##VIDEO ID:sVL0PGOSBC8## for which it stands one nation under God indivisible with liberty and justice for all thank you this meeting is being live streamed by CHC T media and posted the CPS website for community members to access and watch iners public participation will be taking place tonight in accordance with the Chums school committee public participation policy anyone speaking tonight during the public input portion of the meeting has notified the superintendent's office of the desire to speak and has been provided with these guidelines upon request written comments receiv received no later than 12:00 p.m. on the day of this meeting will also be read made a part of the record of the meeting during the second public comment session so welcome to this meeting of the CH school committee uh we don't have any minutes tonight so we're going to go right to our student reps all right um spirit week is upcoming at the high school kicking it off on Thursday is Pajama Day followed by Friday being Scrabble day uh Monday being pajama day and uh Tuesday being dressed as a teacher day and Wednesday is school spirit day for the pep rally uh this CHS theater Guild it's having their Beauty and the Beast um play very very soon starting this Thursday at 7:30 p.m. they're also be shows on Friday and Saturday then being from uh one being at 1 pm and the second being at 7:30 and that's for both days um this will be hosted at the um Cher pack um the CHS homecoming dance is upcoming this Tuesday it is open to all grades and tickets are sold at lunches um these uh at lunches it'll be sold until Monday um it will go on from 7:00 to 9:00 p.m. um also on this day is a CHS Powderpuff football game at the simonian stadium from 2:30 to 3:30 hi everyone so this Thursday at 9:30 a.m. in our gym will be the signing day for our athletes that sign their nli at the D1 D2 or committed to play at the D3 level and this Friday hour Chums High School South Asian Student Association will be hosting garan night at the cafeteria and then the class of 2027 will be hosting a hesford lights contest houses will be judged using the following criterias of visual design presentation best use of Lights festive or funny theme Community spirit and their overall presentation and wow factor um judging will happen by the students and advisers of the class of 2027 the week of December 15 to the 22nd with winners announced on the 22nd there will be a kickoff on December 15th at the high school with free hot chocolate and cookies with dinner from Heavenly hot dogs um for this competition you can sign up using the form in the CHS class reps 27 Instagram bio or flyers or I can try to share that with someone here people are interested in signing up um but you do have to pay $20 to enter but the winners will receive um some prize so good luck to people that sign up great thank you if you're looking for any closeth for Teacher Day you know I like a teacher day all right any uh good news yep I one piece of good news so we had 18 CHS students that were selected to participate in the uh Massachusetts music educator associations auditions for their Northeast senior District music ensembles see how I had to read that so and we also had several students who secured their first chair for their musical instrument positions great nice anybody else have any good news they want to share okay all right um so we don't have any speakers for public comments so we'll move right into new business yeah we're going to jump right in um first up on the agenda this evening is a um presentation from South Row so we have several uh South Row staff members with us I'll let them just introduce themselves um and we'll hear a little bit about what's happening at South Row this year so Terry we'll turn it over to you and I everybody thanks for having us Terry Gilbert the principal at South Row we have um some special guests here tonight Allison hee is a special educator at South Row Amanda Colman is a fourth grader that is new to us from Herington this year and of course Jason romalo assistant principal it's his birthday by the way happy birthday happy birth and uh yeah so we're here to just share some information about um the push in model for special education at South Row school so the last few years we've really uh made an effort to expand the pushin model and to build capacity in staff um so it's not always appropriate but in some cases it is appropriate for students to um receive their special Education Services in the classroom um so we spent a lot of time like looking at data working with staff um to try to expand that model so uh Allison and Amanda uh do the push in model in fourth grade for an hour of math in an hour of reading uh we do have the push in model across all grade levels um but fourth grade is the one where we have the most amount of hours with a special educator pushing in um so there's lots of benefits they're going to talk to you about the benefits some barriers um kind of what that model looks like um for some students uh they may have like started an an education plan with a pullout model um and then over time um they've made successes and we're able to push them in say the following year um some students might have like split Services where they might be in the classroom for Math and they might be out of the classroom for reading um but our goal is really um for first of all time on learning is a big benefit to students staying in the classroom um and the motivation um to kind of be around their peers and and Alison and um Amanda can talk a little bit more about that oh sorry so we thought we'd start by going over what is this pushin model so essentially the special education teacher who is Allison pushes into our classroom um and she's essentially supporting students on IEPs alongside the general education students and we like to laugh that Allison lives with us so you know there's so much of the day where Allison is with us that by the end of the day you can't really tell who's the who's the true teacher anymore um but we also have a full-time par educator with us um so when kids are not when Alison cannot be with us we do have someone else supporting us throughout the classroom as well okay so there's a lot of benefits that come with this push and model so first all students meet with the teacher with each teacher so yes I'm the case manager liaison for these special education students but that doesn't mean that I'm not working with every single student in the classroom Amanda is also working with all of my special education students as well as the general education population in the classroom um special education students get direct instruction from both teachers with their peers so when we um kind of organize groups for math um we do all small group teaching um so when we organize groups for Math and for reading we pair we look at data and we pair um kids who are on the who are on an IEP but also with maybe kids that might need a little more support as well that might be part of in the SST process or they might be getting reading interventionist or math interventionist um small group instruction benefits special education students along with the general education students who may need more support I just touched upon that it also eases transition to middle school as students are working with multiple teachers so in the Middle School um teach or students uh see multiple teachers couple uh one for reading and social studies one for Math and Science so this kind of eases that transition in understanding what that feels like and greater opportunity for accommodations and differentiation in the general education classroom so I because I'm in the classroom for so much of the day I can see what accommodations students need in the classroom um or what they benefit from maybe they benefit from more graphic organizers for math maybe they benefit from um using a highlighter to highlight word problems um so I'm able to kind of see that and then that also leads me into being able to write their IEPs with a sense of them being in the classroom more instead of being pulled out okay um so also the benefits is that this since like Allison is in the room with them so much she's able to see our kids in the the environment that they are the most used to she's able to see the kids not only during academic time but also non-academic time as well and she's able to help um with that social emotional needs or those transition needs or those executive functioning needs where in the past if she wasn't with me I would have to go and talk to her and be like hey I'm noticing someone's really struggling with XYZ and we'd have to come up with a plan but now she's here we both just look at each other we go okay we need to fix this and here's what we're going to do and we're both able to see it in order to make those decisions moving forward um there's also increased time on learning due to less transition no one leaves so there's no no one's leaving so you're stuck with us all you stuck with me all day um and they just uh they're able to transition just between the two of us too which makes it a lot easier and they're practicing those transitions um and they're a part of they feel more a part of our community because again no one's leaving every everyone is getting serviced in our classroom um and it's also just they're able to have more access to role models as everyone's you're with all your friends one ever wants to leave their friends so they're able to um we're able to use our other students who could be role models and point out okay maybe when we need to take out our folders like let's all see how X is doing it and then we're able to have um pair of them specifically for that as well um so um we thought we'd also go over what it our um what this looks like in our room so for reading rotations we have four rotations daily and they're each just about 15 minutes um and like Allison mentioned we've spent a lot of time both this summer and this fall going over their data and bu um building groups based on achievement levels and areas of growth so that way we're getting the most bang for our buck when we have those groups um the kids get two rotations of guided reading so meeting with a teacher reading a book um and the very cool thing is they meet with each of us um both every week we switch off so I'll take two groups and Allison will take two groups and the following week will switch um and students are able to meet with both of us and um we're working on the same skill set just at different levels for all of our students um so we always meet with the kids meet with us twice every day and then the final two rotations are something along the lines of phonics or our I ready time where they're getting those individualized lessons um and other activities to meet our standards and goals okay so this is kind of what a general reading rotation looks like so the one in the middle means reading rotation one and it will just switch every 15 minutes um where it says the groups group one 2 3 four those I've have the student names in them so every single kid is in a group and then they look up there where do I need to go um Amanda is fantastic at putting those visuals up there so they see okay that table Miss Kellerman sits at um the rectangular table Mrs he's at this is is what I need this is where I'm going these are the materials I need and it's a Well oiled machine and there they you know the timer goes off they look to the next the board they say okay that's where I need to go those are materials I need and then you know they're off and then 15 minutes later it moves and they know exactly where to go um so math we follow a very similar model um we use 20 minutes rotations and there again four of them and it spell out it spells out the word math so we have meet with teacher where they'll meet with me the general education teacher and I'm typically introducing our new topic then they'll go to activity which is where we're reviewing skills or reinforcing skills so that's where Allison will meet with everyone and um work on our previous lessons or previous skills and continue to accommodate and modify and ensure we're all getting what we need to get at that time then Tech time is of course I already m and then handson this is where um the kids will do a game um related to either a past topic or like multiplication facts and we always they're working with Partners so they're working together in a group and we always have our par educator there to support our students as well so this is what a typical math rotation looks like again similar to reading rotations um it spells out math at the top on the bottom um would be the the kids would be grouped so they'd see their names okay I'm meeting with Miss Kellerman I'm going to activity they know exactly by the visual where they're going what their job is what materials they need um and again it's a Well oiled machine they know exactly what to do the timer goes off and then they will switch this will go like so kids that are on let's say meet with Miss K for rotation one then the next rotation they'll be on um the activity so it just goes in order so this is data we pulled the data um that kind of shows how beneficial this um kind of model is so the data on the left is MTH scores from our unit tests from so far this year um and as you can see aside from um one of the scores um they do pretty well this is these tests are with accommodations they are given visuals they are given graphic organizers um they are able to use things that are help them be successful and we also do basically all Assessments in small groups so I'll take I generally take my students that are on my case load to a small group table Miss Kellerman takes kids that maybe need more support to a small group table then we have some kids that maybe don't need support at um their own desks um and then the the um data on the right is from last year so I've actually been doing this model for this is my third year so before Amanda for two years in a row I was working with another fourth grade teacher um and the first year I worked just with in I was just in there for reading last year we