0:08The superintendent acknowledged the achievements of the district’s PBIS program, with Amber Chaos, director of the Multi-Tiered System of Supports (MTSS), presenting the program’s successes. The district’s efforts over recent years have led to a 28% reduction in chronic absenteeism and substantial decreases among marginalized groups. Notably, there was a 56% reduction in absenteeism among the Black African-American population. In-school suspensions were reduced by 83%, and out-of-school suspensions decreased by 36%. The improvements extend to students with disabilities, who now face fewer suspensions than their peers.

The committee also discussed school improvement plans, focusing on Gardner Middle School’s strategies to enhance instructional quality. The middle school aims to implement high-quality instructional materials across core subjects, recently adding the “Amplify” program for English Language Arts. Plans to introduce similar materials for science are slated for the following year. The emphasis is on increasing classroom rigor and addressing achievement gaps, particularly for students with disabilities and multilingual learners.

Behavioral goals align with the district’s MTSS and PBIS teams, introducing tier one behavioral supports and new school-wide expectations. A shift towards restorative practices, especially in handling bullying, is underway. The “Character Strong” curriculum is being used to support social-emotional learning during advisory periods, with ongoing assessments to ensure its effectiveness.

Enhancing family and community partnerships remains a priority for the middle school. Although initially weak, efforts are underway to strengthen these connections, with active engagement from the Parent-Teacher Organization and a student advisory group providing feedback and voicing concerns.

16:45A variety of educational challenges were discussed, including chronic absenteeism at the middle school level, where targets have yet to be met. The complexities of middle school life, coupled with personal changes, contribute to these challenges. The district’s vision is to create a supportive environment where community members experience joy, achievement, and care throughout their educational journey. Surveys are conducted to ensure students feel supported by adults within the school, correlating with increased academic success.

The district is committed to improving literacy rates. Closing achievement gaps, especially for students with disabilities and multilingual learners, remains a focus. There is also an ongoing drive to ensure that 15% of students meet or exceed expectations on standardized tests, with continuous monitoring of academic and behavioral data.

Efforts to engage families in students’ reading habits were discussed, acknowledging that parental involvement influences outcomes. Initiatives like Family Book Night and reading competitions are designed to encourage reading at home.

30:03The impact of COVID-19 on academic performance was addressed, with some students from affected years underperforming. However, progress has been made, with an increase in students reading at grade level. The committee aims to raise this figure to 85% or more in the coming years.

The financial aspects of the district were also reviewed, with reports of a $100,000 grant for social-emotional learning and a $75,000 scholarship donation from the First Congregational Church. The finance subcommittee noted disparities in out-of-district and private school tuition balances, while a policy subcommittee presented several policies for first and second readings.

43:48The meeting covered the successful completion of a school building project, which came in under budget by over $8 million. Plans to reappropriate these funds for various school department projects were discussed, including repairs and renovations for Gardner Middle School and High School.