Dr. Hansum explained that the collaborative’s primary role is to offer specialized educational programs that individual districts might struggle to establish independently. These programs ensure students can access necessary resources in the least restrictive environments. During the discussion, Dr. Hansum clarified that tuition for collaborative programs would be determined annually by the board of directors, while student transportation needs would be met through partnerships with various vendors based on individual IEP requirements. The superintendent expressed confidence in the collaborative’s leadership and recommended the committee’s support for the agreement amendment, which was passed unanimously.

In other matters, the committee discussed the ongoing development of school improvement plans, with particular focus on measures to support at-risk students. An update was provided on efforts to identify these students and provide transitional support as they prepare to leave high school. A Google form was mentioned as a tool for tracking student progress at critical marking points, though there was consensus that more formal systems are needed to improve identification and support efforts.

Additional conversations centered on the alternative education program, which serves students facing academic or personal challenges, including those with IEPs or 504 plans. The program emphasizes consistent attendance, job skills development, and community service. A notable component is the mentoring program with West Elementary School, which allows older students to support younger peers. The program also collaborates with Bridgewater State College’s Center for Educational Neurosciences to integrate trauma-informed practices. Despite challenges, such as some students circumventing no-cell-phone policies, the program continues to adapt to meet the needs of its student population.

The meeting also addressed educational initiatives within the district, particularly in mathematics instruction. The introduction of a new problem-based curriculum, illustrative math, in middle schools has been well-received, though challenges remain in high school settings. Efforts to support special education teachers in creating effective IEP goals and monitoring progress were discussed, along with strategies to engage students through “High leverage Concepts” and differentiated instruction. The importance of equity in math education was underscored, with an emphasis on ensuring all students can participate in discussions and critique peers’ thinking.

Financial management and resource utilization within the schools were also topics of discussion. The open-source nature of the illustrative math program was highlighted, contrasting with other programs beginning to charge fees. Additionally, the meeting covered the impact of recent budget cuts, including the loss of a math coach at PCIS, which has affected direct support for teachers but prompted increased collaboration among middle school educators.