Strategic Plan
In March 2026, the new strategic plan for the Hudson School District was finalized and presented to the School Board. The plan was created through a multi-year process of community feedback, Strategic Planning Steering Committee meetings, and stakeholder interaction. The document, which includes vast visual representations of the district and student-created graphic design elements, serves as a guiding artifact for families, students, staff, and community members through 2030.
The final district plan focuses on four focus areas:
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Rigorous and aligned Pre-K through 12 Curriculum
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Student Well-Being and Belonging
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Building Educator Capacity
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Safety, Facilities, and Operational Efficiency
The plan will be reviewed and updated throughout its life cycle through continued committee meetings and stakeholder feedback.
“The Hudson School District will provide rigorous and aligned curriculum and instruction that actively engages students in relevant and meaningful learning experiences.”
Year 1
| Strategic Action Steps | Evidence |
|---|---|
| Strengthen and align classroom instruction to approved state standards. | PLC notes, curriculum documents, classroom visits, walkthroughs, and observations. |
| Review and update common assessments in grades pre-K through 12. | PLC notes, curriculum documents, classroom visits, walkthroughs, and observations. |
| Implement a plan to embed digital literacy skills in grades pre-K through 12. | Lesson plans, curriculum documents, walkthroughs, and observations. |
| Update report cards that integrate standards/competencies and work study practices in grades pre-K through 12. | Report cards and curriculum documents. |
| Incorporate modern technologies in instruction, assessment, and learning practices. | District Technology Plan. |
| Expand graduation/diploma/certificate options for all students. | Graduation policy and program of studies. |
Year 2
| Strategic Action Steps | Evidence |
|---|---|
| Strengthen student personalized learning and expand opportunities for differentiation. | Curriculum documents and PLC notes. |
| Create opportunities for students to demonstrate research and presentation skills with a variety of methods. | Curriculum documents and PLC notes. |
| Establish a formal plan to review, select, and revise instructional materials every three years. | Policy and procedure that is approved by the School Board. |
| Expand enrichment opportunities for elementary students. | Program and informational resources. |
Year 3
| Strategic ACTION STEPS | EVIDENCE |
|---|---|
| Provide additional opportunities for students to earn credit in advanced-level (AP, honors, dual enrollment, etc.) high school courses. | Program of Studies, and policy updates. |
| Create additional unified arts and advanced-level courses for middle school students. | Course descriptions on the website. |
Year 4
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Expand dual enrollment, career internship, and extended learning opportunities (ELOs). | Program of Studies and policy updates. |
| Expand interdisciplinary STEAM programs in elementary and middle school. | Program and informational resources. |
Year 5
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Routinely assess and refine Career and Technical Education (CTE) offerings to align with emerging workforce demands and evolving employment trends. | Annual presentation to the School Board, student feedback for future course offerings, and Program of Studies. |
| Review and expand AI-focused CTE programs to prepare students for future careers in technology. | District Technology Plan and Program of Studies. |
People Responsible: Building Level Administration, Curriculum Committees, Curriculum Coordinator, SAU Administration, School Board, Students and Families, and Teachers.
“The Hudson School District will promote the development of students’ self-advocacy, self-awareness, and leadership skills, with a focus on achieving personal goals while fostering their well-being and sense of belonging to the larger community.”
Year 1
| Strategic Action Steps | Evidence |
|---|---|
| Expand opportunities that support students’ well-being and sense of belonging with school-based activities. | School and district calendars, newsletter correspondence, events, programs, and district updates. |
| Involve and engage families in school community events, celebrations, etc. | School and district calendars, newsletter correspondence, events, programs, and district updates. |
| Strengthen and sustain leadership opportunities for students in grades pre-K through 12 (i.e., student mentoring, student leadership, school councils, etc.). | Presentations to the School Board, public postings, and newsletters on leadership opportunities. |
| Promote art exhibits and musical concerts, and fine arts performances that foster student artistic, musical, and creative talents. | Public postings, websites, newsletters, and school and district calendars. |
Year 2
| Strategic Action Steps | Evidence |
|---|---|
| Increase opportunities for students to set personalized goals that support their self-awareness and self-advocacy skills. | PLC notes, data review, and updated comprehensive school counseling plan for pre-K through 12. |
| Enhance opportunities for students to present input and feedback at committee meetings and towards improvement of the school community. | School Board meeting minutes, policy committee meeting notes, staff meeting notes, and student participation in School Board meetings. |
| Expand health and wellness activities for students across all grades that promote physical activity. | Course offerings, listings of co-curricular activities, and wellness committee meeting notes. |
| Foster civic engagement to provide options for students to engage with local, state, and national government. | Curriculum documents, community experiences, and the calendar of events. |
Year 3
| Strategic ACTION STEPS | EVIDENCE |
|---|---|
| Engage students with community-based learning experiences that include community service projects and school community projects for grades pre-K through 12. | Senior capstone projects, records of extended learning opportunities. Data from clubs and co-curricular opportunities. Calendar of events from CTE ambassadors. |
| Foster career-based internships at the high school level during the second semester of senior year. | Program of Studies, policies, and extended learning opportunities. Credits received from internship opportunities. Expanded business partnerships. |
Year 4
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Continue to expand upon students at the secondary level serving as mentors to students at the elementary grades (such as reading opportunities, CTE ambassadors, and/or high school students teaching elementary students, etc.). | Calendar of events, lesson plans, social media posts, websites, and newsletters. |
Year 5
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Foster new school traditions and ideas while also continuing to celebrate long-standing traditions. | Calendar of events, presentations, social media posts, websites, and newsletters. |
People Responsible: Building Level Administration, Multi-Tiered System of Supports Teams (MTSS), SAU Administration, School Board, School Counselors, Students and Families, Teachers, and Wellness Committee.
