Westford committee approves middle‑ and high‑school handbooks and advances improvement plans

The Westford School Committee on May 26 voted to approve updated handbooks for its middle schools and Westford Academy and endorsed related school‑improvement plans that the district says will deepen alignment, equity and social‑emotional supports.

Principals described mostly housekeeping edits to handbooks and several substantive changes. Middle‑school principal Mr. Angana said edits streamline duplicated language, align device rules with the district’s personal‑device policy and clarify athletics eligibility: “all sports are open to seventh and eighth graders and students try out; cross‑country and track are open to students in all three grades with no tryouts,” he said. He also described new introductory language framing enrollment and student records as designed “to support continuity of learning and ensure that all students are able to access instruction and school support as smoothly as possible.”

Westford Academy principal Mr. Tumi walked the committee through WA‑specific edits, including a change to how unexcused absences are counted. Tumi described a staff‑driven proposal to lower the unexcused‑absence threshold that can trigger loss of credit from six days to five days per quarter to address growing absenteeism, while preserving procedures for excusals and individualized credit‑recovery plans. He told the committee the district will work with caregivers and, where medically appropriate, district physicians and counselors to tailor supports for chronically ill students.

Both principals and committee members emphasized universal design and restorative practices. The approved school‑improvement plans adopt district goals around equity and alignment and include three collaborative data meetings next year to identify consistent grade‑level skills and measure student growth. The plans also call for further UDL professional development and expanded use of Wayfinder (the district’s social‑emotional learning survey) to guide interventions.

Staff described ongoing work on responsible AI use and digital learning. Adam, a district staff member, summarized a DESIE/PEAK cohort that explored classroom AI tools and cautioned that a static policy will become outdated quickly: “Having an AI policy is pointless. You need a position,” he said, arguing the district should adopt a nimble position and supporting practices rather than a rigid set of rules.

The handbooks were moved and seconded by committee members and approved by voice vote. Committee members asked administrators to continue clarifying rollout details for parents and staff — for example, where attendance and grading adjustments take effect — and to provide follow‑up data on how the revised attendance thresholds affect students.

Next steps: administrators will finalize handbook text and implement the approved school‑improvement actions for FY27, with additional communications planned over the summer and at back‑to‑school events.