The meeting’s primary focus was on infrastructure concerns, particularly the front entryway of the school, which has suffered significant deterioration. The committee plans to repair the concrete curbing, which has been damaged by snow plowing and exhibits old red paint and signs of heaving. The proposed repair, estimated at $40,000, aims to address these safety concerns through partial removal and replacement, rather than a full overhaul. The committee debated the merits of visually consistent repairs versus cost efficiency, acknowledging the potential for unsightly disparities if only damaged sections are replaced. A field walk was suggested to further assess the situation.

Additionally, the need to replace the school’s convection oven was discussed, with the potential use of lunch fund savings as a funding source. An outdated facilities assessment from 2013 highlighted the urgency of evaluating the building’s energy efficiency, specifically the aging boilers. The committee emphasized the necessity of a new facilities audit, considering green energy alternatives and exploring grant opportunities, such as green communities grants, to finance these assessments.

The financial overview presented during the meeting noted a contingency fund of approximately $235,000 for boiler replacements, intended to prevent emergency closures due to equipment failures. Although the boilers are currently functional, the risk of simultaneous failure was a concern. The committee expressed a desire to maintain financial health by backfilling the stabilization fund after addressing immediate project needs.

In an academic overview, the committee reviewed the latest MCAS performance data, revealing a mixed picture. While Conway students showed above-average achievement in math and science, English Language Arts scores were notably lower, with only 23% meeting or exceeding expectations compared to 45% in math. The committee acknowledged ongoing challenges related to student absenteeism and the socioeconomic achievement gap, with performance disparities linked to income levels.

Challenges in closing achievement gaps were highlighted, particularly in writing, where students struggled with tasks such as figurative language and paragraph structuring. The introduction of a new ELA curriculum aims to address these issues, although full implementation is expected to take several years. The committee recognized the need for nuanced data analysis, especially given small sample sizes in specific grades and developmental influences on performance.

The meeting also touched on new curriculum initiatives, including a keyboarding program for younger students. The program, “keyboarding without tears,” is designed to be developmentally appropriate. This shift is part of a broader digital literacy and computer science curriculum, supporting students’ ability to produce written work more efficiently. The committee discussed the implications of increased keyboarding instruction on handwriting and overall writing output.

Efforts to address mental health challenges among students and staff were discussed, with a pilot program offering therapy services during school hours. Attendance issues, exacerbated by family mental health concerns, were linked to academic performance. The committee emphasized the importance of adapting to societal changes, including mental health support, to improve student outcomes.