moved it up to reading and math so as you can see this is I ready math data from last year from my my special education students so in the fall two of those students who actually were pulled out previously for math with me for ever since kindergarten were in the red um after being in this kind of model those two students were in um the yell and you can see how much growth all those kids have made over the Year this is one same school year uh so the right hand side is from last year so yes it's fall and then spring um the same school year yeah that's that's a lot of growth yeah amazing so um and then we also just wanted to talk about some barriers that we've encountered as well because we know this isn't the perfect most perfect model but we're we've tried our best um so one thing there is an huge increased time commitment for both myself and Allison we meet weekly on top of all of our other meetings so we meet to um plan out both reading and math um all of that and to have to find that time within both of our busy schedules that don't always line up which goes to our next one at finding cing planning time this year we're lucky we both have the same prep at the same time but we meet in the morning we meet in the afternoon depending on to make sure we have all of our lessons and I would say we don't always just meet for consults we meet you know probably once a day just on the Fly um just today we were talking about you know some students I'm assessing them to for their progress reports and how how how much growth they've made since the beginning of the year for their reading level and you know their reading rates haven't gone up significantly so we were just consol about what could we do differently moving forward into term two could you know different reading assignments how could the parent educator help so we're constantly talking but it's a huge time commitment and um meeting multiple needs in one room there are a lot of needs in the room social emotional kids on I AP is it's not just when we do a uh we have a very large placement process thanks to Jason um when in the spring we'll start placing students for next year and we um having this model we really look to not just kids on IEPs but also kids that might have been on SST they might have 504s they might just need that extra support so being able to put them in a classroom like this with a special educator with this kind of support it's a lot um but I think Amanda and I work really well together which also brings us to our next point is incorporating multiple styles of teaching this doesn't always work right um you know it works for us because we work really well together but and we are very big proponents of small group teaching um but not all teachers like moving forward they want to do this you know this involves um aand teaching the same lesson four times in 1 hour for math you know that can be a lot and um it can be an huge undertaking instead of just standing up and teaching um one lesson to the whole group um so that could be a barrier and do you want to talk about the next one um annual meetings pull both adults from the room together which doesn't sound like that big of a deal but our kids are so routine that we've taken their two teachers pulled them both out and now it's so unexpected for them that it's it's a really hard transition so we have to put a lot of thought into my sub plans and how I'm going to do it to make my room somewhat run for an hour when they're used to just H always having two two full teachers in the room and our Pera um and then the last one we kind of talked about is there's a lot of extra stimuli in our classroom which can be overwhelming there's both of us are teaching at the same time we're on different sides of the room and we're trying to be understanding when the pods are not the the biggest areas either so we're trying so hard to not duel against each other and then the kids who aren't with us are also trying to drown both of us out so they can focus on their lesson as well um so it can just be a lot sometimes for students who struggle with that yeah and just to that point like we have a student this year who um I think the small group teaching is good for him but I think the extra stimuli with all the transitions because they're they're transitioning every 20 minutes every 15 minutes in reading and math and he has to look up at the board he has to get the right materials he has to go to the appropriate place it's a lot for him so like we we've just been trying to come up with another idea to help him with those transitions um so it's not it's not for everybody but um it definitely there's just so many benefits that outweigh the barriers thank you yeah and um I just want to truly thank Mrs he and Mrs Kellerman for embracing this model um I know you all know too well one of our strategic plan goals is to really look at that achievement um Gap and trying to make that Gap smaller and I think some of the data that we saw tonight shows that this model is beneficial and it's really um impacting a lot of our students in a positive way um which is something that we're um proud of and proud to see um Mrs gobert said this at the beginning too we've um we have this model happening in different spots throughout our building so push in is happening all over the building not just in fourth grade um but um we're looking to continue to expand that where appropriate so typically in January we'll start to look like um as Mrs he said at our placement process to start thinking about what students might benefit for this model um and really kind of use data inform decisions to kind of think about that even as early as January right to start really thinking about placements and matches um but I am proud of we're proud of our staff for truly embracing the model as Mrs heie said the benefits really do um outweigh the barriers um I'd also like to speak to that the sense of belonging in this classroom Community I know they touched on this a bit um it's great for teachers to have you know someone to bounce ideas off of it's great for kids um and kids have another adult in the building that they feel like they can trust um and are there to support them whether or not they're on Mrs hee's case load or not when you walk in the room you get that general feeling um that it's all one big community and that's a testament to their work so um well we're excited for the remainder of the year to watch the growth we look forward to seeing that the data that that this group will show um but yeah any anyone have any questions first of all I applaud you for doing this so I work in the chumford schools as both a special educator and a general educator I've tried this model nowhere near successfully you've done it so I really applaud you it takes an incredible amount of Co collaboration and work to do it I do have one question though about so if you're how do you maybe you do this through careful placement I saw that growth for those kids who were first grade and they ended up the year you know maybe a little behind but on grade level how do you deal with the lessons math and particular for kids who are really at least a year behind or something you're trying to teach them a fourth grade level lesson but they're really third graders or really second graders how do you work that into the lessons so I will say for those particular students coming in I'm that was I ready data so I it's very hard to see is this really where they are because sometimes for those two particular particular students um you know I can't read the test to them I can't explain things I can't give them the accommodations they require on that diagnostic test but they are a so I had them in third grade and they were doing great third grade I was teaching them third grade curriculum so they were able to do the grade level curriculum so I saw that they knew their multiplication facts and I was like okay let's try them in the classroom with myself so while it says grade one on the data they are they were able to do actual grade level work I will say like to your point if these like it doesn't this type of model doesn't work for every so if it's if there's yeah if this if this you know there there are in fourth grade there's our room that it's all push in but then there's another classroom that has kids that are being pulled out because they are too far below and they can't do that grade level work good work though I think that's really impressive to see doing yeah with good results um also really excited to hear about how this is going and um that the two of you have worked well together on it two questions one is just curiously are the teachers like you two teachers who volunteer for this opportunity is this something that rotates to different teachers is it Vol I would say is collaborative like we start thinking about it you know Allison collaborates with other special Educators like who's coming up who might work with this model right and we have so Amanda is our our second fourth grade teacher who now has done this model but our goal is to have all fourth grade teachers um like try it right and some it probably will work better with but we want to build capacity around that and same not just with Allison but like we have a third grade teacher who does some push in um and that that's been expanding as well too so um it's there's going to be Pockets that this really works well but we don't want to just be like oh that's working well just going to just that's where it's going to stay like give it a try and you two and Jackie Duncan would are like good resources too right so um when they were working on it together and and I applaud them because Amanda you didn't know Amanda didn't know each other at the beginning of the year so that was huge right you weren't sure y um and Allison quite frankly I'm GNA that's throw me under the bu like two whatever two three years ago now and we're like listen what do you think we want to try this look at there's these students this is probably going to work for she's like I just don't think that's going to work I I've been here for 10 years that's not how I do my job can you why why don't you just think about it and like we'll talk and uh and now she's like our biggest spokesperson I'm like and I do speaking to what Jason said about being a part of this classroom Community is I am part of that classroom so I just love the fact that you're every kid in that room like sees me not as a special educator not as a special helper teacher but as part of the classroom and every you know they all say hi to me in the hall and they all come to me in if she's worth students and I'm free in the room should they come to me for help or they you know ask me things it's it's great um so that's awesome and having done co- teing as a gened teacher before I know it's definitely tough so thank you for the extra work you're putting in for that um separate question is I guess maybe more um sort of on the school level so I I heard a little bit about how placement happens but I'm just curious in like some early data are there students that could benefit from this that aren't getting this opportunity and is the goal to expand it so that more stud students are given this opportunity or there's some sort of uh focus of putting the students all in the same class you could most benefit from this opportunity where students who need the pull out are kind of put into other classes I'm just curious like in the long term is the goal to expand this so that everyone who can benefit from it is receiving this opportunity I'd say we're close too to that but you want to talk about yeah I would say um obviously and I think we've um we've kind of mentioned like that this model isn't for everyone but we are trying to expand it um I think looking at that data in January is very key to start seeing like what are some Trends and then starting to really look at student cases and talking to Liaisons and talking to general education teachers to see um who might benefit from it so our placement process is quite detailed uh in the sense of of involving a quite a bit of people um so getting our special education teachers together um getting our general education teachers together and really thinking about kids that this would work with and kids that it wouldn't work with um is important so in addition to like obviously our I ready data f&p data all of the data sources that we have that anecdotal piece of how kids function in a classroom is also key so the quick short answer would be yes we're looking to um expand this um but we also want to be mindful of like it's not for everyone abely um and I think those conversations and really taking a deep look at that data is really what's been supporting us yeah so my thought wasn't so much everyone should get this it was more are there kids that you have to say like these kids could really benefit from this we just don't have enough classrooms where it's happening yet yes yeah there are probably some um but we watch the data and I would say like a big part of the process too is starting have those conversations with parents in January okay so this is what we're seeing this is the progress next year like we're thinking about this because they're part of the team and they're part of the decision making process yeah no and there's multiple obviously multiple classrooms in this particular grade that do have special education students in them so um this is one of the several that are so it's really looking at like that best kind of match um for the model cool thank you can I comment first of all this is wonderful because I've been following the Strategic plan from the very beginning and you are doing what the Strategic plan is asking you to do which is that Allison gets to spend as much time as possible with her students and in turn Amanda uh has the privilege of doing the same thing which is what what we really wanted to try to see work within the system so the other thing is I want to really commend you on the collaboration and what I'm seeing is that it's not only the collaboration between the two teachers but it's also with Administration this has taken