Framework For Success SAU
Table Of Contents
Letter from the Superintendent
Pillars for Success
Student Learning and Instructional Improvement
Care and Attention to the Whole Child
Support Administration, Faculty, and Staff
Partnerships
Stewardship of Resources (part 1)
Stewardship of Resources (part 2)
Glossary (A-K)
Glossary (J-Z)
A Letter from the superintendent
February 20, 2025
Dear SAU Families, Faculty/Staff, and Community Members:
In SAU 39, we have committed ourselves to Engage, Challenge, and Support all learners. We are committed to fulfilling the promise of public education. We are working towards transforming every school into a reliable vehicle for continuous instructional improvement, providing students with the highest quality experience. The Framework for Success is the guiding document for the success and progress of SAU 39 This Framework provides clear expectations and actionable steps our schools will use to align their work. This tool serves to operationalize our vision and to ensure that our daily operations, instructional practices, and collaborations effectively support our students, staff, and community.
This Framework is a dynamic structure that evolves with our district's needs It fosters collaboration and continuous improvement The outcome is a cohesive and efficient system that maximizes student achievement and staff development while promoting a culture of care, accountability, and excellence throughout the district. This document and the SAU 39 data dashboard will be the north star guiding the SAU's high-leverage work.
I am excited and optimistic about the future of SAU 39. It has become clear that the Amherst, Mont Vernon, and Souhegan school communities are devoted to and expect excellence for students. Excellence in these communities includes striving for high academic achievement and care for the whole child. Fulfilling that vision for public education fuels me every day.
Best,
Michael Berry Superintendent of Schools
SAU 39 Pillars for success
Student Learning
Goal: Improve literacy, mathematics, and overall academic achievement
Care for and Attention to the Whole Child
Goal: To support students' positive social-emotional growth
Support Administration, Faculty, and Staff Partnerships
Goal: Create and foster an environment where administration, faculty, and staff are supported, cared for, and successful.
Goal: Build and strengthen partnerships throughout SAU 39
Stewardship of Resources
Goal: Utilize resources efficiently and effectively, with careful planning
I: Student Learning and Instructional Improvement
Goal: Improve literacy, mathematics, and overall academic achievement while enhancing instructional practices to support diverse student needs.
Action Steps:
Prioritize literacy instruction and focus as it is the most critical high-leverage skill.
Ensure core content area teachers have a strong understanding of literacy skill development and evidence-based strategies
Focus on mathematics instruction district-wide, ensuring alignment with community goals
Provide educators with developmentally appropriate curricular resources and professional development to improve instruction and assessment.
Ensure the consistent implementation of evidence-based practices in core instruction through regular walk-throughs and evaluations.
Implementation of district-wide evidence-based Multi-Tiered System of Support (MTSS) practices of data-driven instructional decision-making and implementation of high-leverage, evidenced-based strategies to meet students’ diverse needs
Leverage technology to enhance teaching and learning experiences for all students.
Support the development of best-practice master schedules to optimize instructional time for direct instruction, remediation, and enrichment.
Strengthen transitions between schools to ensure smooth student progression between grade levels and schools, with consistent access to student achievement data to inform instructional decisions at each stage.
Establish a systematic curriculum and resource review cycle to ensure alignment and effectiveness.
Outcomes:
Increase in student achievement, with 80% of students reaching proficiency on state assessments in literacy, math, and science.
Improved student growth, as measured by the district’s literacy assessment.
Increased use of evidence-based instructional strategies, as reflected in observation and evaluation data.
Enhanced curriculum implementation
II: Care and Attention to the Whole Child
Goal: Support the development of students’ social-emotional skills by nurturing emotional regulation, relationship-building, responsible decision-making, and stress management
Action Steps:
Foster a welcoming and supportive environment with access to Tier I social-emotional and behavioral instruction/support
Provide students various activities and experiences that promote emotional growth and development.
Implement evidence-based student management procedures that utilize data to be responsive to trends and needs in social, emotional, and behavior.
Establish and sustain a Multi-Tiered System of Support (MTSS-B) to address social-emotional and behavioral needs
Ensure schools have well-maintained, developmentally appropriate playgrounds, athletic facilities, and adventure courses.
Provide a robust offering of after-school programs.
Outcomes:
Students will be more able to access learning in the classroom consistently as measured by a reduction in chronically absent students to 5% and a decrease in disruptive behaviors, as indicated in student management data. Increase in student achievement, as measured by state assessments.
