SCITUATE - October 20 - The Scituate School Committee meeting on October 20th was dominated by nearly an hour of impassioned public comment opposing the elimination of the Director For Love, Inclusion & Trust position held by jamele adams, with students, staff and community members challenging the decision to replace it with a broader social-emotional learning role.
The Full Story
In what became an extraordinary display of community engagement, approximately 30 speakers—including multiple students, teachers, parents, clergy members, and educators from other districts—used the public comment period to voice concerns about the restructuring of the DEI position. The comments consumed approximately one hour of the meeting, far exceeding the typical 15-minute allotment outlined in policy, with School Committee Chair Nicole Brandolini allowing the extended time given the volume of speakers.
Student speakers were particularly compelling. Angelica and Charlotte Lynch, representing the high school robotics team, opened public comment by thanking the committee for their new club space. However, the tone quickly shifted when students Madeline and Shane, co-captains of the girls golf team, raised concerns about their coach’s resignation and requested help securing equal treatment for their program. Interim Superintendent Dr. Thomas Raab responded that the coaching position would be posted immediately and that a Title IX self-assessment of the athletic program was underway.
The focus then turned sharply to the Love, Inclusion, and Trust (LIT) position. High school senior Juliet Stewart thanked adams, who spells his name lowercase, for his work across the school system. Multiple speakers, including 28-year district educator Nicole Gracia, spoke emotionally about adams’s impact. “His light, his love for everything that is good in this world, his enthusiasm and positivity has buoyed this district and kept our ship sailing in ways no one else has,” Gracia said. “Walls have come down and Scituate Public Schools is truly a more inclusive place because of him.”
Jenkins Elementary students Anna Forbes and Grace Seeger, both members of the LIT team that adams led, expressed that removing him “definitely made a big dent in our place and dimmed our light a lot.” High school junior Maeve Lynch described adams as someone who “makes everyone feel like they have a place” and noted his work made the district appear “very committed to continuing DEI especially in a time where that’s really difficult to do.”
Several speakers questioned the process and timing of the decision. Michelle, speaking virtually, noted that adams’s position is being eliminated and questioned whether the district is “capitulating to a political climate that undervalues DEI.” Cheryl Rydell, a former district educator, emphasized the importance of transparency and accountability, stating “it’s really important to define what it is that we value but it’s also equally important to make sure that we are using metrics to see whether or not those values are being instilled.”
Lindsay Newton, an adjustment counselor at Gates Middle School with a certificate in anti-racist education, argued the district was doing things backwards: “SEL should fall under the umbrella of DEI not the other way around because...those skill development cannot be done without a greater foundation of understanding differences diversity equity the idea of belonging.” She urged the committee to reconsider the position restructuring.
High school junior Eleanor Abel made perhaps the most pointed statement, asking students and staff who had been positively impacted by adams to stand—a significant portion of the audience rose. “I personally believe that we were not consulted for this decision and I feel like it negatively impacts us,” she said. “So if you say this is for the benefit of the students which students did you ask?”
Community leader Emily Matthews raised a procedural concern, citing policy GCA which states “only the committee may abolish a position it has created,” and questioning whether she could find public record of a meeting where this position was abolished. David Sullivan argued this was “not a personnel decision” but “a governance structural issue” that should be reconsidered by the committee.
Several speakers of color shared personal perspectives. Dena Dre, a Black woman and district parent, described the email announcing the shift to social-emotional learning as feeling “like something crucial was being stripped away.” She stated, “To remove the only Black administrator that this district has ever had without transparency, without warning, without care or consideration sends a chilling and deeply harmful message to this entire community.” METCO student Jayla Mae, a junior, expressed concern that the decision would affect her younger sister’s experience: “I want her to feel as if she’s just the same as everybody else.”
Multiple speakers addressed the broader community impact. Reverend Natasha Stewart of the Episcopal Church emphasized that adams “has brought his work into our community in a way that is absolutely invaluable” through partnerships with various organizations. Tom Evans, founder of the Whitman Freedom Team, traveled from another district to speak, noting his team wouldn’t exist without adams and urging the committee to support him.
