Shaping Futures Together

Eastford Elementary School Mission Statement 

We pledge to provide every one of Eastford’s children entrusted to our care with the very best education to meet individual needs, to maintain a nurturing and caring environment, and to ensure for each child the necessary preparation for a productive and fulfilling life in our changing world.

2025-26 Board and Administrative Goals

Board of Education Goals

Student Achievement

  • Monitor the quantitative and qualitative assessment data provided by school administration relative to long-term planning goals as outlined in the Strategic Plan and the Portrait of an Eastford Learner for the academic and social-emotional growth of students.
  • Advocate for a budget that is responsive to the programmatic needs of all students and the professional growth needs of district staff.

Climate and Culture

  • Support the efforts of the administration as they foster a community of learning, growth, and achievement focused on positive reinforcement and attention to meeting the needs of all students.
  • Advocate for a budget that is responsive to the facility and maintenance needs in accordance with the long-term facilities plan.

Collaboration and Communication

  • Collaborate and support the administration’s efforts in implementing the components of the Eastford School District’s Strategic Plan with a focus on expanding partnerships with all families and community partners.
  • Continue to explore ways to achieve greater efficiency as a school district by cooperating with the community and other districts for shared services and staff as well as cooperative programs and purchases.

Superintendent Goals

Student Achievement

  • Provide leadership and support to the administrative team and school staff in the selection and implementation of curriculum programs and instructional practices that support the academic and social-emotional well-being of all our students in measurable ways.
  • In collaboration with the administrative team, analyze qualitative and quantitative results, and prioritize and advise the Board of Education on needed staffing, staffing supports, and quality instructional resources that support the implementation of an engaging, challenging curriculum and practices that support students in becoming independent learners.

Climate and Culture

  • Apprise the BOE on an ongoing basis of the needed long-term facility, maintenance, and security projects that provide a safe and secure environment for staff and students.
  • Support the efforts of the administration as they foster a community of learning, growth, and achievement focused on positive reinforcement and attention to meeting the needs of all students.

Collaboration and Communication

  • Continue to provide leadership, support, and necessary resources to maintain and expand the family and community partnerships associated with the outcomes of our Strategic Plan.
  • Advise the Board of Education regarding opportunities for shared services and programs.

Principal Goals

Student Achievement

  • Support the implementation of an engaging, challenging curriculum, aligned with the Core Standards and the Eastford Portrait of a Learner, that supports all students in becoming independent learners.
    • Develop and implement strategies and research-based methods to improve student engagement, growth, and achievement.
    • Support staff in developing Learning Targets for core curricular areas that support student growth, goal setting, self-reflection, and self-asses
    • Support staff in developing and implementing curriculum and pacing guides in all grades for academic areas (ELA, MATH, SS, Science) that include differentiated lessons and assessments.

Climate and Culture

  • Foster a nurturing and caring environment for students and staff, building the skills and knowledge needed for mutual respect and social-emotional growth.
    • Utilize, integrate, and implement common SEL instructional practices across grade levels (class meetings, proactive and responsive circles, restorative conferences to include questioning, fair process, and use of affective statements) and monitor fidelity of implementation.
    • Through professional learning opportunities and data collection, support staff in understanding and developing strategies to meet the changing social-emotional and behavioral needs of students and the impact this has on learning.
    • Conduct, analyze, and utilize school climate survey results to set school and individual improvement goals and track progress.

Communication and Partnerships

  • Develop and maintain supportive and engaging relationships with families and community partners that enhance student learning, growth, and achievement.
    • Support consistent proactive and professional engagement with families to inform them about student engagement, growth, achievement, and curricular opportunities and activities.
    • Seek opportunities for students to showcase growth and achievement and to communicate progress with families and the community.
    • Seek opportunities to engage all families in the school community in a positive way.
    • With committee input, redesign student report cards so they are accessible and informative.

Director of Pupil Services Goals

Student Achievement 

  • Continue to incorporate the Eastford Portrait of a Learner traits into goal development for IEP and 504 cases.
  • Review and analyze student IEP performance data with staff to make informed decisions and ensure all students are making adequate progress.
  • Continue to strengthen and maintain a consistent MTSS process that includes data review, targeted interventions, and effective record-keeping to support tiered supports across all grade levels.
  • Budget responsibly for programming and staffing that adequately provides for student needs both at EES and at other facilities.
    • Seek grant funding when available.

Climate and Culture

  • Seek and facilitate opportunities for staff professional development based on emerging needs and requirements.
    • Foster a collaborative, inclusive environment where special education staff, general education teachers, and families work together.

Communication and Partnership

  • Establish and maintain regular, transparent communication with families based on open communication and mutual respect.
  • Ensure that teachers, specialists, and administrators have access to CT-SEDS and to up-to-date information regarding student progress.