[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6392659,"mediaKeyId","2109561-50df91d16f90ab2d1e8643df13e3df3c","parentId",2109561,"title","School committee reviews proposed attendance policy edits to excuse health‑care visits and clarify access for students on extended leave","audioSeconds",338,"startMs",9120000,"endMs",9458000,"viewUrl","/Search/View?dp=1&key=2109561-50df91d16f90ab2d1e8643df13e3df3c&start=9120&end=9458","thumbnailUrl","https://assets.pipeline.soar.com/2109561-50df91d16f90ab2d1e8643df13e3df3c/thumbnail_9120000.jpg","articleUrl","/articles/6392659/Massachusetts/School-committee-reviews-proposed-attendance-policy-edits-to-excuse-healthcare-visits-and-clarify-access-for-students-on-extended-leave","mediaUrl","https://secure.pipeline.soar.com/6392659-dd412b1f80b9340ef1e715651106ae8c/orig.mp4?Expires=1771174997&Signature=G-DvO70xD1YOfTGXEF7iTujtJN3jMthLTHgn~fBZnyJcMDBgET1kjbbS~et4S-9xvOuVozaBXPmwNsAd9ZYe~i29zIpSammk3iJFnU1y4YTN86Rx5r2f89pz89-QN41a~~Js8g~lRi6gOqYRE7RUGkAf-EkwRNC2SgaAXkvcfTHKAxeOXAQ~E2HX~tF3KXIWZezVR4AvK4mnROLwh251pITXvpTPh5Ie9nP7-WOdMd9nt4asSWwAwpXpQPLzPsm~htNpF0XZfTPmikzdByeMTnCnRp1MJ05vz~PKBLTp8YXds610WNy4BXOcRHcttq79u5VItARcb6IRBJxnFMijNA__&Key-Pair-Id=KUT5TJCACFTXG","author","Weston Public Schools, MA","date","2025-01-06T00:00:00Z","article","The Weston School Committee held a first‑reading review of proposed edits to the district attendance policy. The two principal edits presented were: (1) explicitly listing documented visits to health‑care providers as an excused absence when families provide documentation, and (2) clarifying the district’s discretion to provide limited access to classroom resources (for example, Google Classroom) for students who unenroll for an extended period to attend an out‑of‑district program (for example a specialized school, long‑term travel or an experiential placement) but who intend to re‑enroll at a known date.

Why it matters: The proposed language addresses two common concerns families raised: whether routine or preventive health appointments should be treated as excused absences, and how the district should handle students temporarily studying away from Weston so that re‑enrollment is practical and instructional continuity is preserved where appropriate.

What the draft changes would do
- Health‑care visits: The draft policy text makes explicit that a documented visit to a health‑care provider may be excused if the family provides appropriate documentation to the school. Administrators said this clarifies a practice some buildings had already followed and brings consistency across the district.
- Extended‑leave access: For students who unenroll (typically after 20 days away from the district) to pursue a longer out‑of‑district placement, the draft language gives district administrators discretion to provide limited access to online learning platforms to help the returning student stay current. Administrators said this access is discretionary, may be time‑limited, and can be revoked if the student does not return as agreed.

Committee questions and staff responses
Committee members asked whether teachers could be required to support remote tutors and whether Google Classroom access would create extra obligations for faculty. Administrators responded that access is intended to be limited and discretionary; teachers would not be obligated to provide ongoing live instruction to non‑enrolled students, and district staff would set boundaries for what access and support are available. The policy language proposed includes a provision that access will end if a student does not return on the agreed date.

Equity, logistics and liability concerns
Members expressed concerns about fairness and unintended consequences: if access becomes common, administrators warned, the district could be asked to provide ongoing instruction or materials to non‑enrolled students and that would create workload and liability issues. Administrators said they would use discretion, review cases individually, and monitor the policy’s effects.

What the committee did: first read, monitoring requested
The committee took the proposal as a first read and asked administrators to track outcomes and report back on how the policy functions in practice, including how many families request access and whether teacher workload or instructional continuity are affected.