quite a bit of effort to make sure and your use of the data which I think a lot of us get worried about are we just going to become data points or is this going to be really transferable into what's happening with each student and wow it works and and that's really wonderful um I also had a question about parents and it looks like you are bringing parents into the discussion in making uh choices going forward so so that's terrific as well I really commend you on this I know years ago there was a co-taught classroom and it didn't really work well and I know part of the reason was because of the teachers their Styles the way they work together and so it was very difficult for them to make it through the year so I know that this takes quite a bit more and so kudos to you guys that's amazing and it's the kids that are benefiting uh which is terrific as well so thank you just two quick questions first of all congratulations this great model um what's what's the power of rule during all this everything's going on I know you said the par is involved but what are they what are they that a good question yes um I would so in um for reading uh so she kind of has a different role like in each subject area and actually I'm also in there for writing so 30 minutes of writing too um so for reading she I we call it the fluency Club so there's a group of my kids uh my students that need extra support and practice in decoding and reading so she um does that three times a week she's also um she's also like there's also a student on a behavior plan in our room so she is also running that um but we are too like it's not just her um so she has that she is um I'm trying is there anything I'm for forgetting like in math sheit helps to facilitate the games but then she's also able to and walk around and help students or provide that like a little extra dose if even after they met with me and Alison they need just a little bit more work to get that New Concept or if a student is just not getting something she might pull the student um for extra practice um for writing we do small group writing too so Amanda will like launch a lesson and or like a mini lesson and then we'll like split kids into small writing groups and she like I tend to get my I my students that are on IEPs um and she gets more of the ones that need just a little extra support but not on IEPs and then um the parah is also in there like facilitating and making sure like the other kids that are sitting at their desks are able know what they're supposed to be doing and on the right track um so she's she's she's used utilized to the max good she gets to wear a lot of hats yes yes and this is just how's the rest of the school get going not just everything good is there any you know things that need to work just no to work at I might be a little biased but these two make it so great we don't get to talk to you very off just how going so it's going great Amanda and I love working together so awesome and South Road tends to get these pilot programs and these you know innovative ideas and so on so congratulations I really appreciate hearing also the pain points too since that really helps us kind of have a better sense on how it's going so I appreciate you're kind of sharing all sides no just real quick tamy and Jason very much obviously appreciated very informative and Allison and uh Amanda um just want to acknowledge the extra time that you put in because I know this isn't you know easy it's a lot of extra time you have to cave in you have to really work together off each other so um it's recognized and appreciated great you anybody else any other questions I missed the presentation however I absolutely know you nailed it because so you guys are good I appreciate all the work you do with all right well thank you all for coming tonight thank you a good night night thank you could you pass a water bottle now please sure as South Row is transitioning um we're going to switch into our second um report of the evening um Christine Clancy at DPW director is with us um to just share a little bit of the news on the thank you again folks um share a little bit of the news on the first quarter um work orders um with schools and DPW working together um So Christine welcome back and we projected your um thing for you yeah perfect yeah next time I can probably put some of these in slides it might read a little better um so just provide an update um we provided an annual report last year summ summarizing the total number of work orders broken down by location and also by trades um and so we're moving forward in that same reporting fashion uh also I'll talk about at the end of uh my summary also next steps because we are upgrading to uh newer software that I think will provide some more analytic data um and help us plan and uh prioritize the work orders that we have uh so for uh this first quarter July 1st 2024 to October 20 oob October 1st uh we completed a total of there's 431 work orders that were completed or generated in that time frame um of that total amount of work orders about 83% have been completed and we report it I said by look the nine locations including this building um also we by trade so it's broken down by electrical HVAC Plumbing carpentry Roofing painting uh whether it be playground or landscape delivery there's a lot of deliveries between buildings um snow ice we don't have any of those thank God right now um parking and then just general uh maintenance needs um and so thisan also provide and on the second page of this report the the breakdown by school so in totality we're at 83% complete but then you can also look at each of the schools and you can see the first figure shows it um shows it in a table form and then the second is a chart um so similar to the last year's annual reporting pardon me sorry my computer's off um uh the most number of work orders generated are in the high school um and and then follow by the middle schools and and lastly the elementary so the completion rate is relatively um similar I think the lowest being 70% this building and then there's various reasons as so I we have it's all based on resource loading the needs of the Town um but I think it just shows that and actually I looked back at last year's annual report and actually we reported the same amount 83% so be interesting to see as we track this to see what our completion rate is um and then if we go to by trade that's I think where it's a little more interesting to to kind of dive into where we have um and so general maintenance because that's such a catchall it's so many different requests so that's usually generates the the most number of uh requests um and then all the way down so we have delivery Landscaping roof a lot of um like roof has been 100% complete when you get to some of the trait is in plumbing hvc electrical that's where we had the lower percentages electrical being the lowest and this is we do have right now so HVAC we do have a lot of needs 50 needs but we do have the on call contract we do also have in-house um staff for electric for electri electricians we do have two electricians there's just so many needs across town um so that is just a split um but I will say that we do prioritize the work orders so anything that's really emergency that I think I believe those are being addressed um it's just you know the workload that's in front of us also I think in terms of the reporting the total number of work orders are 43 one that's a pretty large number but I feel like that you know the summer time is when we're getting a lot of work done preparing for the school year um and we'll continue to monitor quarterly and Report quarterly um as we look ahead we are upgrading our software so the software that we have um as functional it is I think there's a lot of opportunities in the new software that we're upgrading to so brightly Solutions provides a new software um we are in the transitioning phase or really basically building out the framework of that program I'm just getting dates now potentially January we would do some training and then we would set a date um or timeline to basically start it um potentially could be in the spring uh it will take time to kind of capture some of that data to provide the analytics but I mean it has a lot more capabilities in terms of um preventive maintenance planning you can also estimate and put in labor hours track you can eventually we want to eventually track it maybe tied to assets so we can track how many hours are spent on a piece of equipment that's down the line but I think um we're using this program as we currently have it but there's a lot of more opportunities in the the software that's coming um and with that training um and so that an I'm interested to see you know this reporting of this this next this year but I think really looking at next year there'll be more data that we can Report with the new software and happy to answer any questions any I have one what what is delivery what do they do so so I think that as that's part of our process when we build the frame framework for the new system because sometimes it depends how people put in work orders and we do try to filter that and but sometimes someone will put it as a general request but there's so many deliveries between um between schools so someone if if um equipment is delivered to a bu delivered here and has to be brought to a building so it's it's delivery usually um between either between buildings or sometimes it's a deliver is made here but then they need Dew to help bring it to a certain location or custodians so I think there's there are a lot of requests but also if you go look through the general um the general there's some of those delivery items too so we will look at that just to see if there's more of a a different way to uh track it for future but um but it is used if you look it's it's really just delivery of various it could be equipment it could be helping unpacking it's related to something being received or something being shipped out or between buildings this this just for um like this is the time of year also where like a lot of performances are coming up at the schools so we need to actually just move equipment like staging and things like that between buildings so we might actually just put in the system like a ticket like we're going to need to have these um stages what do they call them the uh RIS thank you like moved from one school to another um different things like that it's mostly internal yeah just for the scheduling piece of it okay thank you other questions M I have more of a general now we're getting into cold weather season heating systems all up and running I know kind of cranking them up about a week ago and everything look yeah everything is is operational um I mean we'll we've we've that was probably by mid October everything was operational and I know we also are bringing on some of our newer boilers just with the new projects but everything um we're still in some of the punchless close out phases but everything is operational great oh just a quick thanks to uh Christine and the staff at DPW uh we accomplished a lot this summer the summer is usually a downtime for us there's like 8 to 10 weeks where we can get a lot of work done and all the trades work very hard to not only do just the regular um repairs and things like that but we had a lot of capital projects we were managing um at all different schools so U very much just appreciate the partnership and the the work with DPW they do excellent work for us and with us um just want to acknowledge that thank you all right thank you very much right I'll see you in January with the next report okay we'll be here I still hope there's no snow few more snow and ice once on there potentially just another note you did uh you crushed town meeting again as always you K thank you that's a hard crowd over there positive I'm a positive personation thanks the TRU hanging out with you guys coming in uh all right uh third item on the agenda this evening is our school Improvement plans for the year excuse me um Linda will just review some um highlights for us sure so um in your packets you have a copy of all the school uh Improvement plans this is the yearly plan that is required by each school um according to the Department of Elementary and secondary education the schools work uh collaboratively with their school council so this year I actually included in who's on each of the school councils because the school councils should be as close as possible a balance between teachers Administration and parents and then they usually have a Community member at large or community liais on they all call them something different um and then they put together what those goals going to look like and what will those action steps look like so each of the schools got together with their school Improvement councils and they were able to put together their goals and their action steps and they're in the packet for your review what you'll notice is the elementaries work together and same with the middle schools to a certain extent given their new configuration but you'll see a lot of the same goals reiterated in each of the schools because that's what they do is they work closely together and then you'll see the differences in their data right as to how much of a percentage they're looking to increase same with the middle schools and then the high school obviously is its own um um working uh building and then they usually have a lot of other parameters around it including their kneas work that they're doing I was going to ask you like how do they come up with the numbers like some schools 100% other there's 105 110 so they'll look at the different so they a lot of the schools you saw with the I ready data so they were looking at so the difference between um growth scores in I ready compared to what you probably used to when you see the mcast we always say they have to be 50% or higher with I ready because it's not just a assessment for Massachusetts it's Nationwide they go by a 100 so what you'll see is some schools need to reach a higher growth than other schools based on how the students performed on