The program, scheduled to begin its first phase of implementation on January 26, involves about 15 classrooms as part of a broader strategy to enhance educational effectiveness. The app developed by Doorman aims to block distracting applications like TikTok, Snapchat, and Instagram during class time while permitting necessary functions such as calling and using medical apps. Students will engage with the program by tapping NFC tags at the school entrance, activating the app, and restricting access to non-essential apps during instructional time.

The initiative was presented as a means to align with the district’s educational values and improve student safety, with parents reportedly viewing the ability to track their children’s movements as a beneficial feature. The pilot program does not require teachers to manage student devices directly, alleviating the burden of enforcement and creating a more unified policy across the school. The administration will monitor the system, allowing them to see which students have engaged with the app. Those who choose not to download the app or bring their phones will not be allowed to have their devices in school.

Concerns about potential enforcement challenges were raised, particularly regarding consistency among teachers in applying the policy. It was noted that if the new approach did not yield the desired results, the pilot could be paused or adjusted. The advantages of the app include avoiding the need to physically confiscate students’ phones, a practice that had previously led to issues of responsibility for broken devices. The pilot program is viewed as a means to adapt to evolving technology while maintaining student engagement and safety.

Additionally, the committee discussed the program’s compliance with state legislation. The conversation included references to other devices like smartwatches and smart rings, emphasizing the need for the school to keep pace with rapidly changing technology to foster a conducive learning environment. A public announcement about the app was made at the meeting, with further communication to families scheduled for the following day. An information session for staff was planned for January 7, 2024, followed by a visit from one of Doorman’s founders on January 8 to introduce the app to faculty. A parent information night was scheduled for January 13, providing an opportunity for parents to ask questions about the program.

The meeting also addressed the district’s accountability and MCAS data, with Dr. Shea, the Director of Assessment and Accountability, presenting enrollment data and accountability results. The district’s total enrollment was reported at 4,725 students across nine elementary schools as of October 1st. It was noted that the high needs population within the district stood at 60.2%, surpassing the state average of 55.8%. Percentages for low-income students were similarly higher in Westfield at 48.8% compared to the state average of 42.1%.

Dr. Shea highlighted that all schools in the district met accountability requirements, with most showing moderate to substantial progress toward their goals. The report provided insights into MCAS results, revealing that while some schools improved, others remained below the 20th percentile in performance. Specific fluctuations in MCAS scores were noted, including a decrease in grade 10 ELA scores, likely impacted by changes in graduation requirements. The introduction of a civics test for eighth graders was also mentioned, with Westfield’s performance exceeding the state average.

The committee members expressed interest in a detailed breakdown of each school’s scores to understand the factors contributing to their performance, particularly regarding achievement, growth scores, and the performance of high needs students. The discussion was interrupted by a member seeking clarification about the data presented.

Another topic was the district’s special education practices, with an update from the Director of Special Education, Greg Rosenthal. He reported on ongoing efforts to assess and improve special education practices within the district, describing a multi-year plan to evaluate inclusion practices and address discrepancies in special education assessments. The administration aims to understand service continuity for students aged three to twenty-two. The district has received bids from various organizations to conduct comprehensive evaluations, with Academic Discoveries selected to perform interviews, surveys, and site visits, providing research to support recommendations.

The review process will include considerations for students placed outside the district for special education services, aligning with the philosophy of educating students within their community. The anticipated completion date for the evaluations is set for March, with a dissemination plan to share findings with relevant stakeholders.