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.