The Curtis Tufts School, established in 1982 as a public day therapeutic program, currently educates 15 to 20 students with individualized education plans and social-emotional disabilities.

A teacher from the Curtis Tufts School, new to the district, provided insight into the advantages of the current separate location, which allows for immediate, real-time shifts in addressing student needs and offers the necessary space for student processing. However, this separation also came with drawbacks, as some students felt marginalized. This sentiment was echoed in discussions around the cultural implications of the co-location, emphasizing the need to ensure that students do not feel isolated or penalized for their unique learning requirements.

The positive impact of co-locating alternative high schools with larger schools was demonstrated through a presentation from a Somerville program director. The presentation detailed increased student participation in extracurricular activities as a benefit of co-location. Motivated by this information, committee members expressed interest in visiting the Somerville program to inform their decision-making process further.

Members discussed the logistical aspects of co-location, such as the necessity of a separate entrance for alternative program students and the strategic placement of these programs within the high school campus to support students with significant trauma histories and anxiety. The importance of flexibility in the curriculum and the need for clear communication were also underscored, with a member proposing the creation of a Google document to gather community input on the design of the space and the transition process.

Concerns voiced during the meeting included potential peer drama, distractions, and the loss of a program director due to co-location. The importance of managing student access to different areas of the school was highlighted, as well as the need for structured approaches to ensure smooth integration. Additionally, the potential impact on the school’s culture and shared spaces were considered, with speakers expressing a commitment to prioritizing the right course of action for students and remaining open to feedback.

The discussion also touched upon the need to change the public perception of the Curtis Tufts program and promote it more within the community. The committee acknowledged that relocating to a new building could influence this perception, especially among students and families. They emphasized the staff’s role in shaping this perception and clarified the profile of students who might not thrive in a general education setting.