said the district will continue refining instruction and measuring longitudinal impacts, including evaluating the Wayfinder SEL curriculum over time.
Not every goal was met: staff said universal free full-day kindergarten for every family was not achieved by the June 30, 2026 deadline, though the district will expand full-day offerings beginning in the 2027–28 school year and continues to operate a full-day K program for some students.
Committee members asked for continued focus on classroom instruction quality and for tracking attendance and chronic-absence data alongside assessment results. Administrators said these systems are in place and that staff will continue to monitor the effects of curriculum and SEL work going forward.
The committee thanked educators and coaches for multi-year work to align curriculum and instruction across grade levels.
The Office of Teaching and Learning told the committee the district completed a six-year curriculum review cycle and adopted new curricula, including Wit & Wisdom for literacy and Illustrative Math. For the first time the district has a K–12 social-emotional learning curriculum in place, and staff described expanded professional learning communities and instructional coaching to put new materials into classroom practice.
Presenters cited assessment gains for the youngest students: "We have 81% of our K3 students on or above grade level in math and 87% of our K3 students on or above in reading," an instructional leader reported. The district said these year-end benchmarks reflect growth since midyear assessments and added the new data and assessment systems (including classroom-level benchmark tools and district platforms) are enabling more targeted interventions.
The presentation also outlined programming updates: a Manufacturing Engineering pathway at the high school supported by state grants and overseen by Connor Ryan; an expanded intervention/enrichment block (WIN) K–12; and ongoing data systems such as DIBBLES/MCLclass for early literacy and MCCAST for state comparisons. Leaders said the district will continue refining instruction and measuring longitudinal impacts, including evaluating the Wayfinder SEL curriculum over time.
Not every goal was met: staff said universal free full-day kindergarten for every family was not achieved by the June 30, 2026 deadline, though the district will expand full-day offerings beginning in the 2027–28 school year and continues to operate a full-day K program for some students.
Committee members asked for continued focus on classroom instruction quality and for tracking attendance and chronic-absence data alongside assessment results. Administrators said these systems are in place and that staff will continue to monitor the effects of curriculum and SEL work going forward.
The committee thanked educators and coaches for multi-year work to align curriculum and instruction across grade levels.
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