“The Hudson District will build and foster ongoing professional learning, development, and leadership opportunities for all educators to promote a culture of collaboration, reflection, and continuous growth.”
Year 1
| Strategic Action Steps | Evidence |
|---|---|
| Grow our partnership with Southern New Hampshire University and expand to other colleges. | Participation data and MOUs with other colleges. |
| Continue Hudson University to support educator growth. | Data collected from participating teachers. |
| Create course opportunities (in-district workshop days and outside of the district) for paraeducators. | Data collected from participating paraeducators. |
| Develop and implement a teacher-leader model to be reviewed annually. | Record of workshops, both funded and attended. |
Year 2
| Strategic Action Steps | Evidence |
|---|---|
| Expand teacher leadership opportunities, including professional learning in workshops, PLC, staff meetings, and other opportunities. | PLC schedules, MTSS schedules, PD schedules, TGIF proposals, record of funded projects, and staff meeting agendas. |
| Create leadership and professional growth opportunities within the district for administrators. | Committee meeting notes and leadership notes. |
| Establish teacher and staff celebrations and recognitions at the school and district level with school staff events. | Teacher spotlights, social media notes, staff curriculum newsletters, building newsletters, superintendent newsletters, and at School Board meetings. |
| Establish a cohort of a teacher-leader model. | List of teacher-leaders. |
Year 3
| Strategic ACTION STEPS | EVIDENCE |
|---|---|
| Increase opportunities for teacher-to-teacher classroom visits to support evidence-based strategies for teaching and learning. | Classroom observation/visit schedules. |
| Create a mentoring program for paraeducators with stakeholder input. | Completed mentoring program for new and returning paraeducators. |
| Evaluate and adjust the teacher-leader model. | Documentation of changes to the program. |
Year 4
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Cultivate partnerships with universities and colleges for student-teacher internship opportunities. | Student-teacher enrollments and universities represented. |
| Design a student-teacher stipend model. | School board notes, presentation slides for board review. |
| Expand alternative pathways towards educator/paraeducator certification and explore supporting the process financially. | Recruitment & Retention Committee data review. |
| Gather feedback from school stakeholders to update the Professional Development Plan. | The feedback may include surveys and Professional Development Committee feedback that focus on teachers’ and staff needs. |
Year 5
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Update the Professional Development Plan from stakeholder feedback. | Updated Professional Development Plan. |
People Responsible: Building Level Administration, Paraeducators, Professional Development Committee, Retention & Recruitment Committee, SAU Administration, School Board, and Teachers.
“The Hudson School District is committed to aligning facilities and operational planning with safety and educational objectives, using strategic approaches to enhance student achievement.”
Year 1
| Strategic Action Steps | Evidence |
|---|---|
| Advance school safety and security processes in collaboration with the Emergency Management Committee (EMC) over the next five years. | After-action reviews following drills and incidents. Updated safety reports with emergency personnel. |
| Present ELC Committee research and create a multi-year plan for the future of early learners in the district. | Public presentations of ELC research, formulation of stakeholder input group, and creation of an action plan. |
| Conduct a comprehensive audit and enhancement of the District’s technology plan and network infrastructure to support evolving digital learning environments and strengthen cybersecurity defenses. | The District’s Technology Plan with yearly reports to the School Board and community. |
Year 2
| Strategic Action Steps | Evidence |
|---|---|
| Update the Capital Improvement Plan and School District Master Facilities Plan through feedback from stakeholders over the next four years. | Revised Capital Improvement Plan and School District Master Facilities Plan, including budget estimates for review by the School Board. |
| Ensure the District’s facilities meet the needs of the students by monitoring enrollment, class sizes, and course offerings. | District’s enrollment report for the School Board to review. Provide class size reports from all schools to the School Board. |
Year 3
| Strategic ACTION STEPS | EVIDENCE |
|---|---|
| Build district capacity by creating offerings to improve school safety, infrastructure enhancement, and efficient operations. | Professional development course descriptions, schedules, and presentations to the School Board and community. |
Year 4
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Monitor and update communication methods to keep families and the community informed and engaged. | District Communication Plan with yearly report to the School Board and community. |
| Forecast and collaborate to develop system efficiencies throughout the school district and within departments. | Improved collaboration and documentation of areas of efficiency. |
Year 5
| STRATEGIC ACTION STEPS | EVIDENCE |
|---|---|
| Ensure pre-planning and forethought into building and infrastructure plans to support evolving educational trends. | Research-informed process that aligns with emerging educational trends for future planning. |
| Develop a data dashboard for District metrics that are available to relevant departments and the public. | Data dashboard on the District website with an annual School Board review. |
| Explore and identify department and district efficiencies together with the Town of Hudson. | School Board meeting notes and Board of Selectmen Meeting Notes. |
People Responsible: Building Level Administration, Capital Improvement Plan Committee, ELC Committee, SAU Administration, and School Board.
