Uh I want to welcome everybody for being here today. It was a smaller group and um I was talking to somebody I know a doing this during the day. Um well one when we uh originally put out the survey a while ago looking for different times.
Um some folks had said that or about half the folks said something during the school day was a preferable time. Um so wanted to offer something during the school day in person. Um we did do one uh the same session uh at night um as a Zoom session. We had pretty decent
attendance at that one. We are also recording this one so that folks can access all the information both the virtual one and the inperson one. And and then since then we've also set another event for tonight. So, it's a little bit of competing interests. Um,
and I recognize that. Um, but didn't want to not have today's session even though we're having a different information session tonight. Um, but what today's focused on or this session here is um, uh, a listening session for me as superintendent. Uh, when I first
started, one of my goals was to gather as much information about DY as I could to help inform strategic planning. Now that we're working on strategic planning and we have a strategic plan and we're moving
forward, uh the next sort of or or what I'm trying to do now as superintendent is understand and set up systems and structures to learn a little bit about how that those plans are going. Right?
So this uh a and to continue to learn about the district and continue to hear from different groups about how things are going. So this is one of those um systems for that and one of those ways for me to listen and then help to use that in my role as superintendent to
help inform um things going forward. when I asked for uh gave a couple different topics that people might want to discuss about. This was the top rated uh topic was sort of learning a little bit about why DY is um the best district
and best choice for uh students as they progress through the system and sort of and the sort of subtopic is what opportunities are available to kids as they move through the system. So, we're going to talk a little bit about that today. So I'm going to start by sharing some information and then I'm going to ask some questions at the end because
I'm also again centered around me learning information. We got a small group here. So um it's going to be sort of very personal conversation. Um but um again I want to start by sharing some information. So with that, um, I want to
just sort of start with this idea of making sure that folks understand, I'm not sure where everybody's kids are in the district. Uh, from the sense of all the way from our preschool program where our youngest learners are all the way up through having kids that are ready to
graduate. Uh, but we do have a wide range of opportunities all the way through that entire experience. Um whether it is from that very first day in prek all the way through a final opportunity to participate in an internship program at the high school.
There are a wide variety of tailored experiences for every student's uh experience. And we're talk a little bit more about those at each level as I move through the next couple of slides. But it really is this idea that we'll start with building a foundation as they enter the
district and then as they move into the middle years essentially as they come into this school it's built around a philosophy is now students start to learn a little bit about themselves start to really explore themselves um and figure out um different interests
right and really explore different interests so that then by the time they get to the high school their sense of identity is starting to firm up a little bit. You know, we don't expect high schoolers to have themselves entirely figured out, but even if you think about your own journey as a human, by the time
you get to high school, you start to understand a little bit more about who you are and what the things are that are important to you. Your friend group starts to close down a little bit because you start to spend more time with people with similar interests. And similarly, your um you might start to
find uh your experience at school is centered similarly, right? your classes you select, clubs you participate in, etc., etc. Start to hone in around interests that are consistent for you where you're in elementary school, you know, you
might be into soccer one day, you're into the flute the next day. Um, your friend groups are the kids who are in your elementary class in the first grade, and then when you're in the second grade, now you have a whole new group of friend group kids because they're the kids you're in the class with. But as you start to get a little bit older, those things start to evolve
as your identity develops. So going back to the elementary school, some of the things that we offer here in DY, just making sure everybody's aware, we do have an integrated preschool program. So it's for both students with identified learning um needs as well as
students who uh don't have those needs. This year was the first year we were able to offer that program free for all students. It used to be uh that the students who didn't have identified needs had to pay a tuition to participate in a preschool program. This
was the first year um that we were allow or that we were able to offer that program for free for all students who participated. Uh we also was it this was either this year or the year before? I've kind of lost a little track of time. uh we brought in we've always offered
some type of care program before and after school up through was up through the third grade when I got here in DY and uh but as a public school that's not really our area of expertise. We're uh we're not really in the before and after
school business. were in the K12, pre-K12 education business and we were uh struggling to meet those needs as a school district. So we started or we brought in a partner a couple of years ago, Alphabest to not only provide uh a
better quality program for students which offers, you know, robotics and coding and engineering and some language opportunities for students that we weren't offering in our program. Plus, we were able to expand the offering. We're now offer more slots at K to3 as
well as offering programming all the way up through the fifth grade which we didn't have um when I first started and I know was a was something I heard when I when I first started parents were really looking for opportunities at the intermediate school level um for extended care.