their I ready data that was going to be question too I was like they have the same goals but the numbers are varied right so some of them want to see more of that stretch growth some of them just need to have the typical growth so they look at their individual schools how their their students performed at their school so how often do these councils meet and how do they update this information I mean in a perfect world they meet more regularly but I would say they meet anywhere up to three times a year so right now they their big goal of working at the beginning of the school year is to look at last year's data and then try to come up with this year's goals and then see how the progress is going for their status updates having been on two different School site coun or councils before being on school committee I can say we met monthly in both of those schools that I was part of the school council yeah when I was on that Center School it was we only met maybe four times a year it depends on the school and how it they're run they there's no requirement for how many times you have to meet but um I said the SRO was probably meeting once a month Center was when I was there too I was that for a little while but this was probably that's good a makeup of when it's because it's putting people's schedules together but really they have to look and see how they're progressing with their goals once the goals are in place I noticed one of the things of McCarthy is to look at the schedule and redo what are they what are they trying to do and how just want to get well they want to just get some more feedback because they did make some adjustments for this year based on last year's feedback so originally um teams were running concurrently and then students were cross teamed and they found that difficult because um counselors were having difficulty getting to all the students so then the teachers really wanted to um go back to even though that the two sets of teams were running concurrently they still wanted to be a four-person team and that made it more accessible for the counselors so they're running that this year but there could be some issues with that like one of the things that we've already found is that all four teachers at a grade level can't meet together right so yeah and you might have to just pick and choose what you're doing so you don't just similar with like professional development you don't just be like okay we surveyed you once we made a change this is it for the rest of your life you have to kind of do multiple iterations so they want to just make sure that they're receiving as much feedback as possible and doing the best that they can with the amount of time that they're allotted great any other questions on any of the school Improvement plans okay well thank you I appreciate the chance to see them though yeah that was great right all right um fourth up this evening we're going to stick with Linda uh who's going to provide a little overview of the curriculum adoption process as we talked about previously specifically you know kind of using the literacy as a framework but just even just to kind of ground Us in exactly what goes into the curriculum adoption process what some of the timelines are um and just put our presentation together on that so slide one is done thank thank you Dr Lang um so yes I'm going to walk you through the adoption process no matter what the content area is and then I just wanted to do take a closer look at the larger literacy adoption as we go through this so um there are five stages to the curriculum adoption process that I'm going to be reviewing this evening this is our process that we use in chumford and have used even when I was a teacher in chumford and also as a school administrator so one of the things you'll find is whenever we start a curriculum adoption process we have to condu conduct some type of A needs assessment right like why are we adopting curriculum why are we even thinking of looking at different curriculum so um quite honestly it's always based on a need right so you wouldn't just say today we just want to get new curriculum because we feel like it you would have to have some type of a need but it has to be driven based on the student body that you're currently teaching any changes in your standards right so um we've known that we've had multiple iterations of our learning standards especially math and Ela since the larger launch of them when the mcast originally first came out and then we also are looking at like different pedagogy that we might have for our students and then um looking at some of the gaps typically um it's driven in chelsford I can speak for chelsford specifically like the antiquation of our current curriculum products so for example um the product may not be um supported by the publisher anymore especially like your online digital tools um they may not be um producing the books anymore right so we ran into that especially with literacy that if you needed to replace something you they no longer provided that for you so you're you know you're looking on Amazon for a couple extra copies so um really you have to make sure that your product just doesn't become Antiquated because that's when um pedagogy and different curriculum starts to kind of Splinter in the schools in general people start kind of putting their own curriculum together so the process starts obviously at the administrative level so typically we review all the available products that are out there and then we invite the vendors in to present their products so we usually start with the larger vendors right the big ones that a lot of people know about and then we bring in um like for example for ELA we had um hotton Mifflin hardcore they're one of the big ones that come in s Gage which is uh they've assumed National Geographic because that was another big one Hinman Wilson and then most recently the adoption of math they had presentations by McGrath Hill hoton Mifflin and illustrative math they look at um we all look at the other products but then at some point you have to have a few of the three to four of these vendors come in and actually present to you to see if you wouldd like to move forward with some type of a pilot process so the review focuses on the connection with our standards our assessment options or connection to current assessments that we have um and both make to make sure there's differentiation and access points for students to learn so and part of our civil rights review we assess the program for items to make sure listed to make sure that there's no signs of bias within the product it's a it's a long process to do um it's something that we're actually reviewed with with desie so it has those different components that I have up there invisibility of stereotyping selectivity and reality fragmentation linguistic bias and cosmetic bias so we want to make sure that they're not just um for example in unreality um unreality they usually say have missing facts or ignoring facts especially unpleasant facts right you want to make sure that on the front the Cosmetic piece you're like oh wow look at this this great you know female scientist but then there's no mention of a female scientist with inside the book you see nothing past that because some of these things are very flashy when you first get them you're like wow Bing Bang Boom beautiful colors and then you're like well where's the meat of all of it so that is like one of the biggest parts of the review process um then what you do is we move forward with a piloting a few of the curricul that we have decided to invite in and they'll send us their products so what we typically do is we set together a committee right and that committee is representation from all the schools the levels you know special Educators because this is a commitment for teachers not only to teach the products that they're going to have but also to have the meetings before school after school filling out surveys so they do receive professional development points for it but they really want to be part of the process and help make a decision for the um for the district so for ELA we had um 26 teachers when we did the fontis vanel classroom and then for math I believe um they had I have it up there um the 21 teachers plus the administrators that are part of that whole process as well and then when you have a product it is ideal if you can visit schools that are currently using the product so for ELA even in the middle of like right before covid hit we were able to get to two School districts one was out in Templeton and the other one was conquer public schools and then what you want to do is bring the um teachers together so whoever is piloting one program compared to the other you put them together by grade level by school so they can kind of talk about the pieces and components of their product well wirs is doing this this is what I see in ours because even though they have their own product that they're piloting they really should be talking to each other to find out what's what's what's working what isn't working in the product what what they see so we made sure that we put together um the Committees by grade level and by school Beyond just working on just putting all the people together that was using one product compared to another one and then what we have to do is start with the initial feedback from the teachers and the administrators what they're seeing with the products when they first start off with it so these are just like little snippet pictures of some of the work that was done for both Ela and math then what eventually when this is all said and done you do your final surveys you are doing um classroom observations to see how it's working in the classroom talking to teachers in real time review the strengths and weaknesses and then you'll make any adjustments based on the feedback and when all goes well you look at all that data you from your surveys you look at the alignment to your current District goals you um you know really bring the numbers to the superintendant and he loves that part of the process right see how much this is going to cost especially when you're doing an elementary um curriculum adoption gets very expensive and then once you make that final decision you coordinate your communication with all the teachers to let them know what's happening and start your ordering so that's sort of the overview of like what happens with all curriculum products and then one of the most important pieces here um is to make sure that you have a multi-year professional development plan because you can't just drop these things at the doorsteps of teachers and hope that they can you know figure it out and it shouldn't just be a I'm one and done so usually the PD always starts with the vendor and then you Branch out from well at least I know I will make sure that I Branch out from there whether you continue with the vendor because it's working out well or you have in-house Personnel or you use some type of other outside vendor that will help the teachers for a multi-year process and then in your packets and you'd have to click on the link um because it's a you know a pretty large document this is just a link to all of our curriculum materials for all your cont content areas by level so if you're curious what's happening at the high school and this is the main products not the you know the smaller pieces it's like what are your main products are we using hoton Mifflin are we using hinaman are we using Pearson um and then it also lists the digital tools that the district um adheres to so that you can Prov on your own okay so did I miss a i don't no I didn't miss sorry and then this is the timeline that I keep um so I need to know who's up next for curriculum adoption cuz that's like the big one so you see that science is on there and it's on there for the K through six because the last time they had an adoption was back in 2016 those were the Foss kits that we have um so they are up for the next curriculum adoption piece um history and social sciences is up there they are transitioning for um their five through eight teachers into that investigating history it's kind of a little bit of a slow roll out we're going to have to see if that's really the full Direction they're going to go in my only hesitation around that it's very good I I actually have an account with desie desie put this together it's a very good program um my only hesitation always is if we don't own something and what happens if it goes away then what do we do I there's no chance of it going away that I hear but that's just going to be a constant angst for me and then right now the 9 through 12 they although they're up late for an adoption piece they want to keep their current product um they use a lot of the Pearson products so they may or may not be up for it so your big one coming up is science K through six they're due they're the next group so I wanted to talk a little bit about um the literacy program I know there's a lot of talk out there about in the media um whether it's social media whether it's on TV some of the correspondences that you received regarding literacy and the products that are out there so before we start with any specifics surrounding our literacy adoption in the district I just wanted to take some time to briefly touch upon like reading instruction in general that's a lot of the stuff that you're hearing out in social media and media in generally specifically the science of reading so there's been a lot of discussion around this topic um it's simple terms it's the science of reading is rooted in Neuroscience right how does our brain learn to read what are the steps that go along with this and the key component starts with pheic awareness and phonics and then moves all the way through fluency vocabulary up to comprehension which I fully agree with you need to have you know have those pieces in place and then what you need to have though is evidence-based curriculum so I think um things started to go a little you know sideways for Most states when um There Was Not That explicit instruction in pheic awareness and phonics it it has to be