Portrait of a Learner/Graduate Documents
Early Learning Center, Hills Garrison, and Nottingham West Core Values:
Be safe.
Be respectful.
Be responsible.
Be positive.
Learning Objectives at the Early Learning Center, Hills Garrison, and Nottingham West allow students to:
Develop and utilize self-advocacy skills.
Pursue continuous learning.
Develop critical thinking skills as a way to creatively solve problems and overcome obstacles.
Collaboratively utilize skillful communication as a way to engage in their learning.
Demonstrate proficiency and continued growth in academic skills.
Engagement Objectives at the Early Learning Center, Hills Garrison, and Nottingham West allow students to:
Ask clarifying questions.
Model pride and initiative in learning.
Explain and/or demonstrate learning across settings (show what I know to friends and family).
Explore ways to learn in other settings (practice classroom skills in specials and after-school clubs).
Experience lightbulb moments (observable excitement for learning).
Demonstrate understanding by helping peers with their learning.
Social Experiences at the Early Learning Center, Hills Garrison, and Nottingham West allow students to:
Attend extra-curricular school events.
Demonstrate pride in co-curricular, non-school related events.
Practice emerging social skills.
Adapt to changing day/routine.
Develop situational and age-appropriate manners for school.
Take turns in varied situations.
Win and lose games, and accept the outcome.
Play games that others pick as well as ones that are self-chosen.
Invite others to play.
Learn to be comfortable making mistakes and trying new things.
Hudson Memorial School Core Values:
Respect: esteem for or a sense of the worth or excellence of a person, personal quality, or ability.
Responsibility: answerable or accountable, as for something within one’s power, control, or management
Hard work: effort put forth by an individual to better themselves socially, emotionally, and academically.
Kindness: the quality of being friendly, generous, and considerate.
Learning Objectives at Hudson Memorial School will allow students to:
Use their personal strengths to support and facilitate community-based projects.
Monitor progress and make adjustments to improve their future learning.
Articulate personal needs to support their learning.
Pursue new learning to build upon classroom instruction.
Generate solutions to novel problems and see the solutions through to completion.
Practice social skills that require increasing emotional maturity.
Strive to make personal academic growth targets.
Engagement Objectives at Hudson Memorial School will allow students to:
Engage in active and hands-on learning activities.
Experience communication in varied environments, purposes, and audiences.
Participate in flexible learning activities that promote health and wellness.
Take part in community-minded activities that promote civic engagement and volunteerism.
Engage in opportunities to develop leadership skills.
Explore an integrated curriculum that promotes STEM and humanities.
Have an active voice in their continuum of learning.
Social Experiences at Hudson Memorial School will allow students to:
Participate in a wide array of school-based activities.
Celebrate academic and co-curricular successes.
Demonstrate respect and kindness for others while understanding differences.
Ensure generational traditions and communal experiences.
Participate in an integrated academic experience that promotes digital citizenship.
Alvirne High School Core Values:
Character: the combined qualities of integrity, kindness, tolerance, humility, and respect.
Curiosity: the lifelong enjoyment of and passion for learning.
Commitment: the work ethic, independence, and responsibility developed by diverse and challenging programs.
Community: pride in our school, ourselves, and in our service to others.
Learning Objectives at Alvirne will:
Ensure all students learn and achieve.
Encourage integrity and empathy with students and families.
Provide opportunities for critical thinking, problem-solving, and collaboration.
Engage students in active learning opportunities.
Support creativity, self-advocacy, and personal growth.
Engagement Objectives at Alvirne will:
Model technology usage respectfully and responsibly.
Develop effective communication and public speaking skills.
Provide voice and choice for future learning and life experiences.
Ensure knowledge, commitment, and demonstration of learning through senior capstone project.
Foster civic involvement within the school and the greater Hudson community.
Social Experiences at Alvirne will:
Foster respect for others while being aware of others and understanding their differences.
Ensure generational traditions and communal experiences.
Provide opportunities to participate in various activities outside of school and competitions.
Celebrate the energy of sports teams, the creativity of theater, and the rhythm of music.
Provide engaging opportunities to create meaningful connections through a vast array of clubs that allow students to express themselves.