Back to School Growth Plan Snapshots

Delivering on High Expectations and Outstanding Results for All Students

Superintendent: Dr. Rachel H. Monárrez
University Park Campus School Principal: Patricia Padilla

School growth planning is an essential part of continuous school improvement. Setting expectations and strategically working to advance the school’s North Star vision is what can lead to change for the better. This School Growth Plan Snapshot lays out the school's intentions for the strategies it will use, actions they will take and the anticipated outcomes.  The school’s instructional leadership team leads the work.

A school’s North Star is the school’s mission and vision to equip all students with the skills, competencies, and mindsets needed to be successful. It is grounded in data, stakeholder engagement, and vision for graduates of the school.

University Park Campus School exists to provide a first-class education to a traditionally disadvantaged population. Students will be taught to read, write, and think on their own with the realization that hard work develops a strong intellect. Every student pursues a rigorous academic program consisting of all honors classes that are designed to equip them with future-ready skills. At the same time, instruction is individualized to connect to each student’s particular level of development. The mission at UPCS is to produce confident students who understand that desire and hard work beat adversity. 

Our vision at University Park Campus School is for each student to graduate with a rigorous academic foundation, fully prepared for success in college and careers. We strive to develop engaged community members, curious learners, and empowered individuals who can work collaboratively, solve problems, and communicate effectively across various formats. Our students will think independently, persist through challenges, and reflect on their experiences, all while contributing positively to society. We aim to equip them with the confidence and skills necessary to pursue post-secondary studies and to thrive in their future endeavors. As an institution, UPCS continually reflects on both our successes and shortcomings, using these insights to revise instructional practices to best serve our students.

The priority at University Park for the 2024-2025 school year is to increase the percentage of students exceeding and meeting expectations across all subjects and grade levels by focusing on both the rigor and authentic engagement.

As part of the planning process, Worcester Public Schools considers the coordination and integration of federal, state and local services and programs. In addition:

• Elementary schools should also reference the transition plans for assisting preschool children in transitioning to the school-wide program plans; and

• Secondary schools should also reference transition plans for assisting grade 7 and 9 students in transitioning to the new school.

All Worcester Public Schools must integrate services and programs with the aim of upgrading the entire educational program of the whole school and to help all students reach proficient and advanced levels of achievement. Integration of services will include the following areas of focus:

Equity of Access: Ensuring all students have access to high quality instruction and materials and resources. For example: through Title I, II and III, Focused Instructional Coaches; through Title I, II and Title III supplemental activities including After School and Out-of-School Time activities. Title IV A, technology, supplemental activities and payment of AP fees; SRG, support of additional time for teachers including activities that address equity of access; IDEA activities that support individualized learning, and through Perkins funding, access to materials and credentials for college and career readiness. 

Engagement: Engagement with families and the various sectors of our community in developing opportunities for all students; Support through Title I of our Parent Information Center and community engagement; Title II, coordination of professional development activities involving engagement; Title III, supplemental parental engagement activities; IDEA, contracted services for health and through Perkins funding, career exploration activities.  

Safe and Healthy Students: Create supportive, safe, and orderly learning environments marked by respectful interactions, acceptance, inclusiveness, and responsibilities to one another.  Title I, personnel including Wraparound coordinators; Homeless Liaison; Title II coordination of all professional development including PD on SEL; Title III, professional development on co-teaching; Title IV, safety training, safety planning and school safety supplies; IDEA; professional development and through Perkins, professional development on safety training.

High quality teaching and learning: To support excellent instruction that improves student skills to prepare them for global citizenship; through Title I, II and III, coaches; Title II, support of professional development activities; Title IV, professional development on technology; IDEA professional development and through Perkins, professional development for teachers.

College and Career Readiness: In support of current standards, activities that help students become college and career ready: Through Title I and Title III, supplemental academic support for struggling students.  Title II, coordination of professional development for all college and career readiness activities; Title IV, support of technology and accompanying professional development to increase teacher proficiency and payment for AP fees; IDEA, funding for instructional assistants and Perkins, funding for college and career readiness contractual service provider at our vocational-technical high school. 

Worcester Public Schools (WPS) support a transition plan for assisting preschool children to school-wide Title I programs, which is based upon best practices promulgated by the National Center on Parent, Family, and Community Engagement (NCPFCE) and the National Center on Quality Teaching and Learning (NCQTL). Smooth transitions from preschool to kindergarten depend on connections made between participants in the process, such as those between schools and families, and between preschool teachers and kindergarten teachers and classrooms, especially connections made prior to kindergarten entry. The WPS transition plan incorporates NCPFCE models to implement best practices.

Child-School activities foster the familiarity of children with the classroom setting and those people within it. Preschool teachers and children visit a kindergarten classroom, children practice kindergarten rituals, and a spring orientation is held for preschool children. These activities are designed to increase comfort, decrease anxiety, and build teacher-child relationships.

Family-School activities foster family collaboration and involvement with the school transition process through school visits, open houses, and meetings with principals and kindergarten teachers. WPS has prepared and disseminates literacy resource materials for in-home learning activities. 

School-School activities foster inter-school collaboration among preschool teachers and kindergarten teachers to align programs and classroom practices. 

Community: The WPS collaborates with an extensive network of interagency and community service organizations which support child-specific programs and enables WPS to get accurate information into the community, including the kindergarten registration process. WPS transition activities effectively introduce preschool children into school-wide Title I programs.