A central theme of the meeting was the progress of the early literacy initiative led by Kat D Ro, the K-8 ELA director, who has been spearheading efforts to improve literacy education within the district. Her presentation outlined a review of the literacy curriculum, supported by professional development for educators. The initiative is part of a broader strategy to ensure students achieve grade-level proficiency in reading and writing. The curriculum review process, modeled after guidance from the Department of Elementary and Secondary Education (DESE), involves a targeted examination of educational materials to meet the specific needs of Milton’s students. Ro emphasized the importance of selecting high-quality materials approved by DESE and ensuring that the curriculum aligns with district goals.

The committee’s literacy team, composed of 15 educational professionals, has been collaborating since June to evaluate potential curricular resources. This involves assessing materials based on standards alignment, equity, cultural responsiveness, and instructional design. The team is narrowing down options from six high-rated publishers to three or four for further consideration, using evaluation tools like Curate and EdReports. Site visits to districts using these curricula are planned to gain insights into their practical application.

A significant component of the literacy initiative is professional development, facilitated through an online platform, Cox Campus, providing training on the science of reading and structured literacy. Educators collectively completed 200 hours of professional development over the summer, covering topics such as systematic phonics and reading fluency. This training aims to deepen understanding and guide the selection of the most effective instructional materials for Milton’s students.

The discussion also touched on the integration of the UFly phonics program, noted for its success in early literacy instruction. This program is part of a comprehensive approach that combines resources from various publishers to provide a robust literacy foundation. The committee acknowledged the challenges of writing instruction and is exploring integrated approaches to link writing with content areas, supported by a consortium grant with other local districts.

Budget discussions were another focal point, highlighting the need to align financial resources with educational priorities. The committee stressed the importance of addressing learning gaps, particularly in early literacy and mathematics, through strategic allocation of funds. Upcoming budget plans include targeted funding to support these areas and ensure all students can reach grade-level proficiency. The committee also emphasized the necessity of professional development for educators to effectively implement new literacy programs.

Additional budgetary considerations involved addressing transportation issues and increasing math intervention specialists at elementary schools. The committee aims to provide a supportive environment for families and ensure they feel valued within the school system. A detailed budget document outlining these priorities will be made available on the district’s website to enhance transparency and community understanding.

Facilities updates were also discussed, with a focus on equitable support across schools. Renovations at Cunningham Collicott were highlighted, along with ongoing capital requests for improvements such as exterior door replacements and playground upgrades. The need for a comprehensive policy on outdoor facilities to ensure equitable support was acknowledged, with specific attention to the Tucker Playground Committee’s ongoing efforts to address playground conditions.

The meeting also covered policy updates, including an expedited approval process for a new policy on middle school pathway exploration. This policy, mandated by DESE, aims to enhance communication with families about vocational education options. The committee unanimously approved the policy, which codifies existing practices in line with Massachusetts Association of School Committees (MASC) standards.

In addition, the committee reviewed its competency determination and graduation requirements policy. While the Massachusetts Comprehensive Assessment System (MCCAST) is no longer a requirement, the committee clarified that current graduation requirements are embedded within the program of studies. Discussions on potential changes to graduation standards, such as a two-year minimum for world language studies, were noted as ongoing considerations.