Not all comments focused on the LIT position. Luke Poppish, father of two girls on the golf team, appreciated the internal audit being conducted but requested an external auditor examine equity and inclusion in athletics. He also called for transparency in booster club fundraising and expenditures, noting such money becomes public funds once given to the school.
Following public comment, which Chair Brandolini acknowledged had extended to approximately one hour, Interim Superintendent Dr. Raab addressed the concerns. “I was listening very carefully to everybody who presented and I heard loud and clear about the accountability and the transparency and the need for community input,” he stated. “I’m committed to diversity equity inclusion it’s a critical component to the development of our students and I would ask the community to allow me to prove that through my actions.”
Dr. Raab explained that a draft job description for a new position would be presented to the committee on November 17th, and that between now and then he would be seeking community input. He described the new position as “a key district level leadership position responsible for championing a safe and supported educational and school experience for all of our students.” He emphasized that during the transition, the district LIT committee would continue to meet, student LIT committees would continue, the commitment to equity tools for curriculum development would continue, and equity materials for new hires would continue. He also announced he would be holding office hours both in person and virtually over the next month to six weeks for community members to meet with him.
The meeting’s regularly scheduled business consumed the remainder of the evening, running until nearly midnight. The committee unanimously approved Irene Huel as Interim Director of Business and Finance. Huel brings experience as a licensed school business administrator with both public school district experience and municipal knowledge from serving on her town’s finance committee.
Director of Educational Technology Jacqui Frongello presented the district’s newly launched website, which went live October 3rd. The district partnered with ParentSquare for both the website platform and school communications. All six sites (the district site plus five school sites) were relaunched over the summer. The new system allows parents to customize how they receive communications—via email, text, or through the app—and when they receive them. Approximately 40% of families have downloaded the app so far. School Committee member Maria Fenwick noted some staff directory pages lacked email addresses; Frongello explained the email contact feature had been temporarily disabled due to spam concerns while the system is new.
Assistant Superintendent Ryan Lynch presented the proposed 2026-27 school calendar for first reading. Key dates include a Wednesday, September 2nd start for students in grades 1-12 (the Wednesday before Labor Day), with staff professional development on August 31st and September 1st. Pre-kindergarten and kindergarten students would begin Wednesday, September 9th. The 180th day for students would fall on Friday, June 18th with good weather, with June 25th as the 185th day built in for potential snow days. Election Day, November 3rd, would serve as a professional development day, with another PD day on Monday, March 15th. Proposed graduation would be Friday, June 4th. School Committee members questioned the one-week gap between the start of 1-12 grades and kindergarten, suggesting it might be challenging for families with children in both categories. The committee will vote on the calendar at their November 17th meeting.
The School Committee presented draft goals for 2025-26, developed over several months including a summer retreat. Brandolini and Fenwick explained their framework using the metaphor of a “circuit board”—acknowledging that school committee goals must be careful to support the system without micromanaging areas outside their purview. The three proposed goals are: (1) approving a triennial district plan focused on academic and instructional improvement with specific efficiency targets in math and SEL action steps through June 2028; (2) monitoring the superintendent effectively using progress goals shared quarterly to inform the annual evaluation; and (3) gathering data related to programmatic progress, outputs and outcomes to help determine project priorities in the upcoming budget. Fenwick emphasized these goals reflect the committee’s essential function to advocate for the school budget in town, which requires “real examples of ways in which our money is being well spent.”
The bulk of the meeting’s scheduled agenda focused on a comprehensive presentation of 2025 MCAS results across all schools. Interim Superintendent Dr. Raab framed the presentation by noting there would be both “good news” and “areas where we have some concerns,” particularly at the high school level where students knew the test no longer counted toward graduation requirements. He emphasized that principals would discuss budgetary needs related to improving results.
Assistant Superintendent Lynch provided an overview of the state accountability system, explaining that districts are evaluated both normatively (compared to similar districts) and against their own internal targets. Scituate’s district and all schools fall under “substantial progress toward targets,” roughly the top half of districts statewide. The accountability system tracks not just overall achievement but also growth, with particular focus on the lowest-performing 25% of students to ensure aggregate performance doesn’t mask underperformance in specific populations.
