A focal point of the meeting was the proposed policy on competency determination, which aims to define how students demonstrate mastery of subjects such as English language arts, mathematics, science, and history. This policy comes in the wake of legislative changes that have removed the requirement for high-stakes testing for graduation. The committee discussed various methods through which students could fulfill these requirements, such as final assessments, capstone projects, or portfolio projects.

Concerns were raised about the clarity of the policy language. Participants questioned whether passing final assessments was mandatory for students to pass their courses, and if not, what alternative routes such as capstone projects could be pursued. One member expressed concern that the policy might inadvertently harm students who excel in coursework but struggle with exams.” Others echoed the sentiment, emphasizing the district’s responsibility to prepare students adequately for these assessments and address any learning gaps.

Discussions highlighted the complexities of the policy, particularly for diverse student groups such as those with disabilities or English language learners. These students face unique challenges, especially if they enroll late in their high school education. The committee acknowledged that their progress would need to be assessed on a case-by-case basis to ensure they meet the graduation requirements without being unfairly disadvantaged.

The committee also explored the implications of these requirements for out-of-district students, recognizing that their performance reflects back on the district funding their education. There was an emphasis on ensuring that the placements for these students are appropriate and meet academic expectations.

A significant concern was the need for assessments to provide instant feedback to students and educators, thus facilitating timely grading and course completion. The committee expressed a desire to move away from basic multiple-choice formats, advocating for assessments that more effectively measure student mastery and learning.

Further complicating the discussion was the issue of documenting competency for students who graduated between 2003 and 2024, given that student records are retained for seven years, while transcripts are kept for 60 years. The committee acknowledged that any requests for reassessment would require adequate documentation beyond the seven-year retention period.

The meeting also addressed the resignation of the director of facilities, Mr. Freezewick, with the committee commending his service and discussing the challenges of finding a qualified replacement. There was a consensus on the importance of hiring someone who could maintain the district’s facilities and continue Freezewick’s legacy of dedication.

Additionally, the committee delved into the topic of water quality issues at the high school, where elevated manganese levels had been detected. The district is collaborating with the Department of Environmental Protection (DEP) to update its action plan. Future building designs will include filtration systems and new wells to address water quality concerns.

The meeting also included discussion about the district’s calendar for the 2026-2027 school year. The committee considered two options: one featuring early release days on both Wednesdays and Fridays, and another opting only for Fridays. After weighing the benefits of a hybrid model, including data collection on student attendance and educational efficacy, the committee approved the hybrid calendar.

As the meeting concluded, the committee voted on appointing Brier Fiddle to the DearJ advisory committee, recognizing her contributions to equitable decision-making. They also planned future discussions on educational topics, including a review of the capital plan.