A significant portion of the meeting was dedicated to the ongoing plans for a new consolidated middle school. The committee addressed various challenges, including accessibility issues at Glenbrook, safety concerns, and the need for collaborative spaces. They presented their vision to the Massachusetts School Building Authority (MSBA), emphasizing the importance of creating environments that foster learner autonomy and collaboration. The design process aims to overcome external challenges such as limited site space, with plans for safe traffic flow, dedicated bus lanes, and ample parking spaces. The proposed site plan includes 200 parking spaces, surpassing current provisions. Sustainability features, such as geothermal heating and solar orientation, are integral to the project, with the goal of maximizing MSBA incentive points.

The new building’s design will reduce the total square footage from nearly 173,000 to approximately 135,000, easing maintenance and improving operational efficiency. The projected cost stands at approximately $151.8 million, with the committee underscoring that a single consolidated facility would be more economical than upgrading existing ones, which could cost over $155 million. The committee remains on track for a November 2025 town meeting vote to fund the project and expressed gratitude for the collaborative efforts involved.

The meeting also highlighted the MCAS performance, with Melissa Sabulski, a parent, voicing concerns about the MCAS requirements for high school graduation. She emphasized the distress the exam causes for students, especially those in special education, and advocated for repealing the competency assessment requirement. Sabulski argued that the test does not accurately reflect student knowledge and is particularly harmful to students with special needs. She used a metaphor to illustrate the unfairness of a standardized test that does not account for diverse learning strengths and challenges.

Dr. Beth Nelson, the curriculum director, presented the MCAS results, noting that statewide scores remained flat compared to the previous year. In Longmeadow, the results reflected this trend, with 77% of tenth graders meeting or exceeding expectations in English Language Arts and 75% in math. While these figures are above the state averages, some areas showed declines, particularly among upper middle school students. Improvements were noted among students with disabilities and the lowest-performing students.

The discussion on student performance data revealed that while student growth remained strong across most subgroups, targets set by the state had not been met. Concerns were raised about the impact of COVID-19 on student performance, noting that certain cohorts had not fully returned to pre-pandemic levels. The committee explored how different subgroups, including low-income students and those requiring special education, performed over time.

Additional discussions centered around chronic absenteeism, with approximately 9% of students affected. This figure, equating to about 18 missed school days, was deemed concerning, with the committee acknowledging multiple factors contributing to attendance issues. They emphasized the importance of addressing absenteeism early to improve outcomes in later grades.

The committee also examined the performance of African-American students, noting significant declines compared to other subgroups. There was an emphasis on the need for culturally responsive practices and inclusive curricula to address these challenges. However, reporting limitations due to small cohort sizes posed challenges in analyzing these trends.