A substantial portion of the meeting was dedicated to the Lawrence School’s improvement plan, now in its second year of implementation. The school is notable for its high percentage of English learners, approximately 20%, a factor that impacts budgetary discussions. A issue raised was the need for service delivery minutes for these students, which are comparable to those required by students with Individualized Education Programs (IEPs). Despite an initial budget request for an additional English teacher being denied, the necessity for high-quality instruction remains paramount. The school has committed to keeping English learners engaged in tier one instruction, rather than isolating them for separate interventions, resulting in a notable increase from 57% to 72% of K-3 students meeting literacy benchmarks. This commitment underscores the school’s dedication to improving foundational literacy skills, particularly for English learners, who have shown remarkable growth in phonemic awareness.

Another discussion point was the implementation of the Multi-Tiered System of Support (MTSS) across the district. This system is designed to enhance both intervention strategies and enrichment opportunities for all students, with a goal of ensuring that 85% of students meet or exceed standards in literacy and mathematics. The meeting stressed the importance of data-driven decisions in addressing achievement gaps, particularly for underrepresented populations. Specific data points were shared, highlighting student growth and progress, with the school achieving commendable scores in eighth-grade math, ranking among the top in the state.

The meeting also addressed the broader goal of fostering a sense of belonging within schools. Initiatives such as the Positive Behavioral Interventions and Supports (PBIS) model and the introduction of a new mascot, “Lori the leopard,” aim to create supportive environments that enhance student engagement. The implementation of a principal’s advisory council, referred to as the “leopard pack,” serves as a student council to promote service and spirit projects, empowering students to express their needs and contribute to the school community.

Attendance and chronic absenteeism were topics of concern. Data revealed a decrease in chronic absenteeism among low-income students, from 23% to 12%, attributed to efforts to improve student belonging and engagement. Attendance initiatives include daily notifications to caregivers when students are tardy, emphasizing the correlation between attendance and a sense of belonging. Strategies to address absenteeism focus on collaboration among school personnel, including the nursing team and counselors, to provide comprehensive support for students.

The meeting further highlighted the implementation of the Fish Tank curriculum across grades K-8, with a focus on enhancing literacy through complex grade-level texts. The strategic objectives for this curriculum aim to align professional development and instructional strategies with data-identified needs. This approach is part of a broader effort to maintain growth in literacy and math, with the school achieving a slight upward trend in math results, as 69% of students meet or exceed standards.

A culturally responsive community engagement plan was also discussed, aiming to foster connections between families, schools, and the district. This initiative includes professional development opportunities and a focus on integrating cultural diversity into teaching practices. The Massachusetts Partnership for Youth was highlighted as a valuable resource, providing webinars and toolkits to support this goal.