Central to the meeting’s discussions were the diversity, inclusion, and belonging initiatives implemented in the elementary schools. Principals from Shaker Lane and Russell Street Schools detailed programs aimed at fostering a sense of belonging and promoting diversity. These ranged from integration programs and diverse hiring practices to cultural committees and professional development for staff. The initiatives stressed the importance of culturally rich experiences, with community support playing a critical role.

Additional community and cultural events organized by the school were highlighted, such as a food drive, birthday boxes for children in need, and a townwide band concert. The committee also celebrated various cultural holidays, with families sharing traditions like Holi and Italian Easter. Efforts to increase staff diversity were discussed, including a challenge to attract diverse populations for teaching positions. Moreover, a new program was mentioned wherein families would record read-alouds to be shared electronically, and plans to share diversity-related classroom newsletters were underway.

The committee discussed the importance of updating the school library with books that reflect the diverse student population and reviewing the curriculum to present inclusivity. They also noted the intention to implement Universal Design for Learning (UDL) practices, engage families through outreach programs, and create more cultural experiences within the community. Proposals to engage students in clubs that exemplify diversity and equity, such as chess and debate clubs, were also brought up, including efforts to encourage girls to pursue activities traditionally dominated by boys.

At Littleton High School, a new curriculum focused on belonging and character strength was discussed. The principal mentioned various initiatives, such as the Playbook initiative, UDL, and the school’s recognition as a Unified Champion school by Special Olympics. There was also talk of the ongoing professional development of staff, including implicit bias training and plans to conduct focus groups with students to gather their perceptions of the school’s climate and culture.

The meeting touched upon financial matters, with the business manager reporting the budget to be in good shape and detailing the use of one-time savings for projects such as radio upgrades and sidewalk repairs. The Student Opportunities Act (SOA) plan presentation by the Director of Teaching and Learning was a key item. The plan aims to address academic disparities, focusing on students with disabilities and multilingual learners, setting targets to improve performance and reduce chronic absenteeism.

The district’s support plan for students in math was also a topic of concern, given the interrupted learning and changing demographics. The committee discussed the challenges in providing appropriate programming for students with disabilities, the importance of inclusivity, and the need for targeted interventions within the multi-tiered system of support (MTSS) structure.