A major highlight was the announcement of a third RISE classroom, expanding services to students in grades K through 7. The RISE program is not limited to students on the autism spectrum, accommodating a variety of high-need students. In the face of stable or declining overall student numbers, the anticipated growth in students with disabilities necessitates this expansion. A consultant from Mass General has been engaged to provide expertise, observing students and supporting faculty development related to the Multi-Tiered System of Supports (MTSS) strategies.

The committee members expressed appreciation for the focus on essential elements of a great school and noted the school’s recognition as the top district in Massachusetts. A principal acknowledged the school’s imperfections.

In addressing the diverse needs of students, the committee discussed the intersection of English Language Learners (ELL) and reading assessments. Challenges faced by ELL students, particularly in relation to curriculum and assessment methods, were highlighted. The necessity of flexible teaching approaches and collaboration among teachers, speech-language pathologists, and ELL specialists was emphasized. It was noted that traditional assessments may not effectively serve ELL students, particularly non-verbal ones.

The Brookline Early Education Program (BEEP) also received attention, with the introduction of a new pilot initiative to establish student intervention teams. This initiative aims to assess the effectiveness of these teams for potential full implementation in the following academic year. Efforts are being made to align BEEP’s curriculum with that of local kindergarten and early grades, focusing on literacy and math. Community engagement was highlighted, with initiatives such as family support groups and partnerships with organizations like the Children’s Museum to enhance students’ math skills at home.

The meeting also covered the establishment of a new school site council at another school, consisting of parents and staff members, aimed at enhancing community effectiveness. This council addresses increasing severity in learning and behavioral issues among students entering the RISE program. The principal highlighted goals to improve student achievement through tiered interventions and a robust curriculum in literacy and math.

In addition, the meeting discussed the importance of fostering community engagement through transparent communication and planning events that connect families across campuses. Principals shared strategies to enhance family involvement and feedback, emphasizing the need for collaboration and communication among staff, parents, and stakeholders to create a supportive environment for all students.

The complexities of educational challenges in a diverse school environment were acknowledged. The meeting concluded with expressions of appreciation for the collaborative efforts and positive outcomes being achieved in both academic performance and school culture.