The committee spent considerable time evaluating Drake Academy’s application to open a private school for the 2026-2027 school year. The academy intends to initially enroll third and fourth graders, ultimately serving grades one through eight. While the application addressed several concerns raised previously, such as occupancy permits and compliance issues, committee members raised questions regarding the curriculum, standardized testing policies, and financial viability.

Concerns were expressed about the curriculum’s depth, particularly in English Language Arts, which focused on basic decoding and comprehension while lacking details on literature for higher comprehension goals. This prompted discussions about the adequacy of the curriculum for upper grades and whether it met educational standards. The organizational structure also drew scrutiny, with a request for more explicit details on the academy’s developmental approach.

The academy’s financial plan faced skepticism due to its reliance on enrollment projections and unverified expenses. Although these concerns fall outside the committee’s regulatory role, they underscored the need for ongoing communication between the academy and the committee regarding student transitions. The committee emphasized that their approval does not equate to an operational endorsement but serves as a procedural step to inform the Department of Elementary and Secondary Education (DESE) of the school’s status.

The committee also addressed technology use in education following public input from a concerned parent, Olesia Pli, who highlighted the potential negative impacts of excessive technology use in classrooms. Pli advocated for a reduction in educational technology, particularly for younger students, proposing a pilot program for tech-free classes. She underscored the importance of developing emotional and social skills through traditional teaching methods and cautioned against the addictive nature of technology.

In addition to these primary topics, the meeting covered updates on student enrollment and class sizes. The district reported an increase of approximately 60 students, primarily in the CHIPS program, which serves a special education population. This rise in enrollment is expected to impact class sizes, particularly in the fifth grade, which may lead to larger classes as students advance. The committee discussed the implications of enrollment changes on resource allocation and the importance of maintaining manageable class sizes.

The meeting further explored opportunities to enhance student leadership at the high school level, with discussions around creating a dedicated student government. Although this idea is still in the exploration phase, it reflects the committee’s focus on providing leadership roles for students outside existing structures.

Facility maintenance and improvements were also on the agenda, with an update on the implementation of the Asset Essentials program for tracking work orders. The program aims to improve maintenance planning and streamline processes for school facilities. Despite a minor drop in completion rates due to staffing shortages, the fully staffed electrical team is expected to enhance future completion rates.