We have some innovation or innovative school models. Um the Ezra Baker School continues to be an innovation school uh focused around creative uh problem solving. Uh world language is offered there. All schools participate in a PBIS
framework um which is stands for positive behavioral supports and uh we have specialized student services. So if you have a student who has a unique learning need whether it's a need to learn English or whether it's a need to
um participate in specialized instruction um for special education we have a wide variety of programming to meet those needs that continues all the way up but it starts at um the elementary school now again as we move to this school so in this school it's
fourth fifth sixth and seventh grade is where as I mentioned and students start to have some opportunities to learn uh or explore I guess would be the best uh way I would frame it. Start to learn try a whole bunch of different
things and learn about themselves as they start to figure out who they are. And so we start to offer uh athletic programs at the starts some at the
intermediate school and then more at the middle school program middle school uh at the sixth and the seventh grade. We have um time for students who need some extra time to uh for academic
programming as well as the middle school has just adopted student le conferences which is an opportunity for students to share with their parents about what they're learning uh which provides a little bit of uh what's referred to as agency for students. So they're they're sharing with their parents, here's what
I'm learning. Here's what I need to get better at. Empowers them to get stronger or or understand more about their learning experiences and take more ownership over their learning. Also starting at this school uh is more
STEMbased learning for pro uh we have project lead the way starting at the fourth grade which is a hands-on uh learning uh based program. It just started last year go last year supported by a grant. Uh there's a great sixth
grade experience with a the inflatable whale. Um again the whole idea is uh and then a robotics club has started here at in the in the middle school as well to help support our very strong robotics program at the high school.
Uh and then we also start to build our um leadership program. the the high school has a very strong ambassadors program which is a student leader program. Um but it starts here at the inter a version of it starts here at the intermediate school. These are the
students that when um we do transition like step up days like so when the new next year's fourth graders come and they need a tour of the school, the fifth grade ambassadors are the ones who tour the school. When it's the first day uh on the first day of school, right? So you have new fourth graders arriving to
this building. The ambassadors are out. They're um greeting students as they come in. Same thing happens at the high school for the arriving eighth graders, etc. Um, and then unified sports, again, you'll see that in all of our athletic programs, but it begins here at the
middle school. Unified sports is a uh program where our students with intellectual disabilities or physical disabilities are partnered with their neurotypical peers um and play on a on a combined athletic team. Uh creates a
great sense uh sense of uh culture of belonging. Um and it's a great culture builder for the entire school community. And that those also begin here. We have unified um physical sports as well as unified esports. And then that brings us to our high
school. Um is there one more? Yep. Uh so in the high school again now at this point students are really starting to think you know maybe not 100% in eighth grade but definitely as they start to progress up through the high school starting to
think about plans for after high school and what does adulthood start to look like. We don't expect every student to have or most of them to have that all figured out mapped out. I'm still trying to figure out what I want to do when I grow up. Um but we do have plenty of
opportunities for students as they start to figure out what are they really interested in, what are the things that are important to them, they start to we have plenty of pathways for students to start to explore those things. So there is something referred to as in innovative career pathways at the high
school. Um specifically for us those are in the biotechnology and health sciences pathways. This includes uh innovative or includes a a 100 hour uh internship and capstone projects.
