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Holliston students describe Japan trip; curriculum team presents intervention gains
Summary
High school students and chaperones described a 55‑student April trip to Japan and shared photos; the district curriculum team presented intervention program impact, reporting over 100 students supported in literacy and math interventions at elementary schools with positive mid‑year assessment trends.
Students and staff told the School Committee on May 14 about a nine‑day April break trip to Kyoto, Osaka and Tokyo involving 55 students and nine chaperones. Chaperone and wellness teacher Ben Marsh described long flights and full days of guided learning; students highlighted bonding activities such as a karaoke night, cultural observations and student‑shot photography that accompanied the presentation.
Senior student Eli Kersian and other student speakers said the trip was eye‑opening culturally and academically. A teacher noted that Mount Fuji is visible fewer than 90 days per year and the group was lucky to see it, which the students described as a highlight.
After the trip presentation, the district’s curriculum and intervention team reviewed how interventions are organized across elementary and middle schools. Placentino’s literacy team reported providing cumulative support for 105 students this year, with about 60 students currently receiving services, roughly 30 students exited from intervention and 13 students later qualifying for IEPs; math interventions at Placentino reached 113 students cumulatively with about 65 currently served, 32 exited and nine referred for IEPs, according to presenters. Middle‑ and high‑school teams described differing intervention schedules and the use of DIBELS, I‑Ready, MAPs and classroom common assessments for progress monitoring.
Staff emphasized progress monitoring cadence (two data points per month for many students in intervention), the role of tutors, and use of targeted mini‑assessments to pinpoint gaps. Curriculum coordinators said most recent benchmark data referenced was from January 2026 and that end‑of‑year results would be available after May testing.
Public commenters earlier in the meeting asked the district to pursue broader metrics that account for all learners and to prioritize anti‑bullying policy work; the committee and administrators said policy review and community education would continue over the summer and into the fall.
The meeting closed after additional agenda items including school choice seats, a preview of an upcoming DESE integrated monitoring visit (June 2–3), and a discussion of bullying reporting and community outreach.