explicitly taught to students which I fully agree with and then you have to then have regular practice with fluency you heard a little bit tonight of sou row some of the ways that they're bringing kids through different stations to be able to practice that as they get into the upper grades and it's important because if they do not have those foundational skills they are not going to be able to progress through the rest of the skills needed to become strong readers and they have to practice reading a lot so it is very important that you have those foundational skills in place for students for them to be successful UC ful once they progress through the grades so this is just I'm going over like I said this the kind of like simpler piece of it there's a lot more to the science of reading um so then there's what we're finding in Massachusetts and probably what you've heard Ed reports and curate Ed reports has been around for a long time so as of today there's about 70 Educators so Ed reports in general there's 70 Educators Nationwide that review series of programs whether it's reading math science they have that they rate meet them and they usually use them they meet together with groups of people other um reviewers and they use their rubrics and then they decide if the product is meeting you know or exceeding or not meeting um the guidelines that they have on their rubrics curate is similar but they're Massachusetts base Educators that are reviewing products that have been reviewed by an outside group such as Ed reports and they're doing a similar process where they have rubrics they go over the different curriculum products they use up to the reviews usually do up to maybe I think three series is what I've what I've learned so far they receive like a small stien and then they go through the rubrics to try and find evidences of your um you know standards alignment accessibility and pieces like that and then what ends up happening is they rate these these curriculums based on how you know how well that they did right so one of the big things out there especially with FPC and I wanted to just highlight that um in particular is that it did not meet the Ed reports ratings one of the big things there and you know one of the things we were actually fortunate enough is um the the authors behind fontis pel classroom are actually Leslie from Leslie University and we we have access to them a little bit more than maybe other people in other parts of the country but um one of the big things was is they never made it past there four gateways for Ed reports they never made it past gateway one and two because I would agree with this and we did as a district agree with this they don't have it's not a strong pheic awareness phonics background so what happens in Ed reports is that if you don't meet gateways one and two they don't move forward they stop looking at the product they don't look at it they don't review it and it's good and bad in one way like good because you don't want to have a product that's not meeting something but it's bad because the rest of the program really never gets looked at so if you get take a district like chumford chumford puts to you know we we realized that it wasn't strong in their phonics background so we went with foundations instead but then there's so many other good components to the product that it's never going to make it past that Gateway and then with Cur rate if it hasn't been reviewed by Ed reports and if the publisher is not submitting it it doesn't get reviewed at all so that is the reason why fontas and panel did not make it through those gate Rays so that's you know that's part of the the issues that are out there some of the things that you may be hearing from people as to why it's not a high quality instructional material there's more to it but it just hasn't been reviewed um Ed reports once you they've given you a um a rating they don't take it back again for a second look which I thought was interesting so there's no there's no redo you it's a one and done well it's probably because they don't have a lot of Raiders so I'm I'm sure there's a lot of products out there but I that's just my my assumption do they talk to teachers that are using these products or are they just looking at it from rubrics is it they look at it from the rubric setting only so um they don't know what's going on in yeah they don't bring it into the classroom and so when in our pilot program like I was talking about they um they teachers are actually using it in front of students we have real life students that are happening with Ed reports reviewers are working with other reviewers they go through some training on how to come to consensus building they meet weekly and um then using the rubrics they decide if it's me met their rubrics I don't have a copy of their rubrics I didn't go that deep into it um so that is a little problematic because they're just looking at the product not using it with kids and to me that's probably like a very big Missing Link in general whether your product has met the standards or not met the standards I would need to see what it looks like in the class classroom and I would want to hear what the Educators in our district are saying about the product for the students that they actually are teaching in front of them because I'm assuming it might be different if it's used maybe in an urban setting or a small school district a rural School District there's got to be a lot of nuances that go along us so I'd rather hear from our teachers than I would people I don't know and then um there is a Publishers report um response to the Ed report review um from the public sh themselves talking about some of the issues that they had I think one of the biggest issues is that they had asked for a um um an extension because some of this stuff was still in publication but they were denied that piece and then this has been our literacy adoption timeline um I started with 2011 because that was the big change in the standards for ELA and math so there was a lot of adoption that was happening um your Elementary School teachers were getting a lot of new curriculum all at once they were very busy so probably could attest to that um prior to that though we had the Scholastic program in grades K through five Pearson in grade six and hmh in grades seven and eight so this is our whole timeline and where brings us up to where we are right now for literacy I did highlight the FPC in grades five and six because I know you um received some some feedback regarding that so A couple of things about curriculum products they typically run K through 5 6 through 8 9 through 12 that's how the Publishers put together their products so grade five was always receiving FPC because they received Journeys back in the day we just have to adjust it based on the timing that they have for literacy instruction in grade five compared to an ele school teacher grade K through K through four because elementary teachers typically have about 90 minutes where your um Middle School teachers grades five and six would only typically have 60 minutes now they're up to 70 minutes which is was great um not as much as a middle school I mean elementary school but it's still great and then for grade six um rather than pull in all the different products we wanted to for continuity to ask some of the teachers to take a look at it to see if it would work to keep the continuity or decide if we should then bring in more products if it wasn't going to work at all so I don't have any um I don't have any correspondences to the contrary that it wasn't going to work what I didn't do and I probably wouldn't make sure that I make a note of this moving forward um our K through 4 Teachers went through some extensive surveys that they had to fill out prior when we were doing the adoption process because I only had a small group for grades five and six I didn't have them fill out those surveys and in hindsight I probably should have had them fill that out it was more conversational that was happening in their you know Department time oneon-one with me we were in the middle of Co too which was interesting because some of the conversations were online like video so in hindsight I I would recommend for myself or anybody out there that everybody everyone fills out their surveys because it has all those counter pieces to it so I spoke about it earlier um one of the biggest things you have to do is professional development I don't care how great a product is if it does and how beautiful it is if you don't provide professional development for the teachers it is going to be very difficult for them especially the ones that weren't the pilot teachers because it is brand new for them so one of the things we did is we sat with um heinan and we had some really good instructors at the time um and we mapped out year one first so this is just a snapshot of what year one looks like for um the fontas and panel classroom K through four I will say one of the benefits of covid if we that's something we can say the pro having additional time with the online piece for for professional development was amazing I don't know if we would have been able to pull it off as well if we didn't have the time to um provide it online and then additional time that teachers were not in front of students so it was a it was a plus if we have to find pluses for um covid and then um for K through two teachers we rolled out foundations K through 2 first because it would have been too much of a heavy even gra pulling in grade two was a heavy lift for us but we just really wanted to make sure those kids were not um being left behind so year one we did the professional development for grades K through two for foundations and this is again a snapshot of their plan and then grade five and six in 2122 this was their first year roll out of their plan so what they were getting for professional development when they were having it what the topics were and again we started off with um our group and then we worked with um Leslie University which I'll talk about U moving forward so then one year is great but it's I'll be honest with you it's not enough you have to do multi- years so continuing with FPC and Foundations we continued with Leslie University for foundations and then we had Wilson come in to do additional PD in year two for them and then grade three was brought into the fold in that second year it was their first year with fundations most school districts stop at grade two but I we really thought it was important to continue to grade three and especially if we had missed any of the students we wanted to make sure that they had that continuing piece and we still stay K through three with foundations did this not move forward come on there we go and then K through four in year three we took it in-house and um our department coordinator for literacy Kelly Rogers um put together after school sessions for teachers to take a deeper dive especially into the writing mini lessons because the book was still in publication and that started those Publication books started to roll out as we went through that so so those were the just the dates that she did those during that school year and then for grade five and six we started obviously in the summer for uh a group of teachers to do summer work that we paid them for to start to organize the FMP materials that included the teachers that had it as a you know original Le the two teachers in grades five and six um that had the products to organize the material and just create an initial pacing guide because it was going to look different in grades five and six than in a k through four given the amount of time that they have to teach literacy and then we continued throughout that school year with Leslie University with we had one instructor and this was the same for um Elementary too but we had um one instructor that worked primarily with grade five and the other one with grade six they were a middle school person where at the elementary level we had someone that was more of an elementary school person and at elementary level we break them up K through two 3 through four and then five and six went together with the secondary instructor from Leslie University and then FPC relased in um their review of the 180-day plan for teachers if they wanted to use that as their process to go through how to teach the program because there's a couple of different ways you can Pace that and then you just live your pacing guide for a year and you make adjustments as you go along because everything looks good on a piece of paper when you put it down at first then you go and do it and you're like oh we can't do this and you make those adjustments and then their continued um piece we had to take a look at this is when we were in the process of doing the reconfiguration of the two schools so now they were going from a 60 Minute to a 7075 minute give or take a transition time and then um grade five was now incorporating their mini lessons um grade five teachers had an amazing idea because one of the things I know that was like one of the the concerns that teachers had is they wanted teachers kids to have a a copy of every book basically in their hands and that's not how the program works so what they did is they identified the books that they were using to do their writing more of writing piece and we bought the additional copies I'm like that's brilliant this is the best idea I've ever heard in my life so that was a really good idea and now we're bringing that forward with grade six for this year if there are certain books that they know that they I get I get the the difference between seeing something online and having it in your hands just having a literacy background if they identify these books that they really want that physical copy for every student then let's identify them and let's purchase them so that's where grade six is that at this point and then for standards alignments I know that there was some concerns as this um you know aligned to the standards they do have we looked at the first alignment document that they had as part of the initial review and then there are