New department coordinators, Catherine Richard and Dr. Da Mahoney, were introduced to the committee. Richard, the new math coordinator, shared her enthusiasm for continuing the implementation of the Reveal Math curriculum, emphasizing its focus on conceptual understanding to benefit students. She praised the support from math coaches, who are aiding teachers with resources and fostering collaboration. Questions were raised about the effectiveness of the new math curriculum and the role of math coaches. Richard stressed the importance of being visible and present in classrooms to support teachers effectively.

Dr. Da Mahoney, the new World Language and Cultural Exchange Department coordinator, discussed the benefits and challenges of beginning world language acquisition in seventh grade. She noted the difficulty of introducing language study at younger grades due to the shortage of qualified teachers. She also highlighted the current world language offerings and the need for early hiring processes to secure qualified candidates. Dr. Mahoney emphasized leveraging the linguistic assets of students who speak languages other than English at home and mentioned clubs and affinity organizations that connect students to their heritage languages. She also noted the Massachusetts state seal of biliteracy, which recognizes students’ language skills and offers academic credits upon graduation.

The meeting included a presentation by Tess from the District Management Group on the implementation review of the district’s strategic plan, now in its third year. The review process involved input from a steering committee of around 40 school leaders and committee members. Tess emphasized the district’s focus on academic achievement, with particular attention to eighth-grade proficiency levels, as scores in this area appear to be lagging. The discussion also covered the completion of the K-12 math curriculum implementation and the importance of maximizing student learning through various programs, including I-Ready.

A significant part of the discussion centered on equity, focusing on achievement for students with Individualized Education Programs (IEPs) and those who are economically disadvantaged. Tess mentioned aligning I-Ready data with academic achievement targets for these groups, noting a bright spot where third-grade reading scores for economically disadvantaged students matched those of all students. The rollout of paraprofessional support aimed at improving collaboration between special education and general education teachers was also completed, with professional development scheduled to enhance this collaboration further.

A point of contention arose regarding the language used in setting targets for the least restrictive environment for students. Concerns were raised about the phrasing “when appropriate,” suggesting it implies instances where the least restrictive environment might not be prioritized.

The committee also reviewed the Panorama survey of students, which assesses their experiences at the beginning and end of the academic year. The conversation highlighted the importance of teachers being equipped to provide culturally responsive instruction and the ongoing initiative to diversify the applicant pool for staff. A new initiative concerning a school building project was also introduced, transitioning from eligibility to a feasibility study aimed at enhancing educational facilities.

Budget transfers as part of the fiscal year 2025 budget were addressed, including reallocating funds from the salary reserve lane change account and the retirement sick leave buyback account. These transfers aimed to adjust for lane changes among staff and to address earlier-than-expected payouts due to retiree choices regarding tax implications. The committee expressed satisfaction with recent renovations in art rooms and science labs.

The personnel report documented staffing activities for the beginning of the school year, noting that all professional staff positions were filled, including the successful hiring of three psychologists. The report conveyed a sense of stability and readiness as the district commenced the school year with adequate staffing.

Field trip requests from McCarthy Middle School and Parker Middle School were approved unanimously, allowing seventh and eighth-grade student leaders to attend a leadership conference and fifth-grade students to visit the McCall Shepard Discovery Center in New Hampshire.