A significant portion of the meeting focused on the introduction of a pilot intervention program aimed at supporting eighth-grade students struggling in mathematics. This initiative targets the bottom 10% of students who require additional support. The intervention class, set to begin in the second term, will initially include ten students, with the goal of improving performance by midyear and at the end of the academic year. The approach emphasizes small, manageable steps, as expressed by one representative who noted the importance of starting small and building on successes. The committee acknowledged that some students might test out of the program as they improve.

The meeting also highlighted the expansion of AP courses. New courses such as AP Seminar, AP Statistics, AP Government, and AP Spanish were introduced, adding to the five new AP programs developed in recent years. This expansion aims to challenge students academically while offering the potential for significant college tuition savings. The success of students in these courses was noted, with particular pride in their high performance despite rigorous expectations. Additionally, the introduction of a QCC psychology course in the spring, offering asynchronous learning and a transcript from QCC, was announced.

The committee’s analysis of I-Ready assessment data revealed areas of strength and opportunities for improvement. While students showed proficiency in phonics and high-frequency words, challenges remained in comprehension of informational text and vocabulary across grade levels. The data emphasized the need for targeted interventions, especially for special education and ELL students, who faced inconsistent support in the previous year. The committee stressed the importance of tailored instruction and professional development to address these gaps, particularly in vocabulary and geometry.

Further discussions centered on the implementation of the Multi-Tiered System of Supports (MTSS), utilizing the I-Ready tool to group students by needs and provide tailored lessons. Younger students faced challenges with technology during assessments, prompting suggestions for instructional videos to better prepare them.

The meeting also addressed the importance of fostering student ownership of learning and engagement, encouraging students to articulate their thought processes. The committee recognized the need to cultivate communication skills and critical thinking, with a focus on writing across all subjects and consistent writing practices. The use of professional learning communities (PLCs) was highlighted as a key strategy for analyzing student data and sharing effective teaching methods.

In addition to academic discussions, the committee approved a request to host the Veterans Day breakfast in the BMR cafeteria, waiving the associated fees due to the event’s significance.

Community engagement remained a priority, with plans for family events and inclusive strategies to strengthen collaboration with families and the broader community. Initiatives such as the “Scouting for Food” program, Thanksgiving feast, and the mentorship program for eighth-grade students were discussed as ways to foster connections and support local needs.