The discussion on student attendance was robust, revealing a doubling of chronically absent students in the district since 2019, a concerning statistic that underscores the urgency of the committee’s focus on this issue. The shift to online learning during the pandemic was mentioned as a potential influence on perceptions of the importance of in-person attendance, highlighting the need for a shift in conversations around attendance to focus more on student achievement and less on legal requirements.

The committee’s stance extended to the realm of equity in education, with an update on the ongoing equity audit within the district. The audit, which has engaged diverse perspectives, including those of students, is not merely an exercise in assessment but is poised to be embedded into the district’s strategic plan. The aim is to create an ongoing feedback loop to monitor progress and hold the district accountable for advancing equity goals, with preliminary recommendations from the audit expected to be presented and integrated into regular reporting on achievements.

Mental health support for students was another topic of discussion, with the committee reporting that 110 direct counseling supports had been provided to Holliston students, primarily for anxiety and depression. The distribution of these services among different community groups was discussed, emphasizing the importance of accessibility to these resources. The pilot program with the mental health organization Cartwheel, which offers telehealth services for students and families, was also highlighted. Since its launch in January, the program has garnered 19 direct referrals for counseling.

The mention of the Coalition Against Hate and Bias and plans to create a roadmap for future work revealed an intention to involve more voices in these critical conversations. Appreciation for community support was expressed, and updates on central office activities were shared, along with the scheduling of future meetings.

During the meeting, the committee also touched on the importance of data collection and analysis related to school events, student involvement in decision-making, and the promotion of social-emotional learning. The integration of the RULER approach, a social-emotional learning program, into the curriculum, the implementation of Positive Behavioral Interventions and Supports (PBIS), and the revision of health and wellness standards were all presented as efforts to align the district’s efforts to promote student well-being.

The committee rounded out its discussions by addressing a range of administrative matters, including the approval of the consent agenda, with minutes pulled out for further review, and a unanimous approval of the warrant. They also recognized the dedication of committee members and the community’s support, with a former student bringing light to the lack of coverage for left-handed students in physical education. The meeting culminated with a motion to adjourn into an executive session for strategy sessions and preparation for negotiations with non-union personnel.