grade level standards and alignment for Massachusetts specific standards not just the Common Core ones and that those are all hyperlinks for you there's a lot of pages I was going to print them out for you but that is what you would see if you want to look at your specific standard alignments and which store and um different standards went with each different part of the components of the program um I know there's been talks around the literacy grants in general so the first two grants that came out were the accelerated learning literacy grants um they were offered in 22 and 23 they were offered after we actually purchased our curriculum but that's fine um however the first one in 2022 we wouldn't have qualified for just based on numbers alone that was for districts that had under ,000 students but for both of these um grants a priorities given for underperforming status at the school district and that is not the CHS for public schools so when you get into competitive grants if you're not meeting those criteria you're not going to receive them and then they don't support a pilot process you have to pick one of the Ed reports slash if curate had already reviewed it you had to pick one of those programs that's what a lot of districts did they picked one of the programs that was available that had met the standards in the in Ed reports Andor curate and then the partnership for reading success that is the current grant for 2025 so interestingly enough districts I guess this is what I'm assuming happened they purchased through the literacy Grant and you would only receive up to $200,000 by the way for one of these grants um they purchased it but they didn't I guess have professional development behind it which is very foreign to me so this first prism Grant that's out there right now now we wouldn't qualify for it because we don't have one of those programs we also are not again an underperforming status district and we have more than a thousand students but we also provide the professional development so it's a little bit backwards but I'm glad I'm happy that teachers are getting the professional development they need for whatever product they have so we don't qualify for the literacy grants in the past or the current one right now we'll have to see moving forward if they offer something else in our curriculum adoption process and then just our continuation so we're going to refine those pacing guides because that that always happens we do that with our benchmark assessments we do that with our report cards um just in general that iteration that's typically summer work when teachers have time we can put groups of people together they can make in a little additional money um we have to incorporate the writing lessons from the mini lesson books especially for grade six and then give them some additional PD based on what they need um with that definite focus on writing and we also have um in our digital tools especially like I ready there is um the the toolbox and in that toolbox for every standard there's about five lessons so if you have to do in addition to or intervention for so if a student doesn't get it with the regular lesson and they need more practice I ready has all the lessons already built in for them by standards that teachers could pull same with near pod that's new for us this year there are lessons in there that are vetted out um they they're more in like a slidee presentation so if you need to do more or need additional ways to do things they have them digitally they have them that you can print them out it depends on what the teacher decides that they want to do they can use one of the digital tools that we have available for them now I'm open for the 5,000 questions a lot anybody have questions Susan um first I want to address the um Founders and panel issue um in in two ways one we know that pan pel doesn't provide explicit instruction in phonics and phic awareness but I know I'm very familiar with their pedagogy and their methods a lot of people have spread this rumor that F panel tells kids to just guess and that's absolutely not true looking at the words and the structure of a word is very much part of the instructions and the lessons in F and panel so you're looking at the letters that you see and making sure that your reading matches the letters you see in the sounds but it doesn't have explicit instruction in phonics so that I'm really glad that we've included foundations because foundations does that so those two paired together can really work one thing I'm questioning though is we've heard um from the teachers who were here last spring and teachers I've talked to at the early grade levels they really want to see decodable readers that kids who are getting those foundations level can have decodable readers that they can read independently I'm not saying to throw F and panel out in any way but what is might the process be to review whether purchasing those decodable readers um for these early grade level classrooms and that might that be something that you're considering A needs assessment about that and so we we do have the decodable readers but they're for the reading specialist so when the students are not getting it in the General Ed classroom the reading Specialists are working with the students so we do have the decodables at that level the teachers also have access to um reading a through z and they're all decodables so that is one of our digital programs so if somebody really truly needed it there so uh because this this that's a lot of books and it's also expensive and what are you actually doing with them so the decodables with the reading Specialists and they're the foundations ones okay um I wasn't the reading a to z but I do feel like everyone not just the kids who need reading intervention everyone needs books to practice those skills on and not just doing an isolated foundations level but actually to have books to read so I think making sure that everyone knows that there's even if it's through reading a toz that kids have access to practice those decoding skills in independent reading so I think that's an important thing to just keep focused on um I'm not against looking into getting even more like um I got a great sample of something at the conference we were at of some I forget the name of the um program but they were specifically decodable readers going through the grade levels um but just something to consider because I know teachers are asking for those my other interest and I see that you're 2024 25 and beyond that that focus on writing because that's another thing I've heard that the fs and panel writing program is weak and I saw that last year um you hosted optional after school sessions for teachers to take a deeper dive into the writing I would really hope that that becomes um mandatory for everyone I think that I'm hearing a lot that there's not a lot of writing but if now we're starting to get into that and learning what the materials are and what the lessons are that everyone would be offered that there's a science of read writing too is a science of everything but yeah I just think it has to be more than just those people who chose to to develop delve into it after school be something that everyone now received that we've got the materials they did have initial um professional development if you look at the snapshots they they focused in not yeah and I saw that you added that that's a focus and ask them yeah and here's the thing the writing is going to take a whole different turn with AI but I'm not going to go go down that that rabbit hole today um but the reading was like the priority to make sure that our students could actually be fluent in strong readers yeah but we've got to now work that writing in because I think there's been a couple of years of kids in early ENT Elementary who weren't getting strong writing lessons because the teachers didn't know how to tie it in and now that we're learning I think it's really important that teachers get a lot of support in doing that um sorry did you question okay um so I I appreciate um getting a deep look at this which is which is great um one thing that I I keep thinking about well two things one is I keep thinking about the fact that there's some nent research and I'm not speaking specifically to chumford showing that students who are exposed to a more structured literacy program like say foundations um and a one like fontis and penel that uses the three queing method pretty integrally can be uh confusing for students because they're learning strategies on one hand that are sort of Science of reading backed and on the other hand they have exposure to a very different approach to figuring out difficult passages and words and I guess I'm curious I I don't work in the schools and so I don't see this I would love to hear if we have any data from our teachers on whether they're noticing those kinds of confusions and gaps arising using two different curricula that used two different strategies for um maybe that point of transition from phonics andic awareness into comprehension so I am and really like that syntactical piece so I am curious and and maybe it's something um it would be data I would love to hear about coming from our teachers similarly I'm also curious about the writing I would love to see you know as as maybe this kind of piloted new um material that's being supplemented as that gets uh a little bit more data on how that's working for students I'd love to see how that is going to um the other concern I have is that so we use foundations I personally have seen great things come from foundations my kids have seen it as an educator and that is also not a meets the standards curriculum according to Ed reports and Des and most hqm reviewers and so if we're using that to supplement the missing piece I've I I anecdotally feel good about that curriculum but I just wanted to name the that is also not right now considered as full it's part it's a partially meets um as fully meeting the expectations of hqm as a supplemental resource so looking at it only as a supplemental resource even isn't fully meeting the needs around pheic awareness specifically and I know we do have other we have he I didn't get that I didn't I figured 29 slides was enough for um but we do have that's for your K1 if we needed it in grade two if you know students that we have hegerty and that's the phic winner so I just didn't get that deep into that but you know you're right they have to have that that's the the main part they have to have that phic awareness because we used to have live of letters um and hegerty is much more structured at this point yeah and I guess my my point is like I'm wondering if it and I know it's not arising for a year or two but thinking ahead to when we might take a a close look at our existing curricula I would love to explore I know there are some very well- reviewed curricula that are being used in a variety of districts that cover all of those bases in in one program and I'm curious I guess before then it would be great to get data from teachers on how problematic it is to have three separate curricula one addressing pheic awareness one focusing on those foundational skills and then one moving into reading and then potentially supplementing for writing it just starts to make me wonder if there is a lack of coherence in that process that might emerge as we look at data over time and and hear what teachers in Chelmsford say um and I and I'm not expecting you to have the answers now but it is something I'd love to hear about as in the years ahead as we move closer to the point of um hearing you know you you all's process for looking at what's next so just a couple of things you're right yeah I don't I wouldn't have the I haven't heard anyone say that there's like confusion I'm sure there is confusion but I've not that's not been prevalent um and we would certainly have to get that from the teacher um just to be clear on a couple of things there's the whole writing there's a whole writing component for Fontes panel that's connected to every piece of WR reading that they have K through three had their books right out of the gate grade four got them a year later grade five and now he has grade six so the K through three had everything and when we worked with our Consultants we made sure that there was a way to incorporate through the literacy Continuum there's a whole section on um writing for reading and writing lessons in general so we just use that as an overlay so they they weren't without the lessons um they just needed to really get their head around the Reading part so they did have the majority of the program um in front of them um I would agree so what's funny is all these reviews too and I don't know um how deep you anyone's got into Ed reports maybe Beyond Diana or I because this is what we do but um they none of the curriculum that's considered high quality instructional materials has been um connected to like how the students like their actual data right because they're so new right we don't know if like did the curriculum really make a difference one of the things I've been doing is especially some I've heard some of um really good things about some of the products as well I'm looking at districts that were like early adopters of it I haven't seen and all I have is mcast to go by and we know mcast is a little you know funky especially with one year off they've changed the standards the the proficiency rating um amounts have changed I'm not seeing progression for some of these districts that were early adopted so that I'm so interested to see in the next three years three to five years is it m is it moving the needle on their academics the only thing I have besides the anecdotal is the data on how our students are doing and if you recall when I went over the just the preliminary academic data we're not we don't have lots of students that are unable to have those foundational skills in read it's the comprehension it's that fluency combating the fact that students just don't read as much as they used to then when we went to school um and what they're reading is is questionable but it's fine