The meeting’s most issue was the public’s response to the Course Mojo program. Dr. Liz Tanag Banana, an educator, and other community members expressed strong opposition to its expansion, citing negative impacts on teacher-student relationships and inadequate evaluation metrics. Dr. Banana emphasized that the program should be optional, highlighting concerns over transparency and informed consent. Caitlyn Pielloone and Amanda Lahan echoed these sentiments, describing the program as a “black box” and “predatory tech,” respectively. They questioned the ethical implications of automatically enrolling students without parental consent.

Shelene Title, another concerned parent, highlighted disparities in the program’s implementation across schools and called for a more equitable approach. Josie Mo, advocating for a prohibition on generative AI tools, emphasized the collective opposition from parents and educators. The public comments underscored a shared desire for a cautious and transparent evaluation of AI technologies in education, demanding a reevaluation of the Course Mojo program.

In response to these concerns, the school superintendent provided updates on strategic planning, outlining five goals approved in November. These goals include developing a five-year strategic plan, implementing district improvement strategies, and reviewing special education programs. The superintendent presented an outline for the strategic plan, focusing on maintaining high expectations while supporting diverse needs. Metrics for this priority include state benchmarks in literacy, math, and science, graduation rates, and post-secondary enrollment statistics.

Further discussion on strategic priorities covered fair access to opportunities and digital literacy, with potential strategies involving resource allocation and special education program reviews. The superintendent also emphasized the importance of fostering partnerships with families and the community to build trust and collaboration.

The committee explored family engagement, workforce sustainability, and fiscal management as additional strategic priorities. The Commonwealth Preschool Partnership Initiative aims to expand preschool access, although grant limitations were noted. Efforts to recruit and retain a diverse workforce were discussed, with potential metrics including educator perceptions and employee satisfaction. Fiscal sustainability strategies focused on balanced budgets and partnerships for additional funding.

A member raised concerns about the effectiveness of state benchmark testing, specifically the MCAS. The discussion also touched on metrics for special education inclusion and attendance trends, highlighting the need for targeted efforts to address gaps. Outreach to diverse communities was emphasized, particularly for preschool enrollment, with calls for increased funding and resources.

The conversation transitioned to community feedback integration into school improvement plans and the importance of balanced annual budgets. A member advocated for increased state funding, specifically Chapter 70, to support the district’s needs. The role of collaborative professional practice initiatives in staff development was clarified, focusing on professional development and curriculum alignment.

A key topic was the NRT transportation contract for special education students, which is nearing expiration. Discussion centered on evaluating recent enrollment data and the contract’s implications, with a motion made to delay the decision until the February meeting.

Subcommittee assignments were reviewed, with discussions on potential changes and the importance of maintaining a focus on equity and opportunity. A member expressed concern about dissolving the equity and opportunity subcommittee, emphasizing the need to support vulnerable students. The committee agreed to table proposals until the next meeting for further deliberation.

The meeting also addressed the school calendar for the 2026-2027 academic year. Concerns were raised about scheduling professional development days, particularly in January and March, to optimize instructional effectiveness.