The most pressing topic was chronic absenteeism, a persistent issue within the district. Committee members noted that the school committee’s absenteeism policy had not been updated in a decade. One member referenced a successful model from Salem, where chronic absenteeism was reduced by nearly 20% over two years through collaborative efforts between the superintendent and the community. The committee agreed to compare their current policy with Salem’s, which includes explicit definitions of responsibilities for parents, caregivers, and the school committee.

A comparison of the Revere and Salem policies revealed that the latter better articulated the responsibilities of various stakeholders. It explicitly stated the legal responsibilities of caregivers regarding student attendance and included a plan for reducing chronic absenteeism. The committee discussed the need to update their policy to reflect practical enforcement measures, such as prohibiting students who missed a full day of school from participating in extracurricular activities that day.

The discussion also touched upon the challenges of addressing chronic absenteeism at the high school level, especially post-pandemic. It was acknowledged that while some efforts had been successful in other schools, enforcing attendance policies at the secondary level remained complex. The district’s ability to intervene diminishes as students age, particularly when they turn 16, as state interventions for older students differ from those for younger ones.

The committee explored the effectiveness of existing measures, such as sending letters to families of students who have been absent for extended periods. Often, these letters revealed that families had relocated without notifying the school. The committee considered adopting policies from other districts, like unenrolling students after three weeks of absence, to see if they could be applicable in Revere.

A point of contention was the experience of parents who expressed concerns over their children being frequently late without any follow-up from the school. It was noted that the situation had improved with the employment of engagement coordinators who track absenteeism at the high school. Parents were encouraged to utilize the parent portal to monitor their child’s attendance and communicate any discrepancies they notice.

The potential for a data dashboard to track attendance trends was also discussed. Such a tool would help the committee stay informed about attendance issues and monitor the effectiveness of policy changes. Quarterly summaries of attendance data were proposed, along with disaggregating the data to identify trends among specific student groups. The committee agreed on the necessity of presenting their findings in a report that would include research on attendance policies from other districts.

Another discussion revolved around the grading policy, specifically the practice of starting students with a baseline grade of 50 instead of zero. One participant expressed strong disagreement with this approach, seeking a logical argument supporting the policy. They suggested that allowing a student to start with a 50 could be perceived as lowering academic standards.

An educator countered that the policy was designed to address student disengagement. They explained that students who had fallen behind often felt hopeless and demoralized, further contributing to their disengagement. The policy aimed to provide students with the opportunity to recover and engage more effectively in their education.

Concerns were raised about the implementation of the grading policy and the lack of formal committee approval. It was noted that the policy was developed collaboratively by teachers at the high school and had been in place for several years. The policy was not arbitrary but based on educational best practices to encourage student recovery and engagement.

The conversation delved into the implications of this grading policy, with questions about whether the difference between a failing grade and a passing grade was sufficient to motivate students. While some expressed skepticism about the policy’s effectiveness, others defended it as a necessary measure to prevent students from feeling completely defeated in their academic efforts.

The committee also discussed developing a more standardized approach to ensure all students have equal opportunities for success, regardless of the teacher’s grading policies. Tracking grades to determine if the policy had led to improved student performance was proposed, with data to be collected at the end of the first semester for comparison.

In addition to these main topics, the committee considered a proposal for an internship program for students to provide community service hours. The plan involves drafting a job description and starting with two to three interns. This initiative, alongside discussions on transcription software for documenting meetings, highlighted the committee’s efforts to improve operational efficiency and community engagement.

Finally, the committee addressed the “DonorsChoose” policy, with members expressing concern over the requirement for principal approval before posting projects. The policy aimed to ensure that all projects reflect the school’s mission and do not misrepresent the district’s needs or image.