The four elementary principals presented detailed results. At Cushing Elementary, Principal Jesse Craddock reported a 7% increase in 5th grade exceeding expectations in ELA, though there was a slight overall decline grades 3-5. In math, 64% of students met or exceeded expectations with notable strength in 5th grade following a return to departmentalization. Science showed dramatic improvement with an 80% overall increase in students meeting or exceeding, which Craddock attributed to departmentalization and authentic learning experiences. The school’s accountability percentile was 86, with particular progress in the lowest-performing students category (moving from 0 to 3 points) and students with disabilities (0 to 4 points).
At Hatherly Elementary, Principal Kristine Sheahan reported 65% of students meeting or exceeding in ELA, an 8% increase over the previous year. The school reduced partially met/not met from 44% to 35%. Sheahan noted particular focus on writing instruction, with teachers collaborating on prompts, graphic organizers, and success criteria, then analyzing student work together. In math, 69% met or exceeded (8% increase), though only 53% of 4th graders met or exceeded, becoming an area of concern. The school implemented math workshop model across all grade levels and expanded use of instructional manipulatives. Science showed a 5% increase to 64% meeting/exceeding after the previous year’s struggles.
Jenkins Elementary Principal Mary Oldach celebrated addressing a concern from the previous year—while 0% of 4th graders had exceeded expectations in ELA in 2024, that cohort (now 5th graders) had 7% exceeding and 56% meeting or exceeding overall. School-wide ELA increased 5% to 62% meeting/exceeding, with 3rd grade showing a remarkable 21% increase. Olduc strongly advocated for a second math specialist position, noting the school has two reading specialists but only one math specialist serving K-5, which she described as lacking “equitable support for math intervention.” She explained that one specialist cannot effectively serve all students needing targeted math support while also pushing into classrooms. Math results showed mixed performance with 4th grade scale scores increasing but 5th grade declining by 7%. Science increased to 72% meeting/exceeding, holding steady through the departmentalized model.
Wapatuck Principal Tracy Riordan reported dramatic improvements in 3rd grade—70% meeting/exceeding in ELA (up from 41%) and 74% in math (up from 54%). She attributed this to intensive focus on Tier 1 instruction and use of the “bridge cycle,” which uses end-of-year data to set up intervention groups at the start of school rather than waiting for fall benchmarks. However, 5th grade math declined from 59% to 49%, which wasn’t a surprise as end-of-year benchmarks had shown the drop. Riordan emphasized work on pacing guides and spiral review, particularly for geometry content that comes late in the year but appears on the May MCAS. She also strongly advocated for certified media specialists in elementary libraries to address digital literacy standards, which would help with both keyboarding skills for essay writing and integration with science instruction.
Common themes across elementary schools included: writing/essay performance as the lowest category across the state; geometry as a consistent area of need in math; the benefits of departmentalization in 5th grade for science and sometimes math; and ongoing challenges with chronic absenteeism despite progress. All four elementary schools are implementing “bridge cycle” interventions at the start of the year, cross-district grade-level collaboration time, and increased focus on formative assessment and instructional objectives. The new Open Architect data platform was universally praised for allowing easier analysis of cohort performance and more granular examination of student needs.
Gates Middle School Principal Ryan Beattie reported 61% of students meeting/exceeding expectations across grades 6-8, with an average growth percentile of 48.6 (typical range). Writing continues to be an area needing improvement in ELA. In math, 59% met or exceeded with typical growth of 51 percentile. The school saw a slight increase in exceeding and slight decrease in not meeting. Expressions and equations emerged as the area of greatest need across grades 6-8, while functions and statistics/probability were strengths. The 8th grade civics test, administered for the first time, showed very few students not meeting expectations, with results fairly consistent with ELA performance since the test heavily involves reading and synthesizing primary sources. Science showed 62% meeting/exceeding with a slight increase despite statewide declines. Beattie celebrated that the school’s accountability percentile increased from 49% (pre-pandemic) to 76%, calling it “substantial progress.” All student groups were in typical growth for ELA and math, and chronic absenteeism targets were met for all subgroups. The school implemented STAR assessments for the first time to have real-time data throughout the year rather than waiting for spring MCAS results. WIN blocks now provide targeted intervention time, with groups becoming more specific as STAR data becomes available—moving from broad categories like “literacy” to specific skills like “responding to non-fiction text in writing.” Beattie emphasized the continued need for social-emotional support, noting “students need to feel safe in school, students need to have a reason to come to school.”
