A central focus of the meeting was the ongoing reevaluation of graduation requirements prompted by recent policy changes and guidance from the Department of Elementary and Secondary Education. A draft recommendation from the council suggested new components for graduation requirements, including a program of study where students must complete 96 course credits. This program includes at least two years of English Language Arts, Algebra 1 and Geometry, a U.S. History course, and at least one year of lab-based science. Additionally, students are expected to complete coursework during their sophomore year.

A critical new element introduced in the recommendations is a “showing mastery” component, which would require students to demonstrate their competency through end-of-course assessments and capstone or portfolio projects. The state is reportedly developing course-specific assessments that could be used statewide. The council, which includes administrators, state officials, and student-parent representatives, is gathering input to ensure these recommendations align with stakeholder needs. Discussions on these changes are ongoing, with further guidance anticipated.

Moreover, the recommendations encompass a career and college readiness component. This includes requirements for participation in the Massachusetts Young Adult Program (MYAP), completion of the Free Application for Federal Student Aid (FAFSA), and a financial literacy course that could be integrated into existing math curricula. There is also a suggestion to expand the seals of distinction, such as the seal of biliteracy, which recognizes multilingual proficiency among students.

Concerns were raised regarding the proposed end-of-course assessments, with a committee member highlighting potential opposition, recalling past instances where similar requirements were rejected in Massachusetts. Despite this, the recommendations aim to establish consistent statewide guidance.

The meeting also addressed the issue of chronic absenteeism, particularly amidst cold weather conditions. The committee discussed hesitancy among some families to send their children to school during winter months, even though winter clothing is accessible. Efforts are being made to distribute winter gear to students through direct outreach. A re-engagement coach position has been introduced at the secondary level to monitor attendance and implement interventions. Plans were discussed to acquire an additional vehicle to assist in picking up students from home to ensure attendance.

Strategies to improve attendance include hosting Saturday attendance academies and similar events during school vacations. The committee emphasized the importance of direct engagement with parents and students to address attendance issues. Community service organizations like the Lions Club and Rotary were mentioned as potential partners in clothing drives or support initiatives.

Additionally, the meeting covered the strategic entry plan, which is being extended beyond the initial 90-day timeline due to the need for extensive feedback and relationship-building. This phase focuses on connecting with a range of stakeholders, including educators, parents, and community partners. A strategic component of the plan involves developing a “portrait of a learner,” with a steering committee guiding these efforts. A recent survey, completed by 343 individuals, is serving as a foundational step in gathering community feedback on educational priorities.

The committee also discussed the alignment of strategic planning with budgetary considerations. The ongoing collaboration among the committee, educators, and the community was highlighted as important to the district’s educational initiatives.

In other business, the meeting included the acceptance of donations from various organizations, including a $94,045 contribution from Boston Scientific and a $2,000 donation from the Marlborough Rotary Club. These funds are intended to support families and student activities. The committee also discussed the superintendent’s contract, transitioning the interim superintendent to a permanent position for four years, and reviewed contracts for other key positions.