The meeting began with a notable celebration: the recognition of the district receiving the National Blue Ribbon Award. This prestigious accolade, awarded to the Adam School, highlighted significant improvements in academic performance and overall school accountability. The award ceremony, scheduled in Washington, D.C., will see district representatives, including the superintendent, attending to receive the honor formally. The logistics of funding the trip, including airfare and accommodations, were also discussed.

Following the celebration, the committee delved into various student support initiatives. The directors of equity and student services presented on the ongoing efforts to integrate social-emotional learning (SEL) into the curriculum, emphasizing the importance of creating a supportive and inclusive educational environment. Initiatives such as trauma-sensitive practices and positive behavioral interventions were highlighted, with a focus on addressing chronic absenteeism and ensuring sustainability.

The discussion revealed a 5 percentage point decrease in chronic absenteeism over the past year, now at 11.7%. However, disparities among demographic groups remain a concern, with higher rates of absenteeism among Black, Hispanic, and English learner students.

Mental health was another focus. The “mood check” screenings for seventh, ninth, and eleventh graders revealed that 20% of students required additional support, highlighting the need for mental health resources. The relationship between mental health and school attendance was discussed, with emotional well-being directly impacting students’ engagement in their education.

The committee also addressed professional development for educators, particularly in relation to special education and literacy. Training in Orton-Gillingham methodologies was emphasized to support students with dyslexia. The impact of the COVID-19 pandemic on younger students, described as “the youngest pandemic children,” was noted, with early intervention being important to address developmental gaps.

Attention then turned to the management of unclaimed funds from past graduating classes, specifically from the classes of 2011, 2015, and 2017. These funds will be moved into a subledger account designated for student programs, enabling the principal to support new initiatives or assist students in need. This decision followed extensive outreach efforts to locate class members.

In a policy update, the committee decided to rescind policy IKF regarding early graduation requirements, opting instead to include the relevant information in the high school student handbook. This decision was part of broader discussions on updates from the central office and the importance of equity in educational practices.

The meeting also covered data analysis related to student engagement and support systems. The district aims to create a data-informed culture where educators feel comfortable discussing data to identify gaps and areas for improvement. Professional development efforts are geared toward embedding this approach into everyday practices.

Traffic management and student safety were also on the agenda, particularly concerning the access road behind Placentino and Miller schools. The Chief of Police’s assessment confirmed that allowing traffic access behind the schools would compromise emergency vehicle access, emphasizing the need for student safety during pick-up times.

The committee discussed the formation of a Bus Start Times Advisory Committee, highlighting community interest with over 25 responses. This committee will explore potential changes to bus schedules to improve student transportation experiences.

Finally, the Holliston Coalition Against Hate and Bias was mentioned, with plans to adjust the frequency of meetings and enhance community outreach to sustain momentum. The strategic plan for the district, now in its third year, continues to align various initiatives aimed at fostering a supportive and equitable educational environment.