Um we have uh a great applied technology department from which you actually some see some of the students here. Um includes things like video technology as well as computer science, robotics etc. graphic design. Uh there's workbased
learning. So, beyond the innovative career pathways, students, especially as they get up to their senior year, some opportunities in junior year, but mostly in senior year to do school to career work, um get out into the community, do internships, um test out fields that they might be
interested in, um doing a potential career in. Um and then we have a wide range. I know one of our students here mentioned she's missing one of her AP classes to be here today, but there's a wide range of
advanced placement, which is high high challenge uh college level courses, advanced placement that um prepare students for college level work as well as depending upon the score that students get on their AP exam can
actually um those credits can be transferred to college. um which will help students actually if depending on how many credits they take with them to college can actually reduce the cost of college. I have a happen just anecdotally have a daughter who took enough
credits with her to college that she's going to graduate a year early. So you can imagine a one yes less year of college tuition um is pretty significant. Similarly, we offer the high school offers dual enrollment which is students who are high school aged but
are taking classes at either Mass Maritime or at Cape Cod Community College. So, they're earning actual college credit which they can again take with them to college. And for again, for some families, there is a there is a cost associated with that, but it's much less expensive than if you had to go
take those credits your freshman year. And if enough students I have a niece who's doing this, she's a junior now in high school and she'll take enough credits between this year and next year to already be at least one year of college on the path to college and
she'll be able to finish her college program again in three years saving my brother um a significant amount of money um in the long run. Again, the students ambassadors is a uh it sort of meet finds its pinnacle at
the high school. And then there's a wide variety of clubs at the high school. I went on the high school to look at the list. It's like three scrolls on your phone to get from the top of the list to the bottom of the list for all the different clubs that are offered to students to participate in. you know,
ranging the range is vast um of all the different interests. And then students can start clubs as well. They just need to get an advisor, an adult adviser that's willing to support them in that program. But again, there's a a strong already existing number of clubs at the
high school. They cover a wide variety of topics. The high school has a strong vision of a graduate and a wide variety of extracurriculars. Um, you know, our our band program, marching band program in particular is is nationally known, color
guard. Um, our athletic program, uh, our arts program can, uh, sends like our, uh, 3D and, um, 2D art students send their stuff off to competitions both at the state and national level. Uh, it's
really there's really a a great number of offerings at the high school. Again, this is where now students are really starting to figure out the things that they're interested in. Our robotics team competes all over the place. Um, so these are at this point students have started to figure out, okay, this is the thing that I'm interested in. I can really sort of pour myself into that
thing, whatever that thing is. So sort of just to summarize, you know, we start with trying to build a f strong foundation for students um starting early in the preschool age. And then once they get into that
intermediate space here where we sit today in this 4 to 7 space, it's a time for them really to start to explore and figure out what the things are that they're interested in so that by the time they get to that 8 through 12, they can really start to hone in on that thing that's most um interesting and
passionate for them. Uh, and so as you pro as your child progresses through DY, we're, you know, as they start in the elementary school, work their way up through the intermediate middle school, and then get to the high school, we're, you know, looking to partner with families to help students make the most
out of their DY experience. um and helping um you know helping you build that strong foundation with the child, open them up to as many opportunities as possible and then once they find that
pathway really help the continue to have as many um a have as many pathways as possible but then continue to you know I always say one of the things that I've noticed since being in DY is especially by the time you you know, you get up to that
upper level in the high school, kids have not only a wide number of opportunities to do things in DY, but they have a number great opportunities to excel in those things. Um, we really have a a a great places where students
can find their niche thing and then really be pushed to do amazing things in those niche things. Um, which is one of the benefits of being a larger school district. We're not a huge school district, but we're big enough that allows for diverse opportunities for
students. If we were a small school district, you could only offer so much programming because you just don't have the number of students to fill out, you know, a a rich arts program and a rich music program and an athletic program.
You can't do all of those things if you don't have enough students. Um, so we have enough students to be able to fill out all those things which allows us to offer all those things. So that's the end of me sharing and now I'd like to ask a couple of questions. We don't have a lot of us here so it's
probably going to be a short conversation. >> Can I ask one thing said in addition to the kids to be being able to excel, there's so many opportunities for leadership as well, like real leadership, not just like on the paper leadership. So I think, you know, when they're in the music and the arts, like
they're learning to be, you know, um a student role model, then the section leader, then they can be a drum major, they can be um like all different roles. So they get to apply all the things they learned like cognitively in practice and and we really are developing like good leaders like that have actual real
legitimate leadership experience. >> Yeah. And I was just at an awards ceremony last night for one of our students and and it was a academic award that the student was getting. But as I was um providing a speech for this
student, the other thing that I was able to talk about was all the different leadership opportunities this student has had between the wide variety of clubs that the student had taken leadership roles in, right? Um and athletics. So a lot so many of the students that I meet are involved in a
wide variety of things, right? Because you know a lot of our students have diverse interests too, right? So and you can do that, right? You can be a academic and an athlete and a musician and an artist. This particular student
is an academic also is into design, right? Is is into is an athlete, right? So had all these things that and and is able to excel in multiple places. Um and that's one of the great things that DY offers.
