The meeting’s central topic was the dedication of the media center to Don Parker, who has served the district for approximately 44 years, including 43 years as a principal. Despite initial technical difficulties with his audio connection, committee members expressed their appreciation for Parker’s contributions. The dedication was particularly fitting given Parker’s longstanding role in regionalizing the districts and enhancing student life at the high school. During the meeting, the committee announced the recipients of the Dawn Parker Award, a scholarship established in his honor, awarded to seven junior students this year. The committee emphasized Parker’s legacy and the significance of the dedication, with plans for a formal ceremony at the high school.

Transitioning to curriculum matters, the committee unanimously approved the adoption of the Eureka math program for grades K through 5. This decision aims to create a coherent continuum of mathematics education from kindergarten through eighth grade, as Eureka math had already been adopted at the middle school level three years earlier. The adoption process involved reviewing data from testing, surveys, classroom observations, and feedback from teachers, alongside consultations with other districts. The previous math curriculum, Envisions Mathematics, had become outdated and did not align well with the updated Massachusetts frameworks and common core standards.

The Eureka math program is designed to focus on understanding mathematical concepts rather than solely on procedural knowledge. This shift aims to enhance students’ problem-solving skills and number sense, crucial for their future academic and professional success. The committee recognized the urgency of adopting updated curriculum materials to ensure students receive a high-quality education and are well-prepared for a global society. The transition to Eureka math is seen as a critical step in improving the overall rigor of the mathematics program.

The estimated costs for the Eureka math program’s implementation were discussed, totaling around $55,000 for the upcoming school year. This includes $35,000 for student materials, $5,000 for teacher materials, $5,000 for manipulatives, and $10,000 for digital access. Committee members raised questions about ongoing costs, particularly concerning the materials and resources required for its continuation. While teacher materials and manipulatives represent fixed costs, digital access will require an annual subscription. Clary emphasized the importance of ensuring all students have access to their own consumable texts in the first year to promote familiarity with the program.

The committee also discussed the need for substantial professional development for teachers to adapt to the new curriculum, similar to the support provided during the literacy program adoption. Additionally, the importance of engaging parents with the new approaches was highlighted. While there wasn’t a formal plan in place, the committee acknowledged that many districts had successfully organized math nights and utilized open houses to introduce the new curriculum to parents.

In budgetary matters, the committee addressed the regional transportation reserve fund and the recertification of the fiscal year 2021 budget, set at $32,943,331. The proposed transfer amount for the transportation reserve was $149,350, which would be deposited into a revolving fund to offset expected salary increases resulting from union negotiations. The fiscal year 2021 budget recertification involved transferring $34,000 from the district curriculum textbook line to the district salary line, maintaining a net effect of zero on the overall budget. The committee emphasized the importance of conservative spending practices to prepare for potentially worse fiscal conditions in FY22.

The meeting also touched on updates related to the 2021 school year, including the Return to School Advisory Board’s formation, which will hold its first meeting soon with 40 members across five functional committees. The superintendent expressed excitement about the active participation of teachers in these committees, with the goal of informing planning based on the latest guidance available.

In terms of graduation requirements, the committee reviewed policy IKF, which pertains to graduation requirements. The policy change empowers the high school principal to evaluate students’ fulfillment of graduation requirements in consultation with counselors. The committee expressed support for this shift, emphasizing that those closest to the students are best positioned to make informed decisions.