Hi, good afternoon and welcome to the East Long Meadow Public School Committee meeting on June 22nd, 2026. Um, starting at 5:00 p.m. We could all rise for the pledge of allegiance.
I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Have a roll call. Sammy
Thompson Smith, superintendent of schools. Antella Rella >> William Strawther >> Uni Delenta Other Brown Assistant Superintendent for Teaching and Learning. >> All right. And do we want to make an amendment?
>> Oh, yeah. Uh, I would like to move that we modify the agenda to bring 6.1 ELA request for fundraising event at ELHS to the first order of business under presentations for uh to become the new
5.1.1. >> Motion made by Greg, second >> seconded by Amy. >> All those in favor say I. I. >> Any nays? >> Motion passes four to zero. do this right now before we get to
>> Yeah. >> Okay. We do have one uh presentation to make prior to approval of minutes and this is to honor a longstanding school committee member who has been on the committee for
the past 18 years, >> Mr. Greg Johnson. >> Thank you, Gordon. Thank you to good use. I do appreciate it. Thank you so much. And being on this committee has been fantastic and and meant so much to me and being uh spending time with you on a regular
basis and former uh committee members and former um superintendents and assistant superintendents and leadership team and everybody. So, thank you all for this. I do appreciate it. >> I just want to say thank you, too. >> Yes. You've definitely
meant a lot to this committee and not just the committee, I feel like to the whole town of East Long Meadow. I mean, you have dedicated so much time to our schools and to our town and we just we appreciate and value everything that
you've done. >> Thank you. I'll miss you. I will. Thank you. >> Oh, and we have one more presentation. Everybody's leaving. >> I know. I know. This >> all the cool >> um for you. >> Oh jeez. I thought we did that the other
night. >> Smith, I know. But this is your last official school committee meeting. Um and we just appreciate and value everything that you've done and given us um to our school and to our committee.
You've been a pleasure to work with. Um, I think this is my sixth or seventh year as a school committee member and it's just been so valuable and I've learned a lot from you even as an educator and a school committee member. So, it's just
been it's been a great experience. >> Well, thank you very much. >> We wish you the best. >> Thank you. Absolutely. >> Thank you. >> Right. Did anyone else want to add anything? just that you'll get the card later. >> Okay. >> Yes. >> You're getting the gift.
>> Okay. >> Thank you. >> Thanks. Heather. >> All right. So, now back to our agenda. Um committee and subcommittee communications. Greg, you want to start? >> Uh just since last week, as many of you
would have noticed, the uh former East Lomino High School is starting to be uh torn down. I spoke with Mark from Fontaine on Saturday. Happened to run into him at the project. Things are going great. They are looking at end of July potentially to have the building
done by at this point. That's best case scenario. Apparently the foundation is the hardest part. So the things that they're doing now are easier than going down and digging through to the concrete and to the um rebar, but um certainly making progress. And it's it's neat to
see. Somebody else was saying before the new building is emerging from the old and so >> uh the next phase begins in the project. So um that's all I have. Thank you. >> I don't really have anything. >> Um beyond the fact that we had a LBC
final meeting um everything went well. The the year is turning out pretty good. Um they're looking forward to next year. Um they do have a a new they're looking for interim CTE director. So, if anybody's out there, um they're looking for a new director. >> Um the the current director will be
retiring. So, they're going to have a year where he's shadow the new person will be shadowing the the current director. Um >> and they've got a lot of projects they're working on. Um potentially um even building or getting a new building and adding some of the CTE into a new
building to expand it even more. >> So, it's going to be interesting. >> Thank you. All right. Thanks. All right. Uh, first agenda item, the EL leave request for fundraising event at ELHS. >> Sorry, Antel, we haven't done the
minutes yet. Or the or the opportunity for visit. >> Yes. >> Oh my gosh, I'm sorry. >> That's okay. >> All right. Approval of minutes. I'm sorry. >> Move to approve the June 15, 2026 executive session meeting minutes as presented. >> Motion made by Greg. >> Second.
>> Seconded by William. Any further discussion? All those in favor say I. I >> of any nays. >> I was not in attendance. >> Oh, so one >> 3 to 0 >> 30
one abstain. >> Move to approve the June 15th, 2026 regular session meeting minutes as presented. >> Motion made by Greg. Second, >> second by William. Any further discussion? All those in favor say I. >> I. I. >> I. >> Any nays? Any abstensions?
So, passes 301. >> Sorry, skipped through a lot of things. Um, any opport This is an opportunity for visitors to address the committee. >> No.