So, I'd I'd like to learn a little bit, again, um I'm not sure how robust the conversation is going to be, but I'd like to learn a little bit about how um we might better inform both students and parents about the opportunities that
are available because, you know, maybe this was none of this was news or maybe a lot of this was news. If a lot of this was news to people, how do we do a better job of making sure that both students and um parents are aware of
what is available to their students? >> I'll say something. Um I think you guys may overcommunicate sometimes and then you stop reading. So sometimes less is more. >> Can you say some more about that? I just
think that you guys do communicate a lot and it's great, but sometimes it's too much. It's so many multiple texts and emails a day that you stop reading >> because it's so much. So, I don't know. I know there's a lot of information across the school districts, but um
that's one thing I would say. >> So, yeah. So, as a parent, just tell me a little bit about like where do you get because you know I only have control over what I send, right? So, talk to me a little bit about what you get. Usually, like, at least I do, I get a text message and an email. And
generally, if the bus is late or if you're having a meeting here or if anything is going on, we get a text. So, pretty much daily. So, it's a lot. I mean, and I have kids in two different school districts, so that's a lot to
manage. But sometimes, I would say >> it's it's a lot of communic. Thanks. >> I'm feel the opposite. I love the communication and I think um I think you know you have settings too like like I I'm in control of what I get, right? So
I can go over I can say, "Okay, I want the summary. I want the text." I mean my husband gets the same thing as I get and he has no clue what's going on. So it takes like seven times for him to get it to be like, "Oh yeah, I need you to know this." So I think um you know people I like how this new one this new platform we can customize what we get and how we
get it. If we want to get a text what we want to get. I have five kids in one of the districts was a lot, right? Um but it's helpful and the reminders are helpful. >> Um especially when you're like, "Oh go, should I go?" Yep. You know, I should go. But I think we also have to go where the parents and kids naturally are, right?
>> I think we miss out on opportunities like at sporting events, at music events where the parents are naturally there to watch their kids. They're in a mood to be like receptive about what their kids are doing. So I think those I know I know we do it sometimes like at formal contests and things like that but just at the everyday events like using that
as opportunities. Um and I think you know we've moved so much digitally sometimes those hard copies like especially for the younger grades really make a difference. Um so that's sort of what I think going people around. So my next wonder is about um what
opportunities that you know I shared some of the things that we offer um but it's not a complete list right so what are we not offering to DY students that you think we should be offering
>> um so we were looking at one of my kids putting them in the dual enrollment and I didn't realize that if we put them in a college class that was weighted like an honors class, not like at the same level as AP. So for those like high performing students who are really want to keep their GPA up and be eligible for
like merit scholarships and things like that, like after learning that it didn't make sense to do it. Um, so I was wondering if there's an opportunity to look at how that's weighted so that does that make sense? Is like what I'm trying to say. It's like okay like so that you can go and get college credit but then he might risk like the GPA going down or
the class rank going down which would be important when you're applying to college. Um, so while it was like offered at an opportunity, I didn't really know much about it until I got into it. And so there was an opportunity for them to earn the same level of so it made more sense, right? So it benefited both here and now. So I felt like it was
either like, okay, if we do this, we risk, you know, maybe getting into the college we want the credits to count at, but if we if we don't do it, then it looks like maybe we didn't apply ourselves hot enough or we already have A's and AP. So that's Speaking as a parent, um I would like
obviously it's difficult but like at the elementary school levels having kids exposed to a second language as opposed to starting off so late >> and also more after school activities at the elementary school levels.
We always get questions or even as parents like, "Oh, how can my student be more involved in school at the elementary level?" >> Yeah. >> So, what types of after school? So, the the language one's a harder one. Um, and
I don't disagree. Um, and we only have it at one school, right? And that's due to the innovation model. And I do get I've gotten questions about that before. Um, so I don't want to dismiss that. So, I want to recognize that statement first and I want to ask a follow-up question
which is around the um after school activities just like what and I know you're one parent sharing your one perspective but it's helpful um what types of afterchool activities for an elementary age student would you
I don't know be interested in I guess be the question. So even starting with like sports like having a week of soccer or a week of basketball, week of lacrosse. I know that the district is starting to do that with like clinics. But if you can do that more often, I think you would
get a better engagement within the actual district and the school and like little clubs like Lego clubs. Like there's kids that in third, second grade would love to stay after school and work on some Legos or some arts and crafts. So anything really.
