The presentation of the Youth Risk Behavior Survey (YRBS) data from Spring 2025 was a focal point of the meeting. Katherine Dingra from the city’s Office of Prevention and Outreach, along with Dr. Stacy Schulman, Director of Behavioral Health and Counseling for Medford Public Schools, highlighted key findings from the survey. The data revealed stark mental health disparities, particularly among LGBTQ students, who reported experiencing worse mental health compared to their heterosexual peers. These insights prompted the committee to prioritize mental health support and address inequalities within the school system.

Substance use among students was another point of emphasis, with alcohol identified as the most commonly used substance. Although overall substance use rates were declining, students perceived vaping and marijuana use as normalized behaviors, posing challenges for prevention efforts. The committee discussed implementing programs such as the Michigan Model and Catch My Breath to combat vaping and substance use. Training sessions for health teachers were conducted to ensure effective program implementation. The committee recognized the importance of ongoing support and tailored strategies to create a healthier school environment.

The introduction of the “I Decide” program at the middle school level was highlighted as an innovative intervention strategy for students caught using substances or under the influence. This program offers a pathway for intervention rather than resorting to detention or suspension, facilitated by school staff. Over 30 students have been referred to the program this year. The implementation of vape detectors has contributed to the increased number of referrals.

Student safety perceptions were generally positive, with a majority feeling their neighborhoods are safe. However, Hispanic and Latino students were more likely to skip school due to feelings of unsafety, potentially linked to external factors such as ICE presence. The committee discussed the importance of fostering protective factors, such as supportive relationships with trusted adults, to buffer stress and lead to positive outcomes for students. Efforts to enhance these supports include partnerships with the city’s health and outreach department to foster more connections between students and caring adults.

The meeting also addressed the issue of sleep patterns among students, revealing that less than 50% of middle schoolers and only 30% of high school students are getting adequate sleep. The Youth Action Team is working on a campaign to promote positive sleep habits among students. Additionally, physical activity and nutrition were identified as areas needing attention, with disparities noted based on race. The committee emphasized the need for professional development for staff, breakfast carts for students, and daily movement breaks to enhance student well-being.

The committee shifted focus to the Medford High School building project, a major undertaking that aims to redefine the educational environment for students. Dr. Gusy, the interim superintendent, and Dr. Kim Talbett, the assistant superintendent for academics and instruction, presented the proposed educational plan. This plan, described as a “north star,” aims to guide the design and structure of the new high school.

The educational plan is a tailored reflection of the specific needs of Medford Public Schools, grounded in the voices of students, educators, and community members. It emphasizes creating a future-ready and sustainable high school that serves as a community hub. The plan includes six goals: creating an inclusive environment; establishing a community hub for learning and engagement; ensuring relevant and purposeful learning experiences; designing a flexible and human-centered building; centering student voice and leadership; and developing a future-ready, adaptable, and sustainable facility.

The process of developing the educational plan involved extensive engagement with various stakeholders, including students and teachers. A visioning process spanned 48 hours and included multiple program meetings, a student shadow day, and visioning days that brought together diverse voices from the school community. This collaborative approach was framed as essential for crafting an educational plan that truly reflects the needs and aspirations of the Medford community.

As the meeting progressed, the committee discussed the superintendent’s performance evaluation and goals. The evaluation process emphasized the importance of establishing high expectations for all students and promoting critical thinking aligned with state standards. The superintendent was praised for maintaining consistency in instructional expectations and building trust within the community through transparent communication and relationship-building efforts.

The committee also addressed the election of school committee officers and the formation of various subcommittees. These subcommittees will focus on areas such as strategic planning, facilities and capital planning, curriculum and instruction, and diversity, equity, and inclusion. The committee discussed the strategic planning process and the need for community input on district leadership, as well as the appointment of a permanent superintendent by July 1, 2026.