LONGMEADOW – Both the Longmeadow School Committee and the 8th grade Peer Leadership Class (PLC) offered presentations at the March 30 meeting, offering strategies for the future following the same core values.

Middle School Peer Leadership Class

Members of the 8th grade PLC at Williams Middle School under the guidance of seventh and eighth grade social studies teacher Will Sullivan and school counselor Megan Tucker presented projects they had been working on in the class. Student Luca B. offered background on their role within the school which is to, “discuss ways to help our school and the people in it” while “serving as role models.” Their goal is to be an inspiration for students in younger grades and prepare them for the transition to eighth grade and for becoming peer leaders.

In the PLC presentation, they stated that “Our goal is to help improve the school as a community. Through this opportunity, we can learn leadership skills and cooperation … As a team, we can help make Williams a positive learning experience for everyone.” They conducted surveys of all the students at both the Williams and the Glenbrook Middle Schools, hoping to spread the inspiration. This allowed the PLC to establish several lessons for students and staff alike that were based on the needs of the eighth graders and of the younger grades.

Francesca T. presented an overview of the anti-racism lesson to teach middle school kids about racism and how to be more aware. The two-day lesson talked about the history of racism, presented videos, discussed various scenarios and presented discussion questions. After the lesson, the students could take an optional pledge to learn, stop, and speak up. Posters made by the students were hung throughout the school. This lesson was also provided to Glenbrook Middle School.

To gather more data regarding how students were handling the current school year, the PLC conducted a survey. According to Emma C., an example of a successful follow-up to the question “Do you feel comfortable talking with your teachers if you have a problem" shed a light on some students’ feelings.

Emma K. showed the survey result that 50 percent of students felt they did not know their teachers very well, and 25 percent were not comfortable asking their teachers for help. The PLC then sent questions to teachers to get to know them better. “What is your favorite catchphrase?” “What is the craziest thing on your bucket list?” Sharing the results of these and other questions resulted in the students feeling more familiar with their teachers, easing tension and building community.

Lily H. shared the result that 64 percent of students surveyed spend more than two hours in front of a screen per day, excluding school work. This piece of data led to the creation of a competition where teachers would document when students participated in alternative activities other than in front of a screen. The advisory with the most points wins a prize.

Sofia G. presented a project that focused on becoming more aware of what activities students were doing online and how that impacted their self-image and mental health. More than 65 percent of students surveyed said they spent over two hours per day on social media and 20 percent said it impacted their self-image.

Zainab S. showed data that said 40.4 percent of students felt a high or very high-stress level, with 51 percent saying school was getting harder compared to the beginning of the year. The most prominent cause of the stress was procrastination. With members of the PLC sharing their own stories to show no one is alone in this as well as providing a list of pros and cons, the class will be shared with students in their advisory sessions.

Thomas B. stated that 53 percent of the students at Williams Middle School felt comfortable with their peers. From that data, the PLC came up with a way students would be able to meet up with friends and new friends during X-Block with the help of teachers and members of the PLC to encourage friendship, camaraderie and stronger communication between students.

Last but not least on the concerns addressed by the PLC was a desire to re-do the courtyard at the school. Aidan C. shared that it is hardly used and the PLC stated it could be a place for learning, lunch and studying. They are currently seeking sponsors and donations to help get this off the ground. To contribute, reach out to Williams Middle School.

Following the presentation, Superintendent M. Martin O’Shea noted how impressive it was for the students to take on important topics like anti-racism. "We would rather hear about these programs from the students – come by more often,” said School Committee Chair Ryan Kelly.

School Committee CLEE Data

The School Committee started a partnership with the Center for Leadership and Educational Equity (CLEE) in February of 2020 and the first results of the in-depth “equity audit” are in.

The audit consisted of a deep look at the committee and helping to establish strategic goals based on data from focus groups, staff and family surveys, and data dives to present recommendations and reflection on where things are currently and where things need to be addressed.

The initial rough data presentation was intended to give committee members a ‘30,000-foot view” of their status by giving only preliminary information. The report given was a draft.

The priority areas to be acted upon as identified from the data-gathering included:

• Developing a school culture where every staff, student and family feels safe and valued;

•Strengthening the educator’s ability to support students’ social-emotional skills related to empathy, peer communication and relationship-building; and

•Strengthening the educator’s ability to teach students from all cultures, races, identities, learning differences, economic backgrounds, and languages.

Areas of strength that are shown to increase programmatic and systemic equity include overall student achievement, efforts made in setting a direction for a safe, inclusive learning environment, and the educators’ desire of and commitment to creating a transformative learning culture.

Areas where improvement is needed include equal outcomes for underrepresented groups of students relating to social, emotional and academic performance, and equal outcomes for underrepresented groups of students relating to discipline.

In moving forward in their leadership role, some important themes emerged from focus and empathy groups that can help guide the committee’s work in supporting and guiding staff, students, and families. These included the incorporation of culturally conscious practices, assisting the educator's capacity to teach all students, the ability to support and sustain meaningful relationships between peers, teachers and families and fostering a school culture where every student and family feel safe and valued.

There will be a more extensive and in-depth presentation to the School Committee with the hope to share the finished report with the community. The information gathered will help the committee move forward with meaningful strategic planning for the future.

Other Areas of Interest

Upon much review, the School Committee has decided it is not a candidate for Pool Testing for COVID-19 due to the fact that the numbers of student transmissions are extremely low, and the cost and manpower needed to participate far outweigh the benefits acquired. Despite the current slow uptick in the town, the committee agreed that the way students, staff, and families have been handling the pandemic is in accordance with CDC guidelines and is working well.

The state travel order has been downgraded to travel advisory, but the School Committee’s intention is to ask staff and families to abide by those practices already in place.

The Wolf Swamp Elementary School principal search is moving forward with the completion of two days of screening candidates already completed. The goal is to identify finalists and invite them to visit the school to meet staff and some families. The final selection will hopefully be introduced at the May 13 School Committee meeting.

In the area of school populations and finances, the committee agreed to increase the number of Metco slots for students coming to Longmeadow for their education by adding four slots for kindergarten, two for sixth grade, and two for ninth grade. Funds from the grant program through the state of Massachusetts are allocated based on transportation required and the number of students who apply by lottery through the Springfield school system. The goal of Metco is to improve diversity, equity and inclusion in the Longmeadow school system.

The School Choice program has added two slots for the next fiscal year starting at ninth grade. To apply, visit the district’s website.

The School Committee also increased the tuition for preschool from $2,000 to $2,100 starting with the 2021/2022 fiscal year. This is the first increase in 10 years and is due to increasing costs over the last decade. It is hoped to proceed with any other necessary increases in smaller amounts in the coming years.

A new peer ed coordinator for summer school has been chosen. While summer school may have received a less-than-glowing option for students, educators and staff are working on presenting classes that will bridge the gap between school years during this current session due to the pandemic.