A significant portion of the meeting was dedicated to the proposed introduction of an AB schedule at the high school level, which would allow for year-long electives like band and chorus. The AB model aims to provide a more continuous learning experience, especially in math, where daily classes could help students maintain a solid grasp of concepts without long gaps between lessons. Concerns were raised that the transition to such a schedule could affect class sizes and the availability of core classes, particularly for incoming freshmen with varying levels of preparedness.

Debate also arose over alternative scheduling models, with concerns that these might not offer continuity across important subject areas, particularly for students in advanced placement (AP) courses. The potential drawbacks of a five-period schedule were discussed, specifically how it would create additional complications in fitting all required classes into the academic year while ensuring necessary support for students with IEPs.

The committee also addressed the impact of the proposed AB schedule on elective opportunities. Under the current seven-period schedule, students have limited chances to enroll in electives, especially if they have special education needs or are involved in band. An eight-period schedule was proposed to enhance opportunities for all students, allowing them to pursue a wider range of classes without being constrained by the current schedule’s limitations. However, concerns about the potential increase in costs associated with implementing the new schedule were noted, emphasizing that any changes would require careful planning and potential capital requests from the town.

Attention then turned to the middle school math curriculum, with discussions centered on the introduction of an Algebra 1 class for eighth graders. The committee was concerned that while Algebra 1 would be offered, certain geometry standards might be dropped, leading to gaps in students’ mathematical knowledge. The dialogue emphasized the importance of not only offering Algebra 1 but also ensuring that students are adequately prepared for high school math. There were calls for a plan to address any gaps, potentially through summer work or additional support programs.

The meeting also highlighted ongoing concerns about the math curriculum’s direction, particularly regarding the perceived move toward deleveling. Some committee members expressed regret over not opposing previous capital requests linked to the math curriculum review, noting that if they had known deleveling was part of the plan, they would have voted differently. The conversation emphasized the need for clarity and commitment to the desired curriculum structure while acknowledging the complexities involved in implementing changes based on current student capabilities and teacher preparedness.

The need for a more comprehensive approach to curriculum planning was stressed, considering not just the algebra curriculum but the overall trajectory of students’ math education from K-12. The importance of balancing rigor with accessibility was highlighted as a critical factor in decision-making, with a recognition that changes could lead to unintended consequences if not carefully considered.

Finally, the committee touched on the maintenance technician unit’s adjustments to the collective bargaining agreement, including increases in salary and educational reimbursements. A motion was made to approve this agreement for the 2024-2027 school years, which was ratified without significant opposition.