Positive shifts in student culture and climate, as reflected in survey results for grades 4-12
III: Support Administration, Faculty, and Staff
Goal: Foster a supportive environment that promotes collective and individual efficacy. Offer ongoing opportunities for professional growth, collaboration, and personalized development, and share accountability for success.
Action Steps:
Implement a consistent coaching-based supervision and evaluation system across the district, fostering a culture of regular, constructive feedback and continuous improvement and implementation of evidence-based practices with fidelity.
Establish and communicate clear expectations for performance, with aligned systems of support and accountability.
Offer district-wide professional development opportunities that cater to both collective and individual growth, focusing on instructional practices, leadership skills, and personalized learning, while also creating a platform for staff-led professional development to share expertise and foster peer learning
Enhance and expand the mentoring program to provide ongoing support and development for new and experienced staff.
Recognize and celebrate individual and team achievements, reinforcing the importance of growth and shared success within the SAU.
Attract and retain high-quality employees by fostering a supportive environment that encourages teamwork, professional growth, and shared accountability for success
Administer an annual survey to collect staff perceptions of the work climate, professional growth opportunities, collaboration, and overall support.
Administer an annual audit of administrator outside-of-school day obligations to ensure balance and sustainability.
Outcomes:
Increased use of evidence-based instructional strategies, as reflected in observation and evaluation data.
Ensure collective and individual success across all roles.
Positive impact on student achievement, as measured by state assessments, driven by improved instructional practices and educator support
Continuous development of staff through district-wide professional development, mentoring, and peer-led learning opportunities.
Strengthened collaboration, shared accountability, and job satisfaction among staff, as indicated by survey results and feedback.
IV: Partnerships
Goal: Build and strengthen partnerships throughout the SAU 39 community-- families, school boards, and community members-- by fostering communication, collaboration, and shared accountability.
Action Steps:
Communicate strengths, needs, progress, and achievements across SAU 39.
Communicate transparently to the Amherst and Mont Vernon communities that all resources are used efficiently and effectively, according to careful planning.
Ensure effective two-way communication between SAU 39, our families, and community members.
Create consistent and streamlined methods of communication that are utilized effectively by the schools and communities to ensure the accessibility of communications
Host State of SAU 39 session in both Amherst and Mont Vernon.
Extend efforts to increase family engagement in the education of their child.
Ensure appropriate stakeholder engagement, making certain their input is reflected in district priorities and decision-making processes.
Continue to develop and evolve the district-wide data dashboard.
Outcomes:
Increased family engagement as measured by participation in events, surveys, and meetings.
Increased community and family participation in school-based activities.
Increased stakeholder engagement and satisfaction with district initiatives, partnerships, and communication.
By June 30, 2027, determine whether a more comprehensive Strategic Plan is needed and/or would be beneficial.
Improved satisfaction with communication, measured through family and community feedback.
V: Stewardship of Resources (part 1)
Goal: Ensure effective and efficient operations and use of resources:
Business Office
Actions Steps:
Adhere to all SAU-established processes and procedures
Develop and maintain spending plans for all areas with capital improvement responsibilities.
Create and utilize financial projections to identify the main cost drivers. Create budgets that address current needs while ensuring future sustainability.
Continue to stay current with updated USDA nutritional standards.
Outcomes:
Communities support school board-proposed budgets (Amherst, Mont Vernon, and Souhegan).
Compliance with federal, state, and local regulations.
Technology
Action Steps:
Continue to update the present technology plan and implement it.
Support equitable access to digital tools and resources.
Equip educators with training and tools to integrate technology.
Use adaptive and interactive digital platforms to personalize learning.
Teach ethical, safe, and responsible technology use and engage families in supporting digital literacy and safety
Leverage analytics to assess and improve technology initiatives and continuously refine programs based on feedback and performance data
Outcomes:
Reduced digital divide and inclusive learning opportunities for every student.
Engaged, student-centered learning environments that foster creativity and curiosity. Students equipped with strong critical thinking and innovation skills to thrive in a dynamic, technology-driven world.
Empowered, respectful, and confident digital citizens.
Informed decisions lead to effective, personalized learning experiences.
V: Stewardship of Resources (part 2)
Goal: Ensure effective and efficient operations and use of resources:
Facilities
Action Steps:
Continued development and implementation of annual and preventative maintenance programs that ensure quality facilities.
Maintain a current capital improvement plan
Assess aging facilities to determine whether they necessitate major renovation or replacement to meet today’s students' needs adequately. Effectively communicate facility needs to the community.
