William P Beando

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.

The meeting agenda focused on the review of the Wellness Committee's Mission Statement, which emphasizes promoting the health and wellness of students, staff, and the community. Key discussion points included the review of several documents: the MASC Wellness Plan, the current WRSD Policy 6618_NutritionWell..., and a Proposed Policy DRAFT. Furthermore, the committee addressed the Healthier Generation initiative, including the review of policy requirements and the use of the policy builder. Finally, updates were noted regarding future subcommittee reviews contingent upon policy updates.

This report from the Office of Student Support reviews the current state of equitable access for students, particularly marginalized groups, across the district. It details challenges and proposed solutions related to student registration processes, addresses pain points and responses concerning student attendance, and analyzes the adequacy of social-emotional learning (SEL) staffing and caseloads to improve student outcomes.