Corinne S Balyk

The meeting served as a discussion and feedback session regarding the FY27 draft budget, involving the Business & Finance subcommittee, State delegation, and Town Representatives. Key discussion points included the process and timeline for budget finalization, concerns regarding regional school transportation, per-pupil amounts, and the funding formula, particularly noting that the district is currently under a hold harmless status. Town representatives raised concerns about proposed assessments, the impact of the school budget on overall town budgets, and the potential need for town overrides. Discussions also covered the proposed expenditure and development (E&D) funding, the status of the Chapter 70 taskforce addressing funding formula issues, and the necessity of developing a contingency or "Plan B" should the budget fail to pass. Next steps included town leaders communicating concerns to the state and the subcommittee sharing relevant Chapter 70 taskforce contact information.

The meeting included several procedural actions, such as authorizing the chair to send a letter supporting the Paxton Community Garden project and suspending Robert's Rules of Order. The main focus was a detailed discussion and presentation regarding the Fiscal Year 2027 (FY27) budget. Key discussion points during the budget review included proposals for essential staffing changes such as adding positions like a family engagement registrar, an ASL teacher, and several special education and interventionist roles across various schools. Committee members also discussed financial assumptions, anticipated state funding, and specific line items related to school supplies, Chromebook purchasing plans, capital project estimates, and addressing middle school common planning time. Various schools presented specific budgetary needs, including equipment replacement, material requests, and facility concerns.

The Wachusett Regional School District's RISE K-2 Program outlines a strategic framework to support student learning, independence, and personal growth, preparing them to reach their highest potential as active, engaged, and contributing community members. The program's vision emphasizes rigorous learning standards, differentiated instruction, and inclusive practices, aiming to maximize students' academic potential, social-emotional learning, and communication skills. It operates through a multidisciplinary team, aligns with Massachusetts frameworks, and provides individualized and inclusive learning opportunities focused on essential math, ELA, social, and living skills, fostering frequent communication and collaboration with families and school teams.

This document outlines the Skills for Transition and Empowerment Program (Central STEP) for students in Grades 6-8 at Central Tree Middle School. The program aims to support students in becoming self-directed individuals by focusing on building life-long skills such as academic integration, community engagement, social skills, career readiness, daily living skills, self-advocacy, time management, and social navigation. It emphasizes preparing students for a smooth transition to high school and life beyond the classroom through real-world learning and a multidisciplinary team approach.

This document outlines the vision and mission for the Skills for Transition and Empowerment Program (STEP 1 and STEP 2), designed for students with Autism and intellectual disabilities. The program focuses on individualized instruction, skills for life development, and social-emotional growth, aiming to empower students for a successful transition to adult life. Key areas include functional academics, social and emotional learning, pre-vocational and transition skills, functional communication, and community integration to build independence, confidence, and readiness for life beyond school.