Entry Plan for Assistant Superintendent of Student Services

Start Date: March 24, 2025

I. Purpose of the Entry Plan

The purpose of this Entry Plan is to guide a focused and strategic transition into the role of Assistant Superintendent of Student Services. While I bring a deep understanding of the district through my previous role, this position expands my scope of leadership to include Special Education, English Learner Education, Counseling & Mental Health, Nursing, 504s, Homeless/Foster Care Services, Student Discipline, and Tiered Supports.

This plan will allow me to:

• Re-establish relationships in a broader leadership capacity

• Gain a clear understanding of each department’s current strengths and challenges

• Ensure alignment with district priorities and equity goals

• Build trust, collaboration, and strategic direction with staff, families, and community partners

II. Guiding Principles

• Student-Centered Decision Making

• Equity, Inclusion & Access for All Students

• Transparency and Trust in Leadership

• Collaborative Problem-Solving

• Systems-Level Thinking and Sustainability

III. Focus Areas & Key Questions

1. Departmental Deep Dive

Goal: Understand the current functioning, staffing, strengths, and challenges of each department under Student Services.
Departments:

• Special Education

• English Learner (EL) Services

• Counseling & Mental Health

• Nursing

• Section 504 Services

• Homeless & Foster Care Coordination

• Discipline/Behavioral Support

Key Questions:

• What are the core strengths and immediate challenges in your department?

• What systems are in place to track student outcomes and service effectiveness?

• Where are we seeing inequities or inconsistencies across schools?

• What support do you need from district leadership?

2. School-Based Engagement

Goal: Meet with principals and school-based student support teams to assess building-level implementation of Student Services.
Activities:

• Attend SST, MTSS, and Admin Team meetings at each school

• Observe inclusion practices, intervention models, and student support systems

Key Questions:

• How are student services integrated into building-based decision-making?

• Are tiered supports being implemented with fidelity across buildings?

• How well are general and special education working together?

3. Community & Family Voice

Goal: Strengthen relationships with parents/guardians, particularly families of students with disabilities, English Learners, and those accessing Tier 2/3 supports.
Activities:

• Hold listening sessions with SEPAC, EL PAC, and family groups

• Connect with key community organizations supporting students and families

Key Questions:

• How do families experience student services in Bedford?

• Are communications accessible, timely, and responsive to diverse needs?

• What do families need from us to feel seen, heard, and supported?

4. Data & Compliance Review

Goal: Ensure systems are in place for compliance and continuous improvement.
Activities:

• Review IEP/504 processes and timelines

• Review EL identification, placement, and exit procedures

• Analyze student discipline data and intervention access by subgroup

• Review recent monitoring reports  (e.g., TFM, DESE grant reviews)

Key Questions:

• Are we meeting state and federal requirements consistently?

• What are our data telling us about access and equity?

• What quality assurance processes need to be strengthened?

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IV. Deliverables & Timeline

Phase	Focus	Deliverables	Timeline
Phase 1: Listening & Learning	Departmental and school-based interviews, document review	Entry meetings summary, strengths/challenges themes	3/24/25- 5/2/25
Phase 2: Stakeholder Engagement	SEPAC, EL PAC, counselors, nurses, principals	Notes from focus groups; family and staff feedback	4/14/25- 5/19/25
Phase 3: Analysis & Priorities	Identify districtwide patterns and priority actions	Draft memo with short-term and long-term priorities	5/5/25- 6/2/25
Phase 4: Superintendent & Leadership Debrief	Share findings and proposed direction	Final summary presentation or report	6/2/25- 6/18/25

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V. Immediate Priorities to Monitor Concurrently

• Staffing and onboarding for fall (Assistant Superintendent of TL, PA Counseling)

• DESE monitoring follow-up (TFM, Title grants)

• Summer program planning and ESY review

• Discipline data and equity review

VI. Closing Statement

This Entry Plan is designed to allow me to listen, learn, and lead with intention. While I bring institutional knowledge and deep relationships from my previous role, stepping into this broader leadership position requires a fresh lens, active collaboration, and a clear systems focus. I am excited to deepen my impact and partner with the incredible staff, families, and community members of Bedford to ensure every student receives what they need to succeed.

Marianne Vines, Ed. D.
Assistant Superintendent of Student Services