Pembroke Schools Implement New IEP Form, Prepare for NEASC Visit

District focuses on student-centered approach, vision of graduate

PEMBROKE, MA - November 12 - Pembroke Public Schools is rolling out a new Individualized Education Program (IEP) form and preparing for an upcoming accreditation visit, officials announced at Tuesday's school committee meeting.

The new IEP form, mandated by the state, emphasizes a student-centered approach and increased family engagement. It includes changes to reporting methods and aligns with the district's new vision of the graduate initiative.

"The new IEP is both logistical kind of changes with forms, as well as kind of theoretical shift in some of the principles set forth by DESE for us as a district," said Jessica DeLorenzo, Director of Special Education.

DeLorenzo highlighted key changes, including a greater focus on student vision and family involvement. The form now requires more detailed transition planning for students 14 and older, preparing them for post-secondary life.

"We talk about five years, and then as we get into students age 14 and over, we talk about kind of transition planning after high school or post-22," DeLorenzo explained.

The district began implementing the new form at the start of this school year, following extensive training for staff. DeLorenzo noted that while the transition has required additional work, staff feedback has been largely positive.

"Our teachers have done a great job. And, honestly, they're really liking the forms," she said.

Simultaneously, Pembroke High School is gearing up for its decennial New England Association of Schools and Colleges (NEASC) accreditation visit, scheduled for next week.

Principal Marc Talbot presented an update on the school's preparation, emphasizing the shift to a more collaborative approach in the accreditation process.

"This is the first time – the third time I've done it, but the first time under this new model. And I can tell you it's been really a refreshing process and a breath of fresh air," Talbot said.

A key component of the accreditation is the school's newly developed vision of the graduate. This initiative outlines the skills and attributes students should possess upon graduation.

"We have a vision of the graduate that includes the attainable, transferable skills, knowledge, understandings, and dispositions necessary for success," Talbot explained.

The school has implemented a reporting system to track student progress toward achieving this vision. Starting last June, report cards included ratings on four pillars: empowered learner, meaningful collaborator, effective communicator, and engaged citizen.

"We're rating our students as either meeting, progressing, or not progressing," Talbot said, noting that different departments are responsible for reporting on specific pillars.

Committee members expressed support for the new initiatives but raised questions about implementation and communication with families.

Superintendent Erin Obey addressed concerns about declining enrollment, reporting a decrease of 46 students across the district this year.

"That is not any huge number that would facilitate cutting a classroom or changing a program. That's 1.9% of our total enrollment, which is considered statistically insignificant," Obey said.

The committee also reviewed draft school committee goals for the 2024-25 academic year, with members agreeing to further refine and prioritize the extensive list.

In other business, the committee conducted a first reading of several new and updated policies related to nondiscrimination and Title IX compliance.

The next school committee meeting is scheduled for Nov. 19, where members will review school improvement plans and potentially discuss budget matters for the upcoming fiscal year.