>> Oh. Mhm. Yep. >> So, you >> come on up. >> You can come on up. >> Sorry. First timer. >> No, it's okay. I I skipped through a bunch of stuff and I'm not a first- timerr >> there. Do you present now or ask what I'm presenting? >> No, you can present now.
>> Okay. So, just state your your name. >> Sure. >> Hi, my name is Addie Carabetta. I am a mother of two from uh town and I am also a paraprofessional in this town. As a mom whose children are on a 504 and the other on an IEP, I know how much Paris
support is needed legally to maintain the requirement of those two legal documents. As an ELPS employee, I know that those minutes are sometimes impossible to meet and maintain due to the breakdown of the system of employees. Our hourly rate is not competitive,
leading to the high turnover of staff in our schools. The job postings that are uh listed are not specific to the details of our actual duties that are needing to be performed. When new hires are then placed with a student with high needs, they often resign because they are not aware or
prepared or even sometimes trained. Again, causing a huge turnover rate of staff. This leads to pair of professionals like myself being pulled from our daily duties to fill others needs and having then a shortage for our own students.
The pair of professionals have asked me to come to speak with all of you. They had all mentioned what their needs and their wants were for the future of ELPS. PAR professionals are the least appreciated but most needed staffing in our schools. We are also the least
compensated. Myself personally, after paying out my taxes, union dues, insurance for my family, and a small portion into my 403b, take home $100 a paycheck. That's $10 a day.
I am hit, kicked, spit at, and have objects thrown at me weekly. This is not a job that many would be willing to take on, even with a higher pay. And we are all doing it without appropriate compensation for the love of the kids in this town. I understand budgets and I understand cuts, all of which are
happening in East Long Meadow. But without us paraprofessionals, every single IEP is out of compliance and we are the backbone of the care and education of students in East Long Meadow. I want to thank you for listening to all the grievances that we have as a pair professional group
between all schools and we are hoping and we are hoping that we come to an agreement with our um further contract but everyone would wanted you guys to know everybody's kind of grievances of what's happening currently in the schools. Thank you. Thank you.
>> Thank you for coming and letting us know that information. >> Now, are we at ELA? >> Now we at E Leaf. >> Okay. Um, ELA request for fundraising event at ELHS. You guys want to come up? >> Sorry, we come again.
>> Sorry, I know. All right. Uh, I guess the last time we were here, we kind of left off with, uh, a conversation that was needed in order to, uh, I guess bring this to a vote.
So, I think balls in balls in your court. >> Yeah. And nothing has really changed since the last meeting. Um, uh, we've done the research in terms of other communities having events like this. Uh, personally, I still believe that this should be a one-time occurrence. Um, it
will be up to future school committees to decide that, but um, I again would not to like to set a precedent in an activity um, like this, but uh, would be in support uh, of what ELA is proposing
and um, we'll see how it goes. Should we review just quickly what uh Elie is proposing? it had changed from the original proposal which I believe was um and this is a few meetings ago proposing
having the kala at uh the new building and then last meeting that changed to having a a different kind of fundraiser smaller fundraiser but also just somewhat of um using it as a way to
present the new building uh and have somewhat of an open house if you Yes. Yeah. Nothing's changed since last meeting. Yeah. We definitely scaled it way down from replacing the gala to just another fundraising event for ELA >> for Prometheium boards for
>> that's our goal is to raise money >> for that. All right. Does anyone have any questions or >> did we come up with a date yet? >> We have two dates in November.
>> Yep. I think the 7th or the 14th. >> Yep. >> Um I believe Mr. Paige mentioned something on one of those dates with like a Hall of Fame. There was >> I think it was later >> something he said.
>> Sure. But you're right. >> The um Hall of Fame is the Saturday before Thanksgiving. I don't know if that's the date that they're going to continue to go on, but um they were looking to do something at
the high school um which would be where's Thanksgiving. Okay. So, that would probably be the November 21st. >> Okay. >> All right. So, I want to make a motion. >> Well, we should choose a date perhaps. I would think is there a date that you would prefer? Elie would prefer the 7th
or the 14th. >> You prefer the 7th or the 14th? um >> doesn't matter. >> It no doesn't matter. >> And the time so um I had discussion with someone about the length and um perhaps
not going I was also going to check with Kevin McGee because I don't know if there's any sports that >> Right. I I mean I don't think there's games on Saturdays. Right. >> Right. >> Seasons for >> Yeah. >> basketball which would be probably the Right. Am I? >> Yeah. >> Yep.
>> They start after Thanksgiving. >> But I would recommend a date if you >> Yeah. Can we say November 7? >> Yep. >> Yep. >> So, and then there'll be more details to work out obviously and you'll work them out. Also, um uh you'll have to go in front of the town council
>> and probably a school committee representative should be there as well when they do that so that they know that uh we're on the same page. I would recommend uh and um if that's it, then I would move to allow EL leave to have an event at uh East
Salto High School on October 7th, 2026 in which um they may serve uh uh alcohol uh subject to approval of town council.
