0:00At the forefront of the meeting was a plea from young students advocating for more inclusive playground facilities. Fourth-grader Hannah Junor Litz, alongside fellow students Nature Sewing and June Stackhouse, expressed their struggles with current playground equipment, citing a lack of accessibility for children with disabilities or those lacking upper body strength. Hannah notablely shared her feelings of exclusion, advocating for equipment like accessible swings and slides to ensure equal enjoyment for all students. Her peers echoed these sentiments, emphasizing how boredom due to limited activities could foster negative behaviors. They mentioned initiating a petition for better equipment, which had garnered substantial support from the community.

Parent and paraprofessional Sarah Amaroso supported the students’ advocacy. She commended the students for their initiative and urged the school committee to take their suggestions seriously. The public comments underscored a community-driven push for inclusivity, with several other members voicing support for the students’ proposals.

17:45In addition to the playground concerns, the committee faced the task of establishing new graduation competency standards following the state’s decision to discontinue the Massachusetts Comprehensive Assessment System (MCAS) as a graduation requirement. The superintendent outlined the new competency determination, which will rely on passing grades in core subjects such as English, Math, and Science. The principal elaborated on the specifics, stating that passing the 10th-grade English class and courses like Algebra 1, Geometry, Biology, or Physics would suffice for meeting the standards. This change will particularly affect students who have not passed the MCAS in previous years or those transferring into the district, with an emphasis on ensuring clarity in graduation requirements for families.

The committee also discussed the implications of this new competency standard for students with special education needs. The principal reassured that students with Individualized Education Plans (IEPs) would have the opportunity to remain in high school until their 22nd birthday, providing additional time to meet academic goals.

35:11Beyond these issues, the meeting delved into broader topics related to school improvement and inclusivity. The development of School Improvement Plans was a focal point, with the introduction of a comprehensive two-year plan aimed at addressing chronic absenteeism and implementing an anti-bias curriculum by next fall. This initiative is part of a broader effort to foster a positive school climate and engage families more effectively. The committee expressed support for these forward-thinking strategies, recognizing the challenges of shorter-term plans and the potential benefits of a longer timeline for achieving substantial change.

1:09:18Further discussions highlighted the importance of professional development for teachers and the integration of student support systems across elementary and middle school levels. The committee emphasized the need for coherence in these processes to enhance student success and reduce referrals to special education. Programs like ST Math were also discussed, with ambitious goals set for student achievement and progress.

1:25:02The meeting concluded with updates on various administrative matters, including the appointment of Julia Sari Franks as the new Director of School Business Services, and a review of policies related to federal legislation affecting LGBTQ+ students and interactions with Immigration and Customs Enforcement (ICE).