Scituate High School Principal Marc Loranger reported 72% of students met or exceeded expectations in ELA, though the percentage decreased slightly and student growth increased slightly. The school is implementing CommonLit assessments as a new benchmark for 9th and 10th graders to get quicker feedback data. The school separated CP and honors level courses, which had been combined. In math, 65% met or exceeded (1% increase), with algebra and functions showing strength but geometry and statistics/probability identified as focus areas. The school will use STAR benchmarks for 9th and 10th grade and create WIN block supports for the lowest-performing 25% of students. Biology results were particularly concerning—while the accountability data showed students from two years ago who scored relatively well, the current sophomore cohort (who took biology as freshmen last year) showed a dramatic decline. Only the results from two years ago appear in this year’s state accountability because freshmen biology wasn’t counted. Loranger and science department chair Pat Newton are already addressing the ecology content, which is taught in September and then not revisited before the May test. The plan includes scope and sequence changes to spiral ecology content throughout the year. Loranger reported the school has about 90% daily attendance but chronic absenteeism remains high, consuming significant administrative time. “I probably meet with kids five or six times a day on attendance,” he said. “Getting them to school consistently is a major goal.” The school expanded WIN block to five days per week and added a “sailor block” on Wednesdays. Loranger made several budget requests: a math specialist is needed at the high school; he floated the idea of a district attendance officer/”truant officer” similar to what larger districts use; and additional adjustment counselor support for the Lighthouse program serving students who are disengaged or absent. Loranger also acknowledged concerns that students didn’t take the MCAS seriously, noting he overheard students saying “this doesn’t count anymore,” and plans to hold an “MCAS rally” with sophomores to emphasize the test’s importance for school data, class placement, and scholarship opportunities.
Director of Special Education Michele Boebert presented aggregated data for students with IEPs across all grade levels. She noted the inherent challenge: to be eligible for an IEP, students must have a disability and not be making effective progress in the general curriculum, which is what MCAS tests. Across grades 3-10, 60-66% of students with IEPs fell into “partial expectations,” 14-20% “not meeting,” and 20-31% met or exceeded depending on subject area. Importantly, Scituate’s students with IEPs either matched or surpassed state averages for students with IEPs in almost every metric. Notable highlights included 10th grade science (37-39% meeting/exceeding vs. 15% state average), 10th grade ELA (36% vs. 10% state), 8th grade civics (28% vs. 13% state), and 3rd grade math (41% vs. 17% state). The district reduced not meeting expectations in ELA from 28% to 20% and increased meeting/exceeding in science from 25% to 31%. Seventy-nine percent of students with IEPs attend fully inclusive classes, exceeding the state target of 65%. Next steps include meeting with teams to review data and adjust instruction, reviewing IEPs for needed accommodations, examining child find for students who struggled but aren’t identified, and building the new language-based learning disability program at the high school now in its second year. Boebert is also creating a special education resource library at each school with books on high-leverage practices and evidence-based instruction.
Assistant Superintendent Lynch concluded the presentation by emphasizing the district’s focus on “building systems and structures to bring data closer to students at the school and teacher levels.” The November 10th professional development day will give teachers time to examine timely student data, particularly through the new Open Architect platform, which allows filtering by school, year, grade level, content area, and tracking of individual cohorts across years.
