Norwood Public Schools’ superintendent presented preliminary ‘‘entry findings’’ on Jan. 8 and urged the School Committee to consider internal reorganizations to address academic alignment, special-education supports, staff burnout and school safety.

The superintendent said stakeholder interviews and data consistently praised ‘‘dedicated and passionate’’ district staff but also flagged needs for stronger horizontal and vertical curriculum alignment, more student-support staff (reading specialists, math interventionists, counselors and behavioral supports), and enhanced school-level special-education administrative presence.

Why it matters: The findings are intended to shape the FY26 budget and near-term staffing and program decisions. District leaders emphasized the proposals are options for committee discussion, not final decisions.

Top themes and proposed responses
- Curriculum alignment and teacher leadership: The superintendent described gaps in horizontal alignment (same grade across buildings) and vertical alignment (pre-K through secondary). Options included new curriculum coordinators (STEM and humanities at elementary; different middle-/high-school department-chair configurations) and expanded professional learning communities (PLCs) with stipends for cross-district teacher leaders. The district said PLC time and possible early-release days would be discussed separately.
- Special education: The superintendent proposed a school-centered special-education coordination model: elementary team chairs, middle- and high-school coordinators, an in-district assistant director and a director of student services to free central staff to focus on oversight. Officials said the model could be implemented using existing staff allocations and would complement an external special-education audit whose recommendations are due in May.
- Student supports and staffing: Leaders described needs for more reading specialists, math interventionists, behavior interventionists and more on-site special-ed administrative support so principals can focus on instruction.
- Safety, discipline and communications: The superintendent said staff and parents raised concerns about bullying and disruptive behavior and proposed a Director of Safety, Compliance and Communications to lead crisis management, policy development, bullying investigations, staff training and external communications.

Budget connection and next steps
School leaders said many of these options affect the FY26 budget. The superintendent asked the committee to approve a job description for the proposed Director of Safety, Compliance and Communications so the role could be posted; the committee approved that job description and later voted to express support for including the position in next year’s budget. Separately, the superintendent previewed potential reorganization and curriculum models and asked the committee for guidance on department-chair coverage at the middle school as grade configurations change.

What proponents and critics said
Supporters framed the proposals as measures to place more specialized support ‘‘closer to schools’’ and to build teacher leadership. Committee members and administrators repeatedly stressed these were planning options and not binding budget allocations. Several committee members pressed for more detail on costs and implementation and asked that the district return with more precise plans and timelines before any staffing changes are finalized.

What’s next
District leaders said they will bring the special-education audit findings in May and recommended pilot or phased implementation of coordination and PLC structures as budget discussions continue. The superintendent also invited further community input on the entry findings before a formal entry plan is presented in February.

Ending note: The superintendent emphasized the intent of proposals is to strengthen supports for teachers and students and to translate stakeholder feedback into specific, fundable steps.