NAHANT — At Monday night’s School Committee meeting in Nahant, members unanimously approved Johnson Elementary School’s 2026–27 school improvement plan after hearing a detailed presentation from teachers and administrators outlining goals for academic achievement, social-emotional learning, family engagement, and staff development.
Principal Heather Castonguay explained that the improvement plan was built collaboratively by staff members rather than created solely by administration.
“It’s not like it’s Mrs. Castonguay’s school improvement plan,” she said. “It’s Johnson Elementary’s school improvement plan. And I want to make sure that everybody realizes that.”
Castonguay emphasized that the three teachers presenting represented the leadership and teamwork happening throughout the building.
She described them as educators “who we can count on on a regular basis to step up and really support Johnson Elementary.”
The first portion of the presentation focused on strengthening instruction and curriculum alignment.
Kayla Harrington, an educator to the fifth and sixth graders, explained that much of the work extends initiatives already launched this school year.
One major priority is the second year of implementing Eureka Math Squared, a curriculum designed to deepen conceptual understanding in mathematics.
Teachers said they hope to improve implementation through classroom walkthroughs, peer observations, and lesson internalization strategies so educators can move beyond simply following scripts and instead fully understand the curriculum they are teaching.
“Making sure that it’s helping our students grow” remains the central goal, Harrington noted.
The school is also exploring a possible shift toward letter grades for fifth and sixth grade students in order to better align with Swampscott Middle School. Staff members described the proposal as an exciting step that could ease students’ transition into middle school.
Another major initiative involves the phased implementation of EL Education curriculum materials across kindergarten through sixth grade classrooms. Teachers explained that the curriculum integrates literacy, science, and culturally responsive instruction.
Harrington described it as “a high quality instructional material approved by DESE” that gives students greater exposure to diverse topics while strengthening literacy skills.
Budget considerations will determine how quickly the curriculum can be expanded across grade levels, administrators said.
Teachers also discussed the growing importance of Science of Reading (SOR) instruction and the need for shared professional development opportunities.
“Right now, teachers are independently learning things as we’re going,” Castonguay stated. “We’re not all having a common experience.”
The school’s improvement plan also prioritizes strengthening “WIN blocks,” short for “What I Need,” which provide targeted interventions and enrichment opportunities for students.
The teachers said they hope to create more consistent schedules, use assessment data more effectively, and increase co-teaching support across grade levels.
The second strategic objective centered on creating a positive and equitable school environment where students can thrive academically, socially, and emotionally.
Gabrielle Radermacher, third grade educator, discussed expanding social-emotional learning by embedding skills like self-management, relationship building, and social awareness directly into classroom instruction rather than treating them as separate lessons.
Teachers also highlighted ongoing work around Positive Behavioral Interventions and Supports (PBIS).
Radermacher said the plan to continue revising behavioral lessons and strengthening restorative practices to create more consistency across classrooms.
According to Radermacher, the goal is to improve school climate, reduce behavioral incidents, and increase student engagement.
The discussion also addressed attendance concerns at Johnson Elementary.
When asked directly about the issue, Castonguay responded, “It’s a large problem,” while Radermacher added that tardiness is also a significant concern.
Castonguay said they hope stronger communication and partnerships with families will improve attendance and engagement.
The final section of the presentation focused on professional culture and community engagement.
Katherine Pastor, a preschool teacher and interventionist. outlined plans to increase family involvement through PTO outreach and school events while strengthening community partnerships that support both academic and social-emotional initiatives.
Pastor also emphasized the importance of supporting staff morale and collaboration.
Pastor praised recent efforts to recognize staff contributions through “staff shoutouts,” saying the practice “really helps you feel like you’re part of the team.”
Pastor repeatedly stressed the importance of maintaining a positive mindset for both students and educators.
“All students are capable learners who may need different supports and approaches in order to be successful,” Pastor stated.
Before the unanimous vote to approve the plan, Committee member Gregory Paonessa called the presentation “fabulous” and thanked the staff for all their hard work.