>> Second. Motion made by Greg, seconded by William. >> November 7th. >> Yeah. >> Did I say October? >> Yeah, for November. >> November 7th. Thank you. >> My point was that we should in our next SPC um set up the open house for the new building in October so that we do that first before this.
>> That makes sense. Okay. Yep. November 7th. Yep. >> Um all those in favor Oh, any further discussion? >> Uh just again, not setting any precedent for other events. We're looking to do this as a onetime event, at least for
now. Um, just for others that are watching. >> Uh, all those in favor say I. >> I. >> I. Any nays? Carries over four to zero. >> Awesome. >> Okay. >> Thanks, guys. Thank you. Go.
>> Right. Um, up next, end of year presentations. >> Okay, so this is the uh second night of our end of the year presentations. We had the first round uh at the last school meeting. We now have our elementary buildings here. Um
unfortunately Mr. Martin who has um had an unexpected death in the family is not able to be with us this evening but uh Miss Brown and I will walk us through that presentation at the end. So uh if we want to call up Metobrook first we can have them start us off.
>> Sean, do you mind clicking it over to my screen? >> Thank you. >> Are you projecting for us? >> I'm projecting for you. to like give me the evil eye >> right there to your side. >> Is it?
>> Oh, very nice. >> I'm just put one up too cuz I can't. All right. So, as you know, part of our goal has been to continue to focus on attendance rates, reducing chronic absenteeism, most specifically for the fall of 202526. Our goal was 95% or
greater average daily attendance and as of June 12th our rate was 95.2%. At the same point last year we were at 95.6% so fairly comparable to where we were last year. We did exceed the desi target and met our goal of 95% or greater
average daily attendance. For chronic absenteeism we set a pretty lofty goal of 5% or less which was our precoid rate. Um, as of June 12th, our chronic absenteeism rate was 7%. And at this time last year, it
was 7.3%. So, while we did improve marginally on last year, we did not meet our 5% attendance goal for chronic absenteeism. I think a number of things contributed to that, when I was reflecting back on this, we had 28 students in that chronic absenteeism
group. Eight of those 28 had known health issues impacting attendance. Of those eight, two were in home or hospitalization settings. One was hospitalized since December and one since March. Those add significantly to
our chronic absentee raise. Another is a student on an IEP attending school on a modified school schedule. So those three things had a pretty significant impact on our attendance rates this year. 17 of those 28 were referred to the care coordinator. Two were referred to state
agencies for multi-year chronic absenteeism. Two have residency issues that are under investigation at the moment. Three had periods of travel. Two of them with out of the country travel and one of those two with multiple periods of
outofcountry travel within a course of a single school year. And two of those were working with our counselor and attendance. How did we get here? Um, as I shared before, we were sending home monthly letters to families with five or more absences, continued communication of our
attendance expectations, continued referrals to our district care coordinator for students showing higher rates of absenteeism, individualized follow-up with families, and as I mentioned, referrals to state agencies as warranted. Another part of our goal under
supporting the whole child relates to DESA implementation. This is year two of the implementation. We use ESA mini as a universal screener for all students and the DESA 2.0 as a more in-depth screener
um for students identified in the mini as needing more targeted support. >> They give you the evil eye. >> It's like you're not looking over here. And looking at our schoolwide data for the Desa Mini in the fall, 6% of students were identified as needing
instruction. 79% were in the typical range and 15% were in the strength range. At the end of the year, 8% are remaining in need. 64% are in typical and 28% are now in the strength range.
So overall, we've seen a 13% growth in students scoring in the strength range and less than 10% um in scoring for need for instruction. Next slide. Looking at the Desa 2.0 scores, which
provide that deeper insight into the strengths and needs of the students identified in the Desa Mini as needing deeper screening, we're seeing growth in the following competencies. Social awareness increased from 59 to 63%. Self-awareness increased from 53 to
63%. Relationship skills increased from 53% to 59%. And optimistic thinking increased from 50% to 53%. So what's driving our progress? Um for tier 1 instruction, we completed second
step for all grades, including bullying prevention unit. We created a schoolwide behavior expectations for lunch, recess, arrival, and dismissal. They were explicitly taught at the beginning of the school year and then revisited after um long breaks. We plan to expand this
for next year. Our counselors have already started working on hallway and what's the other one? >> I don't I'm stuck. Hallway and something else. Bathroom maybe. >> Yes. Thank you. Um at tier 2, the DESA
2.0 O data