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School Improvement Plan, School Year 2021-2024

School Improvement Plan (2021–2024)

Here is the link to the School Improvement Plan document: View the School Improvement Plan

Here is a slide deck presentation on our SIP/Year 1 from March 2022: View Year 1 Presentation

Here is the slide deck from January 2023 expanding on how Year 2 of our plan is going: View Year 2 Presentation

The Public Schools of Brookline

Hayes School

School Improvement Plan, Fall 2021–Spring 2024

Hayes School Council Members
As of September 2021

  • Dr. Asa Sevelius – Principal
  • Jon Bass – Parent Representative
  • Jillian Dyment – Teacher Representative
  • Lisa Kang – Parent Representative
  • Eli Silk – Parent Representative
  • Christin Wheeler – Teacher Representative

Our “North Star”

“When children and teachers feel happy, safe, and supported, we have room to grow and learn through collaboration and risk-taking with our peers.”

Background

The Hayes School is a K–8 school in the Public Schools of Brookline (PSB). In the 2021–22 school year, Hayes serves approximately 477 students and 90 staff members in the Brookline/Chestnut Hill neighborhood. Hayes is also home to several PSB programs and initiatives, including METCO and Reaching for Independence Through Structured Education (RISE).

The school fosters community in many ways, including engaging students in restorative practices, offering hands-on, project-based learning opportunities, supporting LGBTQ+ students through affinity groups such as the Rainbow Club and GSA (grades 3–8), hosting a Young Scholars Program for students of color (grades 4–8), and electing Student Council representatives in grades 4–8. Students also participate in school-wide events, including author visits, International Night, Mayfair, and performances by community groups.

All grades participate in community service, including campus clean-up efforts, and Student Council helps coordinate the Holiday Toy Drive and food drive for the Brookline Food Pantry. Students in grade four lead recycling efforts, and a third grade class manages the Lost and Found.

The effects of the COVID-19 pandemic continue to impact our school community. Social-emotional learning remains a priority, and this plan supports both academic and mental health needs of students, staff, and families.

Objective

Our primary objective is to ensure access, membership, and participation of all community members.

Over the next three years, we will focus on professional growth for educators, student social-emotional health and wellness, and the physical health and safety of our community.

As educators, we engage in cycles of inquiry and reflect on key questions, including:

  • What is the impact of my teaching on students, both daily and over time?
  • What does high-quality teaching and learning mean in an ever-changing society?
  • What does fair assessment mean, and who decides?
  • What systems and practices can we improve to ensure full access to school for all?

This reflection helps us examine learning conditions, address biases, and strengthen instructional practices.

Goals

  1. Every student can advocate for and access what they need. We prioritize relationships, belonging, and safe spaces where students can be supported academically and emotionally.
  2. Increase positive student outcomes, particularly for students with disabilities and BIPOC students. Staff focus on equitable instruction and reducing disparities in learning outcomes.
  3. Implement ongoing cycles of professional learning. Faculty meetings serve as opportunities for meaningful learning and instructional growth.
  4. Serve as an educational ambassador to the broader PSB community. Hayes contributes to and supports district-wide initiatives and best practices.

Actions

This plan focuses on improving outcomes for students receiving Special Education services and Black/African American students by promoting access, inclusion, and belonging.

  • Expanding participation in community events and affinity groups
  • Supporting inclusive practices across classrooms and programs
  • Providing professional development on equity, inclusion, and student support

Progress will be measured through student outcomes, feedback, and ongoing data review.