During the meeting, community members voiced strong concerns about the inclusivity of the process for selecting a new superintendent. Lori Marov, a community member, emphasized the need for community input in forming the screening committee and highlighted the absence of individuals with expertise in equity. Marov stressed that the superintendent search process should account for voices from vulnerable student groups and suggested that candidates with a strong background in equity be included to address systemic educational gaps. Robert, another speaker, echoed these sentiments, stressing the need for leadership focused on fostering equity within the district. He highlighted the broader issue of inequity in America, citing statistics on food insecurity and poverty, with particular relevance to Holliston.

The committee member acknowledged these discussions, noting their collaboration with HYA, the consulting firm guiding the search. They highlighted the extensive outreach efforts, including interviews, community forums, and multilingual surveys. Dr. Susan Dy from HYA presented a leadership profile report, emphasizing the engagement with various stakeholders, including students, who provided insightful contributions. The report detailed the district’s strengths and challenges, identifying the need for a unifying vision to guide future educational strategies.

A recent survey conducted as part of the recruitment process reflected community interest, with 613 responses. It revealed a strong preference for a superintendent who can foster a positive professional climate characterized by mutual trust and respect. The survey results aligned with previous discussions. Despite the broad engagement, some committee members expressed disappointment with the overall low participation rate in community forums, although the feedback gathered was consistent.

The meeting also delved into the district’s curriculum development efforts, highlighting the ongoing review processes in math and English Language Arts (ELA). Presenters discussed the implementation of new instructional programs, such as Eureka Math Squared, and the integration of technology and AI in educational contexts. The committee emphasized the importance of professional development for teachers to ensure a smooth transition to new curricula. Speakers outlined the intervention structures in place, focusing on the tiered system of support for students and the “WIN” block concept, which provides targeted assistance without disrupting core instruction.

A significant part of the curriculum discussion involved the introduction of a new standards-based report card system. The committee highlighted the collaborative efforts to develop rubrics that support student learning, transitioning from traditional percentage-based assessments to a standards-based approach. This shift aims to ensure students’ progression through defined achievement levels, with efforts made to align teachers’ understanding and communication with parents.

The meeting also touched on the Seal of Biliteracy, which recognizes students’ proficiency in multiple languages. This initiative faced challenges during the COVID-19 pandemic but has seen increased participation with students from diverse linguistic backgrounds. The committee emphasized the importance of effective communication with families regarding these opportunities.

Budget discussions took place with a focus on maintaining financial stability amid rising payroll costs. The committee took a conservative approach, acknowledging the impact of unnegotiated contracts and the need for a 3.25% commitment from the town to meet budgetary requirements. Discussions on special education funding highlighted efforts to reintegrate students into the district, thereby reducing costs associated with out-of-district placements.

The meeting addressed competency determination policies, focusing on ensuring that all students, including those with disabilities and English language learners, meet graduation requirements. The committee approved updates to these policies.