A significant portion of the meeting was dedicated to revising the district’s attendance policy. This initiative stemmed from the chronic absenteeism task force, which includes various stakeholders, such as administrators, families, and teachers. The task force identified the need for clearer definitions, expectations, and interventions regarding student attendance. The updated draft policy aims to align with guidelines from the Department of Elementary and Secondary Education (DESE) and state law. The revisions intend to standardize attendance tracking across the district and expand the definition of “illness” to include both mental and physical health issues, recognizing all absences in total counts.

The committee emphasized the importance of improved communication with families concerning student absences, committing to notify families within three days of any unknown absences, as required by state law. The updated policy introduces new sections, such as a student absence notification program and dropout prevention measures. The absence notification program specifies that five unexcused absences will trigger a collaborative meeting between the school and family to address attendance issues, promoting early intervention rather than punitive measures.

Concerns were raised about the policy’s alignment with existing high school handbook practices. It was clarified that while the policy serves as a baseline, individual schools could implement more expectations tailored to their contexts. The approach focuses on understanding individual student circumstances rather than relying solely on enforcement.

A committee member expressed concerns about students who miss school due to legitimate medical reasons, such as long-distance travel for medical appointments or ongoing therapies. The member highlighted the potential implications of reporting students to the Department of Children and Families (DCF) after missing a specific number of school days. It was clarified that the policy does not mandate reporting to state agencies after seven days of absence. Instead, the focus is on engaging with families to collaboratively address the situation, emphasizing communication and support.

The meeting also addressed updates from the recent accreditation process conducted by the New England Association of Schools and Colleges (NEASC). The high school principal detailed the two-year accreditation journey, which included a collaborative conference, self-reflection report, and a visiting committee’s evaluation. The school received commendations for fostering supportive relationships between administrators and faculty, offering a range of academic and emotional support programs, and utilizing data to inform practices. Recommendations included continuing curriculum mapping, enhancing physical safety, and developing a vision of a graduate.

The school implemented changes based on the NEASC feedback, such as reducing accessible doors for students and improving school safety with local police consultations. The accreditation team praised the decrease in class cuts by 42% over the past year and a half, attributed to increased follow-up on attendance and fostering personal connections between students and teachers.

Further, the committee reviewed the introduction of a new edition of the EL education literacy curriculum and the science curriculum. Teachers piloted high-quality instructional materials for science, resulting in positive professional learning experiences. The committee acknowledged the challenges faced by the teaching and learning office, which recently added a K-6 elementary curriculum coordinator position.

Transportation policy revisions were discussed. The policy outlines the district’s obligation to provide transportation while detailing routing and pick-up locations. Challenges faced by families with children in two households were acknowledged, with a focus on accommodating additional bus stops when possible, without guaranteeing new route creations.

The meeting concluded with updates on district goals, highlighting the AB Forward initiative’s impact on fostering meaningful conversations about teaching and learning. The committee also discussed the success of the community storytelling podcast, which exceeded expectations with eight episodes and over a thousand downloads.