Hi. Um, okay. So, Stephie, um, they kind of piggy back off of you. They They're like, at first they're like, "Oh, we don't really have anything, but we've heard you say something." They're like, "We agree." They would like an opportunity for their children to be
exposed to another language and also things to do after school. Can I ask a followup to the to them around same basically the same followup was like what types of afterchool activities would they think would be uh beneficial
to their children? um like sports if there could be any kind of sports he would like for his son um basketball or soccer or anything like that for him he would like for for his daughter dance or anything um I guess
that's active >> thank you >> um one of the things that I think would be great is given that we have so many um like non-English speakers as a first language. Um, our family made a connection with one of those families this year and it was such a great
experience. Like it ended up being like I mean this family doesn't speak English and we don't speak their language. I mean they came over for like a traditional American Thanksgiving. We went over to their house for like a Brazilian, you know, like feast and like opportunities to connect families who like want to support each other. So like
I know next year they have a daughter in kindergarten. So we'll partner up and see if the kids can be in the same class so we can sort of support them through the system, right? Like her kids, you know, ended up being in the band and, you know, we were able to like take her under our wing and like show her how that process works and the resources and
things like that. So if there was sort of like a partnership like for families that like may be interested to like, you know, it's like it's a real cultural experience, right? It gives you that experience of the language, but to the culture. I mean, we were at the house, we had no idea what we were eating, not drinking. We had the best time. We didn't speak the same language. do a
music instrument. It was like a fun time. But we were able to like build a relationship and now if she has questions, she'll like message me and you know if my kids have questions, they message her. Um, you know, he's on the trip with you know my husband's there to support them. So it's been great. We can share pictures and things like that. But I
think if they maybe didn't have that connection or know another parent that was going like they would have been a little more worried and stuff. So I think um like opportunities to build like I don't know like a culture I don't know what you'd call it or whatever but to like match up families that would be the interest in supporting our families
that don't have English as the first language because it is like a beneficial on both sides like the kids can you know have cultural experience the food the language you know I mean we've had we've had a really fun time developing a relationship with the family and um I
know like they have too. >> Thank you. to add on to that. Yes. Something more like that connects the whole community, the different cultures. Like I have an event where there's a dance for where different countries can expose like
their typical dances. You know, something musical, something that's going to really connect the whole community, not just specific people or um cultures, but like everyone in general. And I think music is a great connection.
>> Maybe. Thank you. >> All right. >> Um I think this is my last question and then I could I'll take take any other feedback. But um so this is around sort of barriers to opportunities, right? So,
have either you directly or anybody that you is sort of within your personal circle uh not been able to participate in in one of DY's opportunities due to some type of barrier? Um, and if so, you
know, what was that barrier and and any thoughts on how we might remove that barrier as a school district? >> I can speak to it. I know, you know, like anything else, things cost money. And when you get involved with sports and you get involved with really high performing levels like, you know, um of,
you know, world championships and, you know, going abroad and things like that, right? They cost money, right? And sometimes even, you know, it's like just do the fundraisers, but it's like you're selling to the same people that don't have money to pay the cost. So, you know, finding a way it's like for, you know, I know DY does an excellent job at
making sure that every kid wants to participate, like we get them there one way or the other, right? Um but it's sometimes like clamoring last minute that people pitch in you know informally um but looking for ways to sort of um you know like so for example you go you go on your wagon the kids go to
Nantucket on a sporting event they got to bring money to buy snacks on the boat then they got to you know make sure they get a ride home late at night um you know when they're going to band competitions the same thing bring food for this and you know bring you know money to stop and get the snack thing when you're going on these you know these travel trips you got to make sure
you have the right cords to plug like all those little things like that add up um that you really don't even think about like you know like you know just my personal example is like band right you have two kids in band you got to buy two garment bags and you got to buy your first pair of shoes which you get to trade in over the years you pay for them once you know then you go on these trips
and all this is it it does add up and I know that many families struggle with you know covering the cost of basic necessities and then we're asking them to cover the cost of of these things so the return on investment is definitely absolutely worth it um and like I said kids don't go we always sort of find a
Okay. Um, but I don't know how to formalize like gaining that support. Like maybe an educational fund would be a great idea. >> I'd love to create one. Yeah. Any other comments on that question.
All right. So that I had three structured questions. Those are them. Um, so then I'd just if there's anything else that people want to ask me, tell me about the floor is sort of open. Um, so my son started here a year and a
half ago and he moved over from a different school district because he had a bad instance and he had a new start here and I told him you have to find something to do other than sit at home and play video games. So he is doing esports and Rocket League and loves it.
Um, and I love that DY is one of the three districts that participate, >> but how do we get more engagement from other school districts and make it cooler >> and have esports all year round? Like, it's done. It gets him out of bed in the morning.
>> It um has created new friendships for him. It has been life-changing for him. So, how do we grow that and make it cooler and better and bigger? So, I don't I don't have a clean answer for you right now. And I don't know a
ton about our esports. Like, I do know it exists. Um, and but I I'll be 100% honest. I have not invested a ton of my um learning yet in esports. So, this is a thing I'll have to learn a little bit more about. Um, and I know like it gets a little bit more robust, I believe,
when we get up to the high school. I do think it's more seasons because I think there's another additional stipens for additional seasons. But I do think it's like a feeder program down here um at this school because remind me which grade. >> Rocket League it's in sixth grade, right? Sixth and seventh.