Ending: Administrators said they will implement the clarified practice that documented health‑care visits can be excused and will monitor requests for extended‑leave access to online resources; the committee asked for a future report after the policy is applied in a cycle.","mediaType","Video","parentTitle","Weston School Committee 1/6/2025","oneSentenceSummary","The School Committee reviewed proposed edits to attendance policy to excuse documented health‑care visits and to clarify the district’s discretion to provide limited online access for students temporarily studying away from Weston.","taxTitle","Weston Public Schools, School Boards, Massachusetts","taxId",69263,"location","Massachusetts","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6392666,"Weston administrators outline progress on district action plan: literacy reviews, PBIS rollout, curriculum adoption and PowerSchool migration",2397,2000000,4397000,"/Search/View?dp=1&key=2109561-50df91d16f90ab2d1e8643df13e3df3c&start=2000&end=4397","https://assets.pipeline.soar.com/2109561-50df91d16f90ab2d1e8643df13e3df3c/thumbnail_2000000.jpg","/articles/6392666/Massachusetts/Weston-administrators-outline-progress-on-district-action-plan-literacy-reviews-PBIS-rollout-curriculum-adoption-and-PowerSchool-migration","https://secure.pipeline.soar.com/6392666-08c16e2c7a0383d946ec91f8b6e548dc/orig.mp4?Expires=1771174997&Signature=RSsa7~eV8KRgZoGMpStRqaHY7zx8nPKD6z1TifQIK~q6Zn0mGNW7xi8kKqlY8wzdG1ZQ~JpVUfR-cuO~7kaGveoSfzNHLaMOr6bCf8D2eYqBQpo1~jJeAEzixb1cy6eCrNldMnPDzl31D7G-TzP1vHzEdIC4eK86QUW~c-QSY~I4xn5XC2tgAHF~EG6QwuPXHnwegcddIMDTg4OM8RgbPtduaeG8AuuWa1VbGjwDTpWwPLPqFpitVtfNOK3ljQ~SFNxvHOuhY5S7lrSigvERGzIRLm5M5yH5a~ZfeWMaMQecAclvSvpWFuJ4q1dKHQX-yJA~3rJbqwh~o8G8d3e8Mw__&Key-Pair-Id=KUT5TJCACFTXG","Weston school administrators told the School Committee they are four months into a two‑year district action plan and presented progress across instructional, social‑emotional and operational priorities, including literacy curriculum review, PBIS rollout, special‑education supports, a planned playground procurement, the PowerSchool student information conversion, and preparations for New England accreditation processes.

Why it matters: The action plan’s changes will influence curriculum materials, classroom practice, intervention services and operational systems used by teachers, students and families across the elementary, middle and high schools. Several items — curriculum adoption, PowerSchool conversion and accreditation — involve multi‑year procurement, training and schedule work.

Key academic updates
- Literacy curriculum review: Elementary staff reported completion of three high‑quality instructional material (HQIM) reviews using an external rubric and vendor demos; administrators said teachers have been piloting lessons and that a selection decision is expected within weeks. Teachers described the digital platform learning curve and the district said substantial professional development will follow any selection.
- Data teams and interventions: Administrators described recurring data‑team meetings (November and a follow‑up in February) that identify students needing interventions and track progress in reading, writing, math and social‑emotional learning. The district also reported increased numbers of students receiving math and reading interventions at the middle school.
- PBIS (k–12): Elementary principals described a coordinated PBIS rollout emphasizing shared expectations, monthly themes and reinforcement systems (for example, a marble‑jar system). Administrators said they are aligning PBIS expectations across the three elementary schools to provide consistent transitions to Field School and middle school.

High school highlights
- Student performance and participation: The high school report summarized college application patterns and AP participation. Administrators said 93% of students who took AP exams in the reported year scored a 3 or better on AP exams; the administration also noted substantial student participation in clubs and athletics and eight championships in the prior year.
- AP gender and enrollment patterns: Administrators flagged uneven gender participation in some STEM AP courses: for example, they reported 22 students enrolled in AP Physics with 19 male and 3 female students and described work to encourage female participation in robotics and computer science. The high school leadership said they are studying course enrollment patterns and student choices that lead to accelerated STEM tracks.
- Academic support center: The high school reported an academic support center staffed by a full‑time teacher and supported by National Honor Society tutors; administrators presented quarter‑by‑quarter enrollment figures (48 enrolled in quarter 1; 56 in quarter 2) and said they are adjusting staffing and scheduling to improve access.