Outcomes:
Decrease time building leadership spends on facility issues and increase time spent on instructional leadership
Increased faculty and student attendance due to better building operations. Increased community confidence as evidence of effective stewardship of SAU assets. Buildings that support and reflect the academic and social-emotional priorities of SAU 39.
SAU 39 Glossary
Please feel encouraged to access the SAU 39 Glossary to obtain definitions for school-related terms.
SAU 39 Glossary of Education-Related Terms, Spring 2025 (A-K)
Community-based partnerships are collaborative relationships among various community groups, including local organizations, businesses, government agencies, and residents.
Equity/Equitable - Equity is a complex concept but is a basis for ensuring an educational system that meets the needs of each student While equality seeks to ensure that students are presented with the same educational opportunities, equity seeks to ensure that each student has the opportunity to access those opportunities and get the support and resources they need to achieve their educational goals.
Evidence-based practices - instructional practices that have been shown through high-quality research/evidence to be effective in improving student learning.
Extended Learning Opportunities (ELO) - opportunities for acquiring knowledge and skills through instruction or study that is outside the traditional classroom methodology. Extended Learning Opportunities may include, but are not limited to, independent study, private instruction, performing groups, internships, community service, apprenticeships, online courses/distance education, or other opportunities approved by the Superintendent or their designee in conjunction with Board policies
Externship - a temporary program for teachers to work in industry-specific places of employment
Fidelity - The degree to which educators implement programs, assessments, and implementation plans as intended.
National School Lunch Program)(A proxy for Socio-Economic Status) - eligibility of students to receive free lunch and milk or reduced-priced lunch and milk based on family income.
Statisticians use this value to measure socioeconomic status
High leverage - Instructional approaches and practices that are known to be successful with multiple types of learners and content. In addition, these practices are integral to success in other academic areas.
Historically underrepresented - groups of people who have been denied access or experienced institutionalized discrimination.
SAU 39 Glossary
SAU 39 Glossary of Education-Related Terms, Spring 2025 (J-Z)
Job-Embedded Professional Development - job-embedded professional development (JEPD) refers to teacher learning that is grounded in day-to-day teaching practice and is designed to enhance teachers’ content-specific instructional practices with the intent of improving student learning (DarlingHammond & McLaughlin, 1995; Hirsh, 2009). It is primarily school or classroom-based and is integrated into the workday, consisting of teachers assessing and finding solutions for authentic and immediate problems of practice as part of a cycle of continuous improvement (Hawley & Valli, 1999; National Staff Development Council, 2010) JEPD is a shared, ongoing process that is locally rooted and makes a direct connection between learning and application in daily practice, thereby requiring active teacher involvement in cooperative, inquiry-based work (Hawley & Valli, 1999). High-quality JEPD also is aligned with state standards for student academic achievement and any related local educational agency and school improvement goals (Hirsh, 2009). ~ excerpted from National Comprehensive Center for Teacher Quality Issue Brief 2010.
Literacy: Including both reading and writing skills
Master Facility Plan - a framework for orderly growth and development of capital improvements within the district.
Mental Health Literacy - an individual’s knowledge and beliefs about mental disorders that help them recognize, manage, and prevent struggles for themselves and others.
Multi-Tiered System of Supports
(MTSS)/MTSS-B
(Behavior) - MTSS as a framework that helps educators provide academic and behavioral strategies for students with various needs The key components of MTSS include:
Universal screening of all students early in the school year Tiers of interventions that can be amplified in response to levels of need
Tier 1 - instruction and behavioral supports that are school-wide and used with all students
Tier 2 - additional instruction and behavioral supports that are provided for some students
Tier 3 - intensive instruction and behavior supports that are available for targeted
Includes a process of ongoing data collection and continual assessment
Parent involvement in MTSS-B focuses specifically on behavioral and social-emotional supports and systems. New Hampshire Statewide Assessment System (NHSAS) - the New Hampshire Statewide Assessment System measures student progress toward meeting New Hampshire’s College and Career Readiness Standards, which focus on critical thinking, problem-solving, and reasoning skills students need in today’s world
Social-emotional learning (SEL) refers to the process by which students develop the essential skills to understand and manage their emotions, establish and maintain positive relationships, set and achieve goals, and make responsible decisions.
Whole Child - Whole Child approach transitions from focusing on narrowly defined academic achievement to promoting all children's long-term development and success. (ASCD, 2024)