Among the meeting’s highlights was a review of changes to the Easthampton High School (EHS) program of study. These modifications include clarifications to graduation requirements, especially concerning enrichment classes taken outside the traditional curriculum. Moving forward, such courses will be documented on student transcripts but will not contribute to GPA or graduation credits unless explicitly approved by a school counselor. This change was implemented in response to student inquiries about recognizing external coursework on their academic records.

Further revisions were made to the fine arts, performing arts, and technology credit requirements, which now emphasize an integrated approach to technology education. Additionally, the structure for students seeking to enroll in honors and advanced placement classes has been updated. This process now includes a mandatory meeting and contract agreement to ensure students are adequately prepared for the rigors of higher-level courses.

The math department also introduced a notable change, transitioning from a dual-semester extended algebra model to a more integrated structure involving a foundational algebra course followed by a standard algebra class. This modification aims to better support students requiring additional assistance while promoting inclusivity within the classroom setting. The committee reinforced the importance of equitable access to coursework and consistent makeup policies across departments. A standardized framework for completing missed assignments is being proposed, particularly within the science department.

In another key topic, the special education department reported changes to the structure of study skills classes. These classes, previously combined for grades 9 through 12, will be split into two distinct courses. The new structure includes one class focusing on executive functioning skills for grades 9 and 10 and another for grades 11 and 12 that introduces transition planning for post-secondary life. An updated description of the PACE program, which addresses complex learning needs, was also presented. This update aims to better reflect the program’s operations after a period of hiatus.

A question was raised about the written documentation of students’ progress towards diploma requirements. School counselors conduct credit audits with students to track their progress, using a credit audit sheet that outlines graduation requirements and completed courses. This process involves parents in their child’s course selections and overall academic standing, with parents having access to their child’s transcript online to verify any discrepancies.

Concerns were expressed about potential confusion surrounding diploma requirements, especially with recent changes in regulations and assessments like the MCAP. It was emphasized that students would not enter their senior year with unmet requirements without discussions involving their counselors and parents. There was a noted communication gap regarding the transition from MCAP to new requirements, with a commitment to provide clearer information to avoid misunderstandings.

The committee also discussed the criteria for accessing special education programs, clarifying that the need for study skills or other specialized classes is determined by Individualized Education Programs (IEPs). The distinction between IEPs and 504 plans was made clear; students with 504 plans would not qualify for specialized classes unless evaluated for an IEP. The meeting addressed the integration of students with IEPs into regular classes. The PACE program was described as substantially separate, with pathways for students to participate in less restrictive educational settings supported by specially trained staff.

Further discussion involved the potential for co-teaching models, where a regular education teacher collaborates with a special education teacher in the PACE program. The feasibility of implementing such a model depends on scheduling and the availability of qualified teachers, although successful co-teaching instances in subjects like math, science, and English were cited. The challenges of matching the needs of students in a PACE cohort with available resources were acknowledged as a potential limitation.

The issue of diploma attainment for students in the PACE program was addressed, confirming that all students are currently on a diploma track unless otherwise determined by their IEP team. The conversation emphasized the importance of individualized transition plans for students in life skills programs, aiming to prepare them for post-secondary options, including work training environments.

In other discussions, the committee reviewed the dual enrollment program available to EHS students. Students in their junior or senior years can enroll in dual enrollment classes through partnerships with local colleges, including Holyoke Community College and UMass. These classes will count towards graduation requirements and impact students’ GPAs as if they were Advanced Placement (AP) classes.

Additionally, the committee addressed updates to the school choice policy, emphasizing a more flexible approach to accommodate families. Applications for the school choice program are due by June 1st, with multiple drawing dates to enhance accessibility and transparency for families.