Key ISSUES
When a community values, supports, and empowers its children, everyone benefits. As a secondary teacher for Rochester’s Public Schools for decades, I have the amazing opportunity to witness firsthand the critical importance of providing students with an excellent education, and I've had the privilege of meeting and working with thousands of our District’s students, their families and community members.
Through our conversations and shared commitment, I have learned what’s needed in order to create environments in which students thrive and are motivated to become creative, independent thinkers and problem solvers. As I conduct Board business, make tough decisions, and plan for the future of our schools, my priorities are always student centered.
Rochester Public School’s 2030 Strategic Plan, which is will set the District’s course though the end of the decade, is its final stages of development. Below are just four of the Strategic Plan’s Change Projects—these are specific, time-limited initiatives-- which are particularly important to me.
CAREER PATHWAYS
In elementary school, children will begin to explore career and educational pathways as one way of
learning about the world they live in. They’ll start talking about the possibilities waiting for them after
high school, and envisioning themselves engaged in endeavors that are exciting and meaningful. In
secondary school, students will have opportunities for real-world experiences with businesses and
organizations, and will graduate from high school much better prepared to take the next step: entering
trades, apprenticeships, two or four-year colleges and universities or other options. Young people
who can envision a bright future for themselves and feel prepared to embrace it, stay in school and
stay motivated.
Multi-Tiered Systems of Support in Literacy and Math
Even as RPS has shown some gains in reading and math scores, we still have too many students who are not demonstrating mastery. We will strengthen our efforts in all schools to provide each student who needs additional support with the level and the kind of “effective, evidence-based instruction and interventions” appropriate for that student. Instruction for advanced learners who require and deserve more challenging opportunities will also be provided.
College and Career Readiness Framework
Increasingly, employers are telling U.S. schools about the kind of employees they are looking to hire.
And specifically, they are saying they need young people who possess not only appropriate academic
skills but also the “mindsets,” that will make them reliable, valuable employees. Skills like being
effective communicators, working independently and as team members, having a positive attitude
toward work and learning, staying on task, practicing good time management, meeting deadlines, etc.
These mindsets will be integrated into instruction preK-12 as well as into family engagement,
workshops and school events.
Near-Peer Programs
When older students, through carefully structured programs, have the opportunity to work with and
support younger students, it’s good for both age groups. At both the elementary and secondary levels, RPS has already shown success with initiatives that provide students the time and space to help other students with reading, math, and homework. Older students report feeling validated because they’re seeing how they are making a real, positive difference in another child’s life. Younger kids think it’s awesome to have an older student believe in them and invest their time to help. Near-Peer programs can not only improve student success, but also contribute to positive school culture.