A central theme of the meeting was the implementation and challenges of the “Wit and Wisdom” curriculum across schools. This curriculum has led to both successful activities and certain difficulties, particularly in terms of pacing and content. At Shaker Lane, a highlight was a “Cinderella Ball” event for first graders. Teachers have developed lesson plans and resource banks to support special education students, but the curriculum’s pacing remains an issue. Adjustments are being made to the original 90-minute learning blocks based on teacher feedback.

At Russell Street School, the curriculum has introduced heavy and sometimes uncomfortable material, including survivalist novels for fourth graders and Civil War studies for fifth graders. The principal acknowledged the need to align the curriculum with community values, as some materials may not resonate well with local families. Efforts are underway to adjust the curriculum to better reflect the community’s expectations and ensure that it serves the students’ educational needs effectively.

The meeting also addressed ongoing efforts to foster student engagement and improve behavioral outcomes. A focus was placed on building connections between students and staff, particularly in middle school. This involves transitioning from a traditional tiered support model to an integrated approach where interventions occur within the classroom. While this model aims to provide real-time assistance, concerns were raised about the potential overextension of resources as interventionists are tasked with supporting a broader range of students.

A notable point of discussion was the development of a multi-tiered system of support (MTSS) model, slated for establishment by June 2026. This model aims to clarify and document student support. The previous academic support center was described as lacking in intervention effectiveness, leading to the appointment of a full-time teacher to oversee and track student progress efficiently.

Transitioning to community engagement, the board discussed the Shaker Lane School project. Concerns were raised about public awareness and understanding of the project’s costs and implications for taxes. The board acknowledged constituents’ confusion and surprise. Suggestions were made to improve communication, including the creation of an FAQ document and the distribution of project information through mailings to each household in Littleton.

Additionally, the meeting highlighted the importance of financial transparency in school projects. The board emphasized the need to communicate potential tax implications early to alleviate public concerns. There was a consensus that public understanding of the project’s financials is crucial, particularly as many residents are unaware of the discussions regarding the school’s funding and construction over the years. The board stressed the importance of remaining neutral and providing access to factual information rather than advocating for or against the project.

The meeting included updates on other educational initiatives, such as the transition to a “portrait of a learner” model, which focuses on developing essential skills for students to graduate successfully. This initiative is part of preparations for accreditation in May 2026 and involves creating a framework that aligns skills across different subjects.