In other business, the committee unanimously approved two policies on first and second reading to meet a November 1st state deadline. Policy LBA (Middle School Pathway Exploration Policy) addresses state requirements to make the process more equitable for students to learn about and apply to career technical education programs. Policy KCD (Public Gifts to Schools) was updated to align with MASC model policy and recognize modern donation venues. Dr. Raab acknowledged this policy update would require significant education for groups who accept gifts, including booster clubs, and that the district would “ease into it” to bring everyone into compliance.
The committee approved the September 29, 2025 meeting minutes.
The meeting, which began at 6:03 p.m., ran until nearly midnight—one of the longest school committee meetings in recent memory, reflecting both the volume of public input and the comprehensive nature of the MCAS data presentation.
Why It Matters
The elimination of the Director of Diversity, Equity and Inclusion position and its replacement with a broader social-emotional learning role has created significant concern among students, staff, and community members who fear the district is stepping back from its commitment to equity work, particularly for marginalized students. The decision affects not just programming within schools—including the LIT (Leadership In Truth) committees that many students credited with making them feel valued and included—but also community partnerships and the district’s reputation as a leader in DEI work that other districts have looked to emulate. For families of color, LGBTQ+ students, and others from historically marginalized communities, the change raises questions about whether Scituate will remain a welcoming and safe environment. The process by which the decision was made—without apparent student input and with limited advance notice to the community—has raised concerns about transparency and shared decision-making. Meanwhile, the MCAS results presentation revealed both strengths and challenges that will require continued investment, particularly in writing instruction, math intervention support, and attendance initiatives. The data showed that while Scituate students generally perform well compared to state averages, significant achievement gaps persist for the lowest-performing 25% of students, and chronic absenteeism remains a stubborn problem across all levels despite intensive efforts by principals and staff.
Meeting Minutes
Key Motions & Votes
Motion: To approve Irene Huel as Interim Director of Business and Finance. Outcome: Approved. Vote: Unanimous. (Timestamp: 1:04:36)
Motion: To approve Policy LBA (Middle School Pathway Exploration Policy) as presented. Outcome: Approved. Vote: Unanimous. (Timestamp: 3:56:46)
Motion: To approve Policy KCD (Public Gifts to Schools) as presented. Outcome: Approved. Vote: Unanimous. (Timestamp: 3:57:20)
Motion: To approve the September 29, 2025 meeting minutes as presented. Outcome: Approved. Vote: Unanimous. (Timestamp: 3:58:36)
Public Comment
Extended public comment lasting approximately one hour focused overwhelmingly on concerns about the elimination of the Director of Love, Inclusion, and Trust position. Approximately 30 speakers including students, staff, parents, community leaders, and educators from other districts spoke about the impact of jamele adams and the importance of dedicated DEI work. Students from elementary through high school levels spoke about feeling seen, valued and included through adams’s work and the LIT program. Multiple speakers of color, including Black students and parents, expressed concern that removing the only Black administrator sends a harmful message to the community. Others questioned the transparency of the decision-making process and whether students were consulted. Several speakers noted the national political climate around DEI and urged the district not to capitulate to pressure to diminish equity work. Two speakers also addressed athletics equity concerns and requested external audits of both athletic programming and booster club finances.
What’s Next
Interim Superintendent Dr. Raab will develop a draft job description for a new district leadership position focused on safe and supported educational experiences for all students, with community input sessions to be held before presenting the description to the School Committee on November 17th. Dr. Raab will also hold office hours both in person and virtually over the next month to six weeks for community members. The School Committee will vote on the proposed 2026-27 school calendar at the November 17th meeting after receiving feedback from the Professional Development Council and addressing the kindergarten start date question. School Committee members Fenwick and Brandolini will continue holding office hours for community input. Principals will continue implementing data-driven interventions including WIN blocks, bridge cycles, and targeted support for lowest-performing students. The November 10th professional development day will focus on math instruction and training teachers on the Open Architect data platform. Budget discussions will include consideration of requests for additional math specialists at elementary and high schools, certified media specialists for elementary libraries, adjustment counselor support, and potentially a district attendance officer position.
Eliminating DEI from US culture is a Blessing from Heaven above. Well done.
Please correct my last name. It is Nicole Gracia who is the 28 year educator who spoke. Thank you.