um but no it will be interesting as this progresses and then when we get ready because we will be doing another adoption there up on the list as and I did that based on eight years as an eight-year cycle you can always change it in a perfect world you do it every six years chord T typically runs every 10 years because it there's a cost of associated with it plus teach it takes a long time to roll something out teachers get comfortable and then you pull it from them and your Elementary School teachers are always in some type of an adoption right Ela then it turns to math you just heard that I said science social science so they're in this they're hard workers especially your K through two teachers that do have multiple products in front of them yeah and by no means am I suggesting that we suddenly like contribute to Innovation fatigue and like have the teachers suddenly do something next year but I I am thinking just so you raised an interesting point around looking at what other districts have seen in terms of progress I think it probably is too early to say aside from the things you named around mcast and things like that it's also likely that we wouldn't see the kind of payoff from that adoption until the kindergarten students that started with it hit third grade so that's already a four-year delay yeah um but that might line up really nicely with when chumford wants to look closely at it again and I would love to see us think very carefully about yes we don't want to like disrupt everything for the sake of disruption but I would love to see us look very carefully at picking something that is identified and seen broadly as an hqm because those are going to be the products that are going to get maybe not these grants but grant money and maybe these are going to be the products where there's going to be an ongoing demand and additional support and aside from all of that hopefully it translates into success for our kids so I'm not against though having different pieces I think using hegr and Foundations and fanton panel gives teachers the ability to integrate the pieces as they see fit for their class I have a little bit of reluctance to pick one Publishing Company one perspective that covers the whole broad base of ela Ela is huge and taking all of it from one Publisher's perspective could be missing some things that are you know so the way we're doing it those pieces fit together it's not like hegerty doesn't work with foundations and Foundation doesn't work with f and panel they can all work together very well and teachers should be skilled enough to know how what I've just taught in this lesson dub tailes into this piece I think we don't want to underestimate our teachers abilities to that well I was going to say curriculum doesn't teach students students teach curriculum you want cohesiveness with your curriculum so that when students are not doing well or doing fantastic you can have a conversation around something common and it's been vetted out I I I get very nervous around things coming in that haven't been vetted out are they is there some bias in there is there something inappropriate like that's sure but we're all using he all using fation right so then if like your kids are doing fantastic and mine are not I can have a conversation with you and say well what are you doing well I'm doing this it comes down to the pedagogy so that's really the push for everybody should be well first of all we spend a lot of money on this we spend a lot of time there's a lot of people are putting efforts into it and we should be using the products that we are adhering to and I can with confidence say we've purchased this this is what we're using you should expect to see it being used and if it's not working change it if it is working great and if people can have a conversation with it and let's make sure that it's been vetted out for all of those pieces that I talked about for bias and for appropriateness for students I do I mean to both your points I I do think it'll be important over the next couple of years as some of these other products that have just kind of come out in response more the package deals to the H hqy um kind of efforts um you know what our districts actually seeing when the teachers are implementing like one of the things lender in the group does do is go out to the other districts to see it actually being implemented so it'll be curious to see a couple years after teachers have it under their belt how it actually gets implemented are they seeing results academically because we just don't have that piece yet um and actually could be quite timely based on like when we're we're up for this again um but you know I think it doesn't mean and again you kind of touched on this every year you're re-evaluating the the pacing guides the resources that you have is there something that's missing do the teachers come forward and say you know those reading books would be really helpful to our writing lessons you know we'll purchase that for people so there's always openness to doing that it just needs to be cohesive um and everyone kind of on board doing the same thing and you know when when teachers have an idea UM Vet it through your group talk with your teachers about talk about your classrooms about let's do something districtwide grade level wise not just have one teacher go off on their own and kind of do something but if it's valuable bring it to the table let's put it into the pacent guide and let's all implement it um and I think it's it's worked well any other questions comments I'm just going to comment that the the one thing I've always heard was that the writing component was not sufficient and I know I can see it for my own girls um comprehension writing and comprehension I believe go hand inand tremendously so you know to increase that level of comprehension I hope that we now have all of the ability for to do the writing component of this program and it sounds like we do we do we we've got the tools so hopefully that works well the other thing was I think when the implementation originally came along I think some people felt that their personal what they were seeing how things were working in their own classroom and in um in light of their knowledge and their background wasn't really being well H this is these are the comments I got about the implementation part of things but yet you're saying like for example the fifth grade had a brilliant idea H about printing out these books and here they are that type of thing is really important I think the thing is to um be sure that whenever we're implementing anything that any idea can come forward and then make a choice about you know what ideas should be implemented um schoolwide districtwide at at that particular level every level yeah just so that feel people feel that way and believe me there are always going to be negative comments there are always going to be people that I came in to the picture with my girls when Sue was teaching first grade and getting into all of those standards and all of the I'm going what the heck is this and and trying to figure out how to teach to the standards and all that um and it worked pretty well but that's because not only was there the material and that the tools that were given to Sue and in the class but also her ability to teach and to do it quite well um that worked and and I'm complimenting you but the same time I know that it worked really well because I went into her class several times and I saw it in action so we have that too we have teachers and staff that have been hired and selected so well by our administrators who are there to give their talent and their abilities and I think they some they had felt some of them that it was being thrown at them or that their input was not being uh shared I think we've learned some of these things too um but it looks like you are listening to some of the ideas you're implementing some of the ideas which is great think is just making sure that they all sense that their ideas are being heard and that their skills and their talent and their abilities are appreciated as well when they're implementing whatever the curriculum might be and it's very we saw two incredible teachers today when they presented and they were talking about like this was the problem absolutely that that that was absolutely fabulous I mean it's that type of I wouldn't want their ideas not to be heard and it looked like you know the administrators were listening to what they were saying and taking it into consideration when deciding how the classroom was going to be set up and the whole thing and which students were going to be there and so on that was amazing I think it's the same thing here it's harder because it's larger you know and across many different classes and so on but I think we have listened um and it looks like some of these things have been implemented which is is good and the writing was one of the things that was always commented to me k k through six typically like they they're focuses on the reading right and then you get your seven through 12 teachers that writing and they don't want to teach the reading skills so we've like flip-flopped that because they they you know your 7th through 12 teachers are like they should already know how to read right and just living that having taught elementary and middle and high school I I've seen that transition and it's hard and the writing is hard because it can be subjective it's a lot of work to give feedback to students too so and and there is always that push of like but if they can't read but there is the like writing is the Playbook to look see what you what what did you read to be able to get your information down for people to give give your ideas for so it they do very much go hand inand and it doesn't have to be big writing it can be little writing and I think that's like we we've tried to break that mold of you know the five paragraph essay everybody thinks they have to write these big long things I'm like no kidss can do quick writs that's writing and what's your what's your purpose for writing so it's always been a little bit of a conundrum um over the years we'll get them we'll get people there that's great writing is very important yeah one really last thought I have is just um in related to getting data um and seeing what's working both internally like hearing from teachers is the coherence no problem is it conflicting info from different curricula I would love to know that but also I as I mentioned I'd love to hear how things are going at other districts and I notice that very close to home we have a data source um I saw that Valley collaborative is implementing one of the new hqm Elementary literacy curricula El education so some there that's one example of a district that we could or a school that we could see how that is going and have a basis for comparison in the coming years thank you for a very thorough report and all I can say is thank God I teach science you can do writing in science never science science not I do I write equations and I those false notebooks yeah they could be writing it's not just the can I ask one question on the instructional materials adoption timeline one you gave is is this is probably not all of your materials no so that so if you go back to slot that's just like the the big ones the big ones okay that's fine because I'm thinking of things like psychology which changes so so often sorry so right now this one here you see that link on slide okay we'll go there yeah I and I can I can just email too directly I just didn't want um that an email with the two links yes that has your uh elementary middle and high school and then it has it has technology it has fine and Performing Arts you name it it's on there because it feels like some of those courses that they're getting at the high school is really like college it is in the sense that it's changing so fast so I'll send you that link separately yeah great both all links right great well thank you thank you thank you um next up this evening item five is the renewal of our net School spending agreement with the uh the town so Joanna and I met with um Tom manager Cohen and John suer andall Luccia the town accountant to review the net School spending agreement um and basically each district in the state has to have um a defined way that they report um Municipal expenditures on U that support schools on what we term as our endof the year report so um we've had a standing Report with the the town we can review it you know as things change as they go but we typically approve them over a multi-year uh period and then sit down formally to um to reup the agreement uh when they expire so our agreement happens to be expiring after fiscal 24 which Joanna is doing now um so that report is in so we need to do one out for the next um number of years and when we sat down just to review it everything really um stays the same everything is functioning well for us and is accounted for for municipal expenditures except the town does not have have a um Health educator anymore so I just kind of yellow lined that um for you where they didn't have one there's no expenses that they're recording so it's not like they were getting credit for something that they didn't spend but there's just no sense in keeping it in the next agreement because they don't have that position any further so um that was the one thing that changed in the agreement and then obviously in the last paragraph we're just suggesting this go for a 4-year period 2025 2028 and um if there's anything that ever does come up during the course of the year we certainly can um in me to review and uh make alterations but we have to have an agreement uh signed because the agreement is what the AUD the external Auditors use to audit our end of the year report to make sure that the expenses um are being reported accurately so you have the minor change in front of you in a document and then I Incorporated the changes into kind of the final document so I'd be happy to answer any questions you have but ultimately looking for a motion to approve the um the revised net School spending agreement covering the