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Parents and tutors urge schedule change and restored middle-school math leveling
Summary
During public comment several parents, a long-time tutor and a former school committee member urged the district to end the existing block schedule at the high school and restore middle-school math leveling and Algebra I options.
Several members of the public used the Feb. 27 public-comment period to press the School Committee for two related changes: adjustment of the Holliston High School schedule and restoration of middle-school math leveling.
Tracy Flecker, a parent of five and a 20-year teacher, urged the committee to move away from the present AB (A/B block-style) schedule in favor of more traditional scheduling that would allow students to take eight classes concurrently. Flecker said she believes the current schedule is ‘‘not equitable’’ for students with high needs and argued the district risks disadvantaging students who will compete against peers in other districts. She also referenced federal civil-rights obligations, saying equal-access requirements should drive schedule decisions.
Kathy Jarnier (introduced on Zoom), a former school committee member and a longtime math tutor, spoke in favor of moving the high school away from the block model and urged the district to offer Algebra I in middle school for appropriately ready students. Jarnier described problems she sees when students complete part of a math course and then go months without math instruction, saying that gap undermines retention and standardized-test preparation. She also recommended the district adopt DESE-aligned middle-school leveling that offers an Algebra I pathway for students ready for accelerated study.
Anne Canoni, another parent and longtime local educator, also urged the committee to assemble a committee of educators and community members knowledgeable in mathematics standards to guide any changes. She cited neighboring districts' approaches and recommended that Holliston examine models that preserve standards without creating new inequities.
Committee members acknowledged the comments and said administration and principals would work with teachers to craft implementation approaches. The administration later discussed steps for expanding Algebra I access and the need to clarify how any gaps (for example, geometry standards moved between grades) would be filled through summer work or in-district interventions.