Operational and system updates
- PowerSchool conversion: Technology staff said the district has begun migrating student and historical data from Infinite Campus into PowerSchool; middle‑ and high‑school student data are already being imported, and staff and parent account setup and training are scheduled.
- Scheduling and facilities: The district reiterated ongoing scheduling work for middle and high schools and said the MSBA building grant application was not accepted this cycle; facility planning and design work continues.
- Playground procurement: Elementary principals said they are meeting multiple vendors with a goal to install multiple playgrounds simultaneously and to include students in design choices after vendor selection.

Special education and targeted supports
- Specially designed instruction and dyslexia support: Student services staff said they are partnering with a dyslexia specialist (Landmark consultant) to provide coaching and classroom observation for special‑education staff; administrators said the consultant visits several times a month to coach teachers and to inform supervision tools.
- Behavioral health and tiered supports: The district reported a completed needs assessment and an upcoming gap analysis to better define tier‑1, tier‑2 and tier‑3 interventions and said a behavioral‑health cabinet and student‑support teams are coordinating across schools.

DEI, safety and student climate
Administrators described a tiered DEI approach that includes parent and school committees, an “Ouch‑Oops‑Whoa” quick‑intervention protocol to help students interrupt hurtful or insensitive comments, confidential incident reporting on the district website, and plans to pilot courageous‑conversations training at a later date.

Community engagement and caregiver resources
District staff highlighted caregiver trainings (in‑person and remote) on teen depression, mindfulness and digital distraction, and said they will publicize a full year of caregiver workshops. The district also highlighted planned Screenagers film screenings (elementary, middle/high, mental health) including an appearance by the film’s co‑producers at the first screening.

Ending: Administrators asked the committee for ongoing feedback as curriculum and operational transitions proceed and said they will return with specific vendor selections, scheduling proposals and timelines for implementation and training.","Administrators presented a high‑level update on the two‑year district action plan and school improvement plans, highlighting literacy curriculum reviews, PBIS (Positive Behavioral Interventions and Supports) rollout k–12, playground procurement, PowerSchool migration, special‑education consulting and the high school’s academic support work.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6392670,"Parents, administrators press Weston School Committee on stricter electronic‑device rules; panel asks admin to return with options",5980,334000,6314000,"/Search/View?dp=1&key=2109561-50df91d16f90ab2d1e8643df13e3df3c&start=334&end=6314","https://assets.pipeline.soar.com/2109561-50df91d16f90ab2d1e8643df13e3df3c/thumbnail_334000.jpg","/articles/6392670/Massachusetts/Parents-administrators-press-Weston-School-Committee-on-stricter-electronicdevice-rules-panel-asks-admin-to-return-with-options","https://secure.pipeline.soar.com/6392670-9c35243fa3de583dddfb8da381d365e7/orig.mp4?Expires=1771174997&Signature=H2BN8Wi7nF4sttutsnSWm1jG4EZIKTcUUnzv7BNFsaO42Z4kvlyBccrg2b3bcCKkKR950dGSNTyK~wvj08VSd-cIC-S64sb32X8RrJK26zVYo844iRIyxTtmFsUk0k-fZFu0Lug9ynhP~gHRED698MWTgGcEx1qWWh7emxmY~IKZuJMJ6KzGijyBFzyDua9OaA713zkTULQBlcF0z9MZPxWE~qYKUxLqPFBiG1CW7WWnAsyJBq~PgoDLYzrgcPoCENFW9JO~MTPQGa3jXl5CrWMVu7LKJGd0XFr649zLsQEOmKz~Q~ZHcdFF7EVHyyJ2rNOL2LwoBb4pBm8lKO5RpQ__&Key-Pair-Id=KUT5TJCACFTXG","At a recent Weston School Committee meeting, several parents and community members urged the committee to adopt stricter rules on student use of cell phones and other personal electronic devices during the school day, while district administrators said the district must pair any device limits with sustained education about digital literacy.