>> Okay. Yeah. So um I think there's additional at the high school but again I >> I've like this much knowledge. Um, but I do also know it's there is a challenge with like there aren't a lot of other schools that have and I know like for a while it was the same with like robotics
like there were not a lot of other places to compete and that is starting to grow. Um, so um uh I can personally I can do some advocacy work with like all the other Cape
superintendents and see like what's the appetite for them. them trying to grow that in their um in their school districts and you know every school district is in you know across the state largely is in sort of the same budget
challenges that we're in this year. So in a great time to try to grow new things. Um and so most are just trying to protect what they have. Right. >> So also when you're cutting things how do they like how does that fall out? >> Yeah. So, you know, it's gonna be a big
point of conversation later tonight, but you know, looking at So, from my position as superintendent, I can't tell people how to vote. It's not my job. My job is to advocate for
what the school district needs. And so, the the budget that was presented in the school committee voted on is the budget that we believe largely preserves program. It's actually a reduced service budget, but preserves almost everything that we have. Um there's some some
reductions that will reduce some services, but largely everything's intact. Now, if the override doesn't um pass, there's a whole that's a whole different conversation. And at that point, um we're at a position where we have to
the the expression that I use with the leadership team is we have to protect the core programming. like what is the core purpose that we're here for as a school district? You know, we can't not teach math. We can't not teach English. We can't not teach science and social studies. We can't not meet our legal
legal obligations to special education, to English language learner instruction, to trans to provide transportation to students, right? So certain things that we can't not do. And once you protect all that, then the only like places you can start to go is the extras and the
extra and extracurricular, right? and and >> soccer is better attended than >> Yeah. But even there like athletics, you know, everything is take in the proposal that went to school committee then it's like distributing the pain quite frankly, you know, and and leadership,
you know, I've used this analogy before, but sometimes leadership is being faced with a whole bunch of bad choices and still having to make a choice, right? So when we when I've tried to make the proposal to school committee is trying to distribute things in the way that
least that has the least impact but it's it's none of it's good right and so it isn't like all from the arts and none from athletics all from this and none from that. Right? It's distributing extracurricular across the district. Right? So some things are going to get
hurt and other things aren't. Um, I mean, excuse me. Everything's going to have a little bit of an impact. Some from the arts, some from athletics. Uh, but like K to7 extracurriculars are going to feel >> a hurt, right? But but that also doesn't go a lot u long way because it's all
stipens, right? And there's an offset because there's a little bit of revenue that comes because families pay a small fee for their kids to participate in that, right? So, not only do you lose you save the stipen cost for the teacher who runs the club, but you also lose the
revenue, which is money coming in, right, from the parents who are paying the fee. So, you have to balance those two things out. So, you know, you're not making money, but you're also not spending money. >> Um, so that doesn't go a long way. Um, so ultimately it ends up coming down to
positions and then so then it's like what positions um can we lose? none of them really. But then which ones are going to protect the core programming and then you know because there's certain things we still have to do if the override fails we're still going to
have to open a school district on in September, >> right? >> And so what is that school district going to have to look like? >> Yeah, >> I'm obviously working so I don't know if you want to hear from me or not. >> I'll take whatever feedback I can get. Um,
one thing that I wish we did a better job, I teach at the high school and and one of the things I wish we did a better job of is celebrating high achievement >> and celebrating positive things when we happen. Um, it seems that when there's
when there's bad press in the school district, the newspapers come knocking >> and especially D1. Yes. and we have great things that go on. And I I find that it's a shame that we wait until
senior week and graduation to to celebrate the kids who get high academics. Um now what that would look like, I don't know. Um, but but I would like to if we could if we could find a way to accentuate the
positives that would I'd also love to see, you know, I I tell my students all the time that 10-15 years ago, every Friday in DY was DY spirit day. Every Friday the kids were wearing green and white face paint. I mean, it was it was it was crazy. And and it was organic. It
just kind of happened. And now on Friday, even they don't there's not there's no buy into Spirit Week or anything like that. >> And if there's anything that we can do to increase the pride and the legacy of the school that's been here since I'm talking about the high school since 1957.
