The Milford School Committee on May 1 approved the 2025–26 handbook and school improvement plan for Shining Star preschool after teachers and administrators detailed minor handbook edits and three school goals focused on assessment, placement and Multi‑Tiered System of Supports (MTSS).

Shining Star staff told the committee the handbook changes were small — updated staff listings, clarifications to preschool lunch wording, updated vision‑screening language, a tobacco‑products policy, bullying prevention language and a prompt investigation policy — and the committee moved to approve the handbook unanimously. “The addition of the policy of the tobacco products on school premises, addition of the bullying prevention policy, the addition of the prompt investigation into bullying, and on page 133 updated important numbers,” a presenter summarized during the meeting.

Committee members heard that staff met this year on curriculum mapping and created common assessments; revised the preschool report card and surveyed families, receiving strong positive feedback; and expanded family engagement activities. “The report card was implemented this year… We do them twice a year,” a Shining Star presenter told the committee, and the staff reported that 93% of surveyed families said the layout and language were clear and easy to understand.

The improvement plan lists three primary goals for the coming year. The first calls for accurately identifying each child’s strengths and needs; staff said Shining Star currently uses the Developmental Assessment of Young Children (DAYC) for special‑education eligibility but noted a limitation: the tool is not normed for dual‑language learners. Staff said they will research and field‑test a developmentally appropriate evaluation option to better assess students from diverse linguistic backgrounds.

The second goal is to place students in appropriate classrooms before the school year starts and to make that process transparent by creating an evidence‑based rubric. Staff told the committee they do not currently have a placement rubric and that placement decisions can sometimes be subjective; the proposed rubric would use factors such as age, early‑intervention services received, disability determinations and recommended services to guide placement decisions.

The third goal focuses on MTSS implementation and data systems. Staff reported progress in MTSS protocols and teacher collaboration time but said a planned dashboard (Aspen or an OpenArchitects‑style platform) was not completed this year; that work will carry forward into next year so teachers can use consolidated data to make targeted instructional decisions.

Committee members asked about parent engagement and the district‑level rollout of data platforms. Staff said parent turnout for PTO meetings remains low at the preschool level but family engagement events were well attended. On the question of district platforms, staff clarified the Shining Star site will use the district‑selected tool once the district makes that decision.

The meeting concluded with a motion to approve the handbook and the school improvement plan; the motion passed unanimously.

Staff said next steps include researching an assessment tool normed for dual‑language learners, developing the placement rubric, and continuing MTSS dashboard work so data are more readily available to guide placement and interventions next year.