Committee members heard more than an hour of public comment focused on a proposed electronic‑device recommendation. Parents described anxiety about social media, the effects of devices on student attention and social skills, and asked the committee to pursue a more robust policy or a task force to study options. Administrators described current building‑level practices, said the district is expanding digital‑literacy instruction and outreach (including the Screenagers film screenings), and asked the committee for time to return with specific policy options and implementation plans.

Why it matters: The committee’s decision would affect students across elementary, middle and high school levels and raise practical questions about enforcement, exceptions and how staff, coaches and families communicate schedule changes. Parents and staff told the committee that any restrictions will only be effective if paired with instruction that helps students manage device use and understand social‑media risks.

Public comment and concerns
A parent who identified herself as a Woodland mother, Gina, told the committee: “I share the same concerns or, more like deep‑seated dark fears about my children’s mental well‑being amid social media. It still keeps me up at night.” She urged formation of a task force to study best practices and to prioritize elementary‑age prevention and digital‑literacy work.

An education consultant, Beth Dietz, said she has visited other schools with stricter policies and reported stronger in‑person engagement. She urged the committee to revisit the district’s plan and consider models used elsewhere.

Administrators’ position and next steps
Dr. Gillespie told the committee the district recognizes the harms administrators and parents raised and that “these devices are not going away,” so the district’s response must combine clearer rules with teaching students how to manage devices and social media in healthy ways. Administrators described a multi‑building approach already in place: elementary schools use tighter device procedures, middle school devices are generally secured during the day, and the high school currently allows device use in specified times and spaces.

District staff also noted practical concerns that shape policy choices: enforcement logistics (for buses and transition times), the need to support captains and coaches who communicate last‑minute changes, and exceptions for students with medical needs. Administrators told the committee they had surveyed peer districts and that many use variations of “cell‑phone hotels” or secure storage for devices but that each district’s implementation differs.

Committee reaction and process
School committee members said they want more clarity about possible options, implementation costs, enforcement burdens, and how a stricter policy would differ by building. Several members suggested the administration return with one or two concrete policy alternatives and an explanation of expected impacts. The committee asked that administration and the governance subcommittee collaborate on options and that the presentation include: (1) a clear list of proposed rules by building, (2) enforcement and staffing implications, (3) an education plan for students and caregivers (for example, the Screenagers program), and (4) a timeline for rollout and review.

What the committee did: no policy vote
The school committee did not vote on a device policy at the meeting. Members directed district administrators to return with a short menu of options and policy text for further discussion; the committee said it may form or request a task force or subcommittee depending on the materials administrators provide.

Community context and related programs
Administrators highlighted several complementary efforts they are advancing: a district‑wide digital‑literacy scope and sequence (k–12), caregiver trainings, the Screenagers film series with in‑person Q&A, and classroom lessons on media literacy and well‑being. The district also maintains a confidential incident reporting form for bias, bullying and related incidents that staff said is being used during the ongoing work on school culture and belonging.

Ending: The committee requested administrators return with options and an impact analysis. Several members said they favored a stricter policy than the current recommendation; others emphasized the need to balance enforcement with education and reasonable exceptions. The committee signaled it will continue the conversation at a future meeting when administration presents proposed policy language and implementation plans.","At a recent Weston School Committee meeting parents urged a stronger cell‑phone and electronic‑device policy, citing students' mental health and social effects of social media. Administrators described a phased approach across buildings and said they will return with concrete policy options and implementation details.","actionData","errors"]

Article not found

School committee reviews proposed attendance policy edits to excuse health‑care visits and clarify access for students on extended leave

Weston administrators outline progress on district action plan: literacy reviews, PBIS rollout, curriculum adoption and PowerSchool migration

Parents, administrators press Weston School Committee on stricter electronic‑device rules; panel asks admin to return with options