>> Um once again, I'm not sure exactly what that looks like. >> No, those are important um points. So, you know, one of the things that we're going to talk about later tonight, um, because there's like some themes that for people that have raised some concerns is around, you know, student
retention and and and part of the some of the early work that I did in the in my listening in the district is around, you know, I forget exactly how I categorized it, my empty or my entry report, but it essentially was around
the um like the the reputation of the district, right and how over multiple years it is the district has gained an an overall negative reputation which quite frankly is unjustified and I think and some of it is sits in in the
statement that you just made and and so and I'm going to share some slides tonight around some investments that we've made so you know we've hired a position centered around communications for the district so part of my my um
position or my um my one of the things that I put into the the report of entry findings was that you know we weren't telling our own story so others were telling our story for us and when you let other people's tell your story they're they control your narrative and
so we're on a path to beginning to tell our own story to incent in um incentivizing the positive to your point sharing about the good things that we're doing because there is so many positive things that are going on inside the district and starting to build a positive um communication structure,
build a a pattern to those things, right? Um a lot of that's been in the social media space, but then thinking about how we expand beyond that. And then to like one of the things we've been talking about is you know in the commercial space it would be branding
but essentially branding around you know getting control over our logo and then having all those things that you talked about like yeah like when I go out in other districts like it is not uncommon to see almost everybody wearing
stuff that represents that district and I do see DUI stuff as I travel around but it's not as prevalent as I see it in other places. So, I know we've had conversations internally around how do we get to that place back quite frankly because it to I've heard stories. It
used to be that way here. So, how do we get back to that? Because I it does it it it visually sends a signal about pride. Um and so how do we get back to that same place? So, we we are we're on a path. We're on a journey. I guess I would say
>> maybe we can activate the alumni some way. Yeah, >> the social media has been really good. Like, you know, for the first time, it feels like it's a unified presentation. I mean, even, you know, this week alone, I could think, you know, we had kids go to the state house. We had pictures up on that. We have the the band going to
Ohio. We have the winter percussion that got fourth place. We have the color guy that got fifth place. We got some student that got we're we're highlighting every student in acceptance they got into college. Um, there was someone that the good kid award or something like that. there was so we are like getting it out there and I think I
mean we've had way more like visualization and pictures like people love the pictures of the kids doing stuff I mean like that's just a win for for like I mean everyone loves to see the kid on their page doing something shared right so I think we've seen a hu like from last year two years ago till
now I mean I think that journey is like a like it's going good right so >> it takes and it takes time you know because to to your to your point like in our in my first year Here we had a student receive uh what's called the founder scholarship which one there were
four given out to the entire state. >> Nobody knew about it. >> Yeah. But there was there's four given out in the entire state of Massachusetts and we got one one of our students got got one but we didn't celebrate it other than there was a small reception in the
high school library. Right. And then la the year after we sent two kids to Ivy's, right? And again, didn't do a great job of celebrating that. >> Back to school, >> you can buy sweatshirt to buy. >> Yeah. Yeah. Right. So, again, these are all things that we've we've discussed
and we're working. We have plans on how to, you know, I I went to look. We do have a digital school store, but it's not linked to our website. It was just something I just discovered yesterday cuz I was like, you know what? I need the weather's changing and I have some I wear like all my DIY stuff on Fridays
and I'm like but but it's all like winter centric and I'm like oh I need to order some stuff for when the weather gets a little bit warmer and I couldn't I had the link saved on my phone like I had it as an open tab but I must have closed it and I couldn't find it. So then I went to try to find it on the website and it's not linked to the website. So like it's it's on my list of
things to well actually I talked to the because it runs through our high school athletic department. So I talked to the athletic director. I'm like is it linked to the website? She's like I don't think so. I'm like it should be so yeah like simple things like that like we need to make some corrections just because it should be easy to access right
>> and you know and I live in a different school district so you know when I show up to my kids events at the other school district wearing the DY stuff I'm always getting grief but hey I can that is what it is >> in the future
I'm graduating so many but I think it's very beneficial that at some point the high school puts in some sort of class that focuses on trading such as I know that I
that wasn't present at school >> and now it's exercise but we should have some classes we should find a space in the high school class that focuses on trade. >> Yeah. And I know that the I've had some conversations with the high school
principal about how do we sort of expand the idea that is the internship program to give students more opportunities to do like real life um experience. And the tricky part about
the trade stuff is like and this is just like legal and like regulatory jargon like we were not allowed to like step on the toes of the um the tech school, right? So like like you're just your example of like plumbing or I think
you use plumbing as an example like if they offer that specific program there we can't also offer it at the high school. But your bigger point is a more important one which is that um the high school is looking for like how do they
think about especially as you get later in your high school career how do you have so like you know you all here who are here doing this you know in this class you're getting some real world experience with this class right so how do we create more and more opportunities
like this so it's not just theoretical like how and and how do we take this type of an experience and put it into other classes and into other pathways. So you can really and then even potentially like get is there places where we can get people credentialed so they have like some type of an actual
credential that they could take either into the workforce or then they could if they want to go on to Purdue produ excuse um pursue that's the word I was looking for pursue something in postsecary and further develop that credential um you know what might that
be and so I know the high school like the department heads of each of the high school are thinking about what does that look like in their department so I know they're having that that conversation You know, we did the financial literacy day. Remember we had fun? They came in. So, like it would be good to like the kids go in, right? They they have to pick a job, right? And it says, "Okay,
you earn this much a year and then you have to like, you know, find a house and you do your rent. Then you find that you grocery shop and then it's like one of those things." But it's only a day and it's only for like a specific grade. It's, you know, are we are we going back to like I mean I remember I was in high school, right? We had to do home, right?
