Students describe progress and supports at Springfield alternative programs

Two middle‑school students spoke during the meeting’s student representative segment about how alternative education programs and school counselors helped them improve academically and behaviorally and prepare to return to regular education settings.

Their remarks highlighted the role of counselors, sensory rooms, and structured supports at Springfield Middle and Public Day Middle in helping students succeed and manage behavior.

Diana Zeno, an eighth‑grade student at Springfield Middle (an alternative program), told the meeting she made “significant progress, both academically and behaviorally” since entering the program in sixth grade. She said she improved her attitude, “followed expectations, worked consistently, and stayed focused on my goals,” and that encouragement from school counselors — identified as “Miss Amy” and “Miss Mateo” in her remarks — helped her earn a place on the honor roll and build coping skills for transitioning back to a regular education setting.

Julianne Mendez, an eighth grader at Public Day Middle School, said she initially worried about being an outcast but found the program provided extra support, including staff who “help you navigate the questions” and counselors who “listen and give you advice.” Mendez said the school uses sensory rooms for breaks and noted that although the program does not have an indoor gym, it has an outdoor basketball court students can use.

Staff members named in the segment included Roseanne Henry and Raquel Mateo (appearing in the meeting’s roll call of staff present). Both students encouraged peers to seek counselor support when struggling. The statements were delivered during the middle‑school student representative agenda item and were acknowledged by meeting moderators before the meeting adjourned for a break.