term of fiscal 25 to fiscal 28 um as presented okay any questions before we make a motion I I feel like so this is my first time seeing this um I'm well I looked at it earlier today but I am curious just to make sure I'm understanding it correctly this is essentially agreeing with the town on what percentage of certain shared expenses the district pays for versus what the town pays for so this is actually expenses that the town pays for directly okay that they're just looking to a portion a fair share to the school department got it okay so um these are all expenses that hit the town budget that don't hit the school department budget we report every dollar of like our budget on the end of the year report but then they're also allowed to um charge kind of charge back if you want to services that they pay for out of their budget to count towards the net School spending amount that the um you know in the chapter 7 do you have to have your required net School spending so some of their um if you want to consider them like non-cash because the cash comes to us as our budget um does get to be recorded So this is just the way that we're going to record them and this and and what you're saying just to make sure again I'm fully understanding is that anything that's not highlighted has not changed yeah correct the only thing I changed from the previous document was that one highlighted paragraph in yellow with a striketh through the health educator and then in the very last paragraph I just changed this to be an agreement that goes from fiscal 25 to 28 those are the only two things we've changed thank you everything else has been working fine any other questions I I'll take a motion make my I know you're wa I moved that we approved the net School spending agreement Massachusetts d c e o y r indirect cost allocation for fiscal year 2025 to fiscal year 2028 as presented I'll second the motion very nice motion good motion all in favor anybody opposed i z thank you so after the meeting if you just hang on for a second I have a clean copy that we'll just sign and then be able to um to execute um sixth item on the agenda tonight is just the Personnel report you'll see it's relatively quiet now that the school year is underway but uh these are just a few new hires and a couple resignations that occurred during the month of October so I just present that as a report of progress any questions on that seems pretty good okay all right last thing last for us is just uh Valley collaborative so if you recall I think it was this Summer that we received the first um kind of report on collaborative business so we are a member district of Valley collaborative and they required at least every quarter to give us an update on their uh business practices um we put the on our agenda timately it gets recorded in the minutes and then they need this for their audit just to show that they're actually um providing that information to us so um happy to answer any questions you have I do serve as your board rep um on the board very much enjoy my time uh working with that um and this is their quarterly report for the first quarter so we would just look for a motion to accept it as a report of progress okay I move that we accept the quarterly report on um from the valley collaborative uh for f schal year 25 first quarter second any questions without going through the budget to they're in good shape as well financially yeah they're in good shape okay yeah we're actually we're going to get our budget for next year with the December meeting but uh they just wrapping up their audit now we actually have a board meeting on Thursday okay um but they're looking to have the same return We anticipated and uh their enrollments actually up quite a bit so their expenses are up but their enrollments is up and so the revenue insurance is going to be up but they having another strong year okay great they do really good work yeah they do all right so we have a motion and a second all those in favor of accepting I anybody opposed 5 Z for a question that wasn't related to the vote so I held it any chance you got to go when they um had Temple grandon you there that would have been fascinating that was their orientation day their staff orientation day and it conflicted with us so I didn't that would have been fascinating know I I heard it was she was an excellent speaker for them all right uh any leaz on reports um I can talk a little bit um I attended the uh McCarthy and Parker PTO meeting last Thursday um and uh what I heard was that the uh pizza and pumpkins event at Parker went really well um and so far so good good with the museum field trips we all uh approve for out of state travel for um and next month um they're going to be walking over to the high school for music performances which they're very excited for um and planning a lot of events and activities through the year at McCarthy um eighth graders had a really positive experience at snhu for a leadership conference um and the school is partnering with uh DM groups Breakaway group to Pilot some extra RTI or that's what I'm calling it but extra support for students um with different needs um in Cycles so um it's going to be interesting to hear how that is going um and otherwise it sounds like things are going well at both schools anybody else Center school PTO oh I'm sorry s did you that's right doesn't matter go sure so Center School the meeting was on November 13th um and they always have a presentation uh by the teacher rep and as well as the principal and I always kind of find that fascinating because the teacher rep takes it um on you know in this case it was Mrs Driscoll and she took it by level by level so for example kindgarten went to a field trip at parley Farm first grade had a trip to the Discovery Museum Museum in actum the third grade had Natasha low visit and um they loved it they it was so good the library um they started some book clubs K through1 are settling into the library routines and showing kindness this is such amazing stuff because it's truly a collaboration between the PTO and the school and and that is just amazing to see um they had fundraising uh and events they had recycle day along with McCarthy um and that did quite well again for this one and they have upcoming their winter gift room uh that's December 9th through the 13 13th excuse me that's my Portuguese coming in and then yeah and riverhawks night is um on January 24th and they're starting to gear up for the taste of chsw Susan yes um so you'll know I'm liaison to the town strategic plan steering committee and just to let people know the entire committee and four people from Barry Dunn the Consulting Group spent the entire day today working on a mission statement vision statement and the Strategic areas you know how our strategic plan has our priority areas um we spent a whole day on deciding what those priority areas are education kept coming up and coming up how people in this town really really value education but also want to continue to see resources being put toward the constant Improvement of education but it's also is ranked very high in what people think the town is doing well so there's a lot of discussion and debate on um where education fell into the um priority areas it ended up going into um just overall Town leadership because there wanted to be an emphasis on different town groups and departments learning how to be interconnected and working together um so when you get to that part you'll see education is is rather than being its own separate topic is mixed in with all the important Town leadership but so tomorrow the actual um Town staff who had various different departments who have to put all these things into place are going to meet talk about these strategic priority areas and do the hard work of deciding what the goals and the action steps are going to be to achieve all of these things wow so by December we should have something fleshed out um to share with the beginnings of it to share with the town on what the direction of this is going to be but a lot of work got accomplished today um and it's been really helpful to hear how everyone feels about the schools and to give some input on that so it's been an interesting process process and it's continuing to go well I'm curious did they get what do you know what the final number was for how many people completed the surveys I know they were so the survey was completed by 200 plus people but they actually got input from a lot of people through interviews that they did with um Town employees and people who served on boards and committees in town and through the four different Community forums that happened that were people were just present and they collected a lot of information so the actual number of people who contributed ideas and gave feedback was much higher than 200 something yeah we asked for them to try to give us a more complete number on that because we know people are interested they didn't have that number today but hopefully they will uh can I just thank Sue honestly an entire day um but it's more than an entire day I think she's really represent us so well on this committee so thank you it's you know it's been a great group of people who come and each person on it has a specific area of Interest that's really important to them but this group has done very well on trying to see the big picture that's great rather than each person just harping on their area of Interest so I think they're going to come out with a good um tool that hopefully will help the town all right then last night I went to the chips PTO meeting they also do a wonderful job of taking the PTO interests and working with the staff and and deciding on things that the teachers want to have happen too so they've been doing great work they um had at their open house they had a bake sale and Raffles and they raised over $900 um a lot of that is being used to buy new toys and that might just sound frivolous to people but toys and play are the basis of that early childhood um curriculum so that they've been happy to get a lot of ways that are going to really work well from the the teachers wanted so they wanted to share and make sure people knew that the money they spent on their baked goods is well spent um they got a lot of enrichment things going on they had fire safety day in October they had animal Adventures come today um to do a program for the kids the way they work at there is because not every um student attends um every day they kind of stagger like they might have something on a Tuesday one month and on a Wednesday the next month so that kids have opportunities to see as be part of as many of these enrichment opportunities as possible they are really hoping in December to have something with music and they are talking with Dr um Whittle right now to see if they can get middle school and or high school students to come do not a big program but something so they are on in talks about seeing if they can make that happen um for December and maybe some other times during the school year so hopefully that will go forward um there's a spirit their next Spirit day to wear their spirit wear is going to be on Tuesday December 10th and I'm just trying to see that they're really grateful for the money that they get to help um with teacher appreciation so they're working kicking up some ideas they were disappointed to find out that there are no professional development days in May because they were hoping to do a lunch on a professional development day but they're going to have to pick a different date they did ask me that when we're looking at the calendar for years going forward that we don't have a month of May like we do now with not a single half day built into the calendar it's working out this year um but you know they they'll work they'll work that out um yeah so things are going well with them yeah great John anything okay right um I just we did our first meeting of the capital committee a week ago we heard from department heads of police the fire uh Library uh CCA this Thursday superintend Lang will be presenting the school side of things as well as Christine class we'll do the the town side of uh DPW and all that and then the following meeting which is in December um we'll decide on what what projects to adopt so it's a great group to work with it's very comprehensive look at all the needs of the Town um you know trying to prioritize where where our money is going to be we spent so that's great all right uh anyone have any new items they would like on a future agenda or anything I have one which is uh I don't know if it's there's no urgency to it right now but just naming that um now uh the legislature passed after several years of advocacy the educator diversity act as of last week and I would love um to hear what the district is thinking about in terms of the implication for our district um and the ways in which it might support what I know it's the goals of it are very synchronous with some of our District's own goals around um you know having a more uh diverse and representative teaching staff it really aligns with this new act um so I would love to hear what the district is thinking as more details about the implications come out similarly around mcast dare I say and and you know what shifts um eventually again we probably nothing for right now but what shifts may be implicated by um the passing of ballad issue too yeah we're still waiting to kind of hear yeah I know I know it's early yeah I hadn't heard about the educated diversity act passing I knew it was on the docket for last spring so let me do a like work on that um and then obviously when we know more about mcast will share that too yeah the Eda was pass passed um my day job knew about it but um the Ed was passed as part of a it was kind of included as part of a broader package so that they could get it through during this cycle anybody else any other items okay I don't believe there's no public comment here I don't I didn't get any emails so uh we can move to adjourn I make a motion that we adjourn I second all those in favor wasn't here at the beginning I don't feel like a right to just pass out