Teacher turnover emerged as a critical concern, with approximately 50% of Garfield School’s staff being in their positions for three years or fewer. This turnover, primarily involving young faculty and career changers, has impacted the expertise available within schools and the relationships teachers have with their students. To address this, mentoring sessions have been implemented to support new teachers and improve retention rates. The district emphasized the importance of aligning taught curricula with standards to boost student performance, particularly in English Language Arts, where current MCAS scores lag behind mathematics.

New curricula in mathematics and science, requiring extensive professional development, were introduced to support this alignment. Social studies also saw updates with new civics education materials. A comprehensive approach to curriculum improvement began with literacy and extended to all subjects, emphasizing the core component of literacy across the curriculum.

The committee discussed several initiatives aimed at improving student behavior and punctuality, including Positive Behavioral Interventions and Supports (PBIS) and incentive plans to encourage timely arrival to class. These measures have reportedly shown positive results, with ongoing efforts to improve communication about expectations and transitions, particularly for sixth graders adjusting to middle school.

Attention then shifted to accountability metrics for student performance on standardized assessments, with specific schools identified as requiring assistance. The district’s demographic data highlighted challenges, with 65% of students classified as low-income and 34% as English learners. These factors played a role in evaluating student performance, where improvements were noted in grade 10 English Language Arts, fifth-grade math, and science assessments. However, areas needing focus were identified, particularly in mathematics and writing in ELA.

The committee explored strategies for addressing chronic absenteeism, with some schools exceeding their targets. The introduction of a new PBIS system was discussed, with interest in tracking its impact by mid-year. The necessity of maintaining high expectations for academic performance and behavior was emphasized, alongside administrative presence and faculty engagement in ongoing conversations about these expectations.

Safety and security were also on the agenda, with updates on initiatives like a zero-tolerance policy and the addition of a fourth School Resource Officer. The “Real Talk” initiative, aimed at engaging students with professional speakers, was discussed, with funds appropriated for it and other student engagement activities. A safety audit was mentioned, with plans for a preliminary analysis to assess safety needs without incurring costs.

The meeting addressed health and special education through the District Wellness Committee, tasked with reviewing wellness policies and organizing community events. Efforts included promoting mental health awareness and understanding student health and safety through the Youth Risk Behavior Survey.

Finally, the committee discussed transportation issues for high school students, emphasizing the need for cost-effective busing options to reduce the number of students walking home. The Massachusetts Association of School Committees’ upcoming annual conference was noted, with a reminder for delegates to familiarize themselves with resolutions ahead of the event.