Was like you have to learn to balance your checkbook, get a thing, all all that stuff. It would be great to see like those basic and I think we we I think that we're trying to do something like that, but I don't know. It would be great to do those basic life skills again that we we assume the kids know
that they actually don't. >> Yeah. >> You know what I'm talking about? >> Yeah. So there's so there's like a complicated answer to a simp what should be a simple qu or what is a simple question and should have a simple answer. So part of the
challenge is in like everything that a high school student has to take before so like if we're going to make it a mandate right there's already like a certain number of things that kids have to take before they graduate. Um so you know do you offer it as an option or do you say it's like something that
everybody has to take and like the more you put in that kids have to take then it reduces the amount of things that they can take right and so that's one sort of piece and secondarily there's a whole conversation going on at the state level coming out of the governor's
office around changing the graduation requirements um which are which goes all the way back to the decision that um the voters first passed was already what two years ago question two around decoupling the MCCAST from graduation um
requirement. So, so while that passed, now the governor's got a whole council that's saying, "Okay, well then what is the statewide requirement and there's it's this they've passed one or they've come out
with one report that had one draft and now it's in this whole public comment phase, but it's like a much more convoluted and complex process. One of the things they're they're tossing around is a potential financial literacy requirement or class and which would go
back to restructuring mass core which is or making mass core a requirement where schools now opt into mass core like so and again I could spend like 45 minutes talking about this but so I guess my short answer to which I've already gone
past my sort of short answer is there's a lot probably to come that's going to be dictated to us around this >> even like during Dolin time. I know that just got like switched up like have a question of the week is something like >> Yeah. >> Just cuz I mean I mean we went to open our first bank account and it was an
experience. >> Oh yeah. I've got kids ranging from 17 to 23. So I fully can appreciate >> the world that you're in right now. >> Anything else? >> I guess too we have to give you credit, right? Because we have these things. We
have opportunities for like participation, right? And you know, >> people, you know, you show up, they want the answer to their questions sometimes. I know it's during the day, I know, but we're offering, you're offering it like during the morning, you did it at night, you did it on Zoom, you do another
meeting tonight. So, there's plenty of opportunities for people to learn about what's going on and be part of what's going on without leaving their houses, without, you know, >> hire. >> I don't know. He just he knows that. Yeah, I mean like you know
>> I appreciate that and all all uh you know again all I'm trying to do is create opportunities a to listen to collect information. You know my leadership team's heard me say this a thousand times but uh part of my job is to make decisions.
I can't avoid that. Um I prefer to make informed decisions. Um and the only way I can make an informed decision is to have information. So this is one mechanism for me to collect information. The other information night was another way getting out meeting and talking with people. >> But when the same people show up is what
I'm saying is it's valuable, right? Like if if I'm showing up and I'm sharing my information to you in every opportunity, right? Like you know it tends to become the same people that are given the same feedback all the time. So it would be great to have different >> Yes. And that's what I'm saying. >> Right. And I also just try to use other
mechanisms as well. Right. So that's why the some of the surveys go out. Right. So we I understand not everybody can come in person. >> I'm saying you do understand that you give people opportunities to not leave their phone to respond to you know to not leave their house to get on Zoom to come to meetings in the morning. So I'm
saying you're doing a great job with that. >> So that's what I'm saying. >> All right. >> I want to thank again thank everybody for coming um for the later version. Thank you for anybody who's watching
this uh digitally. Um and um have a great rest of the day. Thank you. Thank you to our students who helped out today. Heat. Heat.