The meeting proceeded to address the proposal for an early release at the Stone School to aid teachers in providing academic support for students with disabilities. Questions regarding transportation and scheduling were brought up, alongside discussions about sharing department heads between the Stone School and another district school. The focus was on tailoring job descriptions to the unique needs of the Stone School and ensuring resource reallocation rather than creating new positions.

Further discussions centered on modifying curriculums to better serve the diverse academic needs of students, particularly in ELA and math at the high school level. The committee debated the necessity of personalized academic approaches and the equity of integration technology personnel across schools. The condition of school facilities, including maintenance and new amenities at a new school building, was also a topic of conversation.

The Coaching for Change program, which employs college mentors to support at-risk students, was reviewed for its impact on attendance and chronic absenteeism. The program’s sustainability and the effectiveness of its mentors, who receive training and sometimes college credits, were scrutinized. The committee considered the merits of one-year contracts for the program to enable assessment and possible expansion based on the district’s needs.

In contrast, the length of contracts for the RASA program sparked debate, with some advocating for a three-year term to provide stability, while others favored a one-year term for flexibility. The Youth Court program’s efficacy was questioned, prompting a request for outcome data from cases. The program provides alternative consequences for students’ actions, promoting ownership of behavior with a one-time participation limit.

The committee touched on the Nance platform’s use in the RPA and high school, discussing the program’s structure and its role in workforce readiness. MassHire’s involvement in job readiness and financial literacy programs was highlighted, along with concerns about how a ballot initiative might impact MCAS graduation requirements.

Chapter 74 programs’ availability for RPA students was a concern, particularly access to workshops at the high school. Discussions included how to support students transitioning between RPA and the high school and the need to remove barriers to ensure equitable educational opportunities.