School Committees Raise Concerns Regarding “Portrait of a Graduate” Program

Report on the Meeting of the Regional and Amherst School Committees, April 29, 2025

This was a hybrid meeting and was recorded.

Second Phase of “Portrait of a Graduate” Program Moves Ahead This Month
As part of her efforts to develop a strategic plan for the school system, Superintendent E. Xiomara Herman (Dr. Xi) engaged Dr. Allison Layland of the Academic Development Institute (ADI) to bring the Portrait of a Graduate program to the district. The program works with teachers, parents, and students to determine what skills, personal competencies, learning, and habits students need at each transition point in their education in order to succeed when they graduate. 

Five focus sessions were held this winter to determine the competencies desired. The second phase of the program will continue in May to analyze and align structure and functions to achieve those goals, design actionable markers (milestones, actions, a timeline, and outputs), and establish practice-focused collaboration. In July through September, the plan is to develop a strategic budgeting plan for equitable allocation of resources over a five-year projection to support programs and make decisions on trade-offs for funding shortfalls.

The focus groups came up with the six most important characteristics for a graduate: adaptive problem-solver, critical thinker, innovative creator, responsive citizen, self-determined individual, and skilled communicator. Performance toward these goals can be evaluated at each transition level. Layland stressed the importance of considering all students when evaluating their progress toward these goals, and continuously evaluating both the goals and progress by using data to identify barriers and address challenges. She noted that many of the students said that their teachers were already teaching these skills. The students did ask for more technology courses.

School Committee Members Offer Critique of Program
Several school committee members pointed to deficiencies in the goals of the program. Bridget Hynes (Amherst) and Tilman Wolf (Leverett) noted that markers of academic achievements were not included in the six areas of competency. As an example, Hynes said that one needs math skills to be able to evaluate data and make decisions. 

Wolf stated, “These are all soft skills which are very important to be successful in today’s environment, but we have to be clear that this cannot be achieved without rock solid math skills, ability to use data, reading, writing, foreign language, appreciation for music and arts, knowledge of history. These are things we must have and that requires traditional learning that’s hard. It’s not just about talking nice things. If you don’t put this here, people may think that they can get away without doing the hard work.” He suggested that a metric to evaluate the district might be the skills needed to get accepted into the best colleges and do well on SATs. Herman replied that one needs to be a skilled reader to be a critical thinker, so academic skills are implied in the goals. She also noted that students said that their teachers already teach critical thinking and problem solving.

Deb Leonard (Amherst) said she liked the overarching goals, but had a hard time seeing the inclusivity for different learners and questioned the premise that the entire 13-year educational experience could be reduced to two sides of a piece of paper. She also noted the sparse attendance at the focus sessions and worried that there wouldn’t be buy-in from the teachers, especially if they didn’t participate in the process. Herman replied that special sessions were held for teachers and paraeducators because it was difficult for them to participate during the school day. She plans more outreach to educators in the hope more of them will participate in the May sessions. She stated that it is crucial to have the input of the educators for the program to be successful. 

Anna Heard (Shutesbury) also questioned the inclusivity of the plan. “Not everyone can be a creative innovator,” she said. “Some people just aren’t innovative and creative. They just want to do what people tell them to do and they can do it very well. Other people like to innovate, like to have big ideas, but not everybody is that person. [Maybe] we need to say every person who graduates from Amherst needs to at least be able to be a functional member of society.”

William Sherr (Pelham) questioned the choice of ADI to develop the strategic plan, saying, “I have a lot of concerns over who ADI is and what their online presence shows is not necessarily in line with some of the district’s beliefs and interests. They’ve had a lot of religious research on teenage pregnancies and different things like that.” Herman asked him to send his specific concerns to her.

Students in Engineering for the Social Good Course Present Two Project Proposals
Four students from John Fabel’s Engineering for the Social Good class presented two projects that they have been working on. Two students developed a design for a covered gazebo for outside the school’s main entrance to give students and staff a comfortable place to congregate outside. They described their process for gathering input and selecting a design. They are now working on fundraising and obtaining a permit. Herman said she and Director of Operations Mike Gallo will meet with the group to discuss the project.

Two other students are part of a group looking to reuse plastic waste from 3-D printing. They noted that available recycling equipment is expensive. They want to make recycling that is available to small customers, so they designed a machine to shred material and extrude filament for further use in 3-D printing. They are looking to refine their machine in the fall.

Repairs and Mold Study Done at Middle School
In her report, Herman said that the mold situation in the middle school was evaluated and levels were not found to be higher than outdoors. She said the music practice and storage rooms have been cleaned and can be opened for use. All ceiling tiles in the school have been inspected, and damaged ones have been replaced, she said, but added that the real solution to the leaks will be the replacement of the school roof. 

The topping off ceremony for the new Amherst elementary school at Fort River is scheduled for Tuesday, May 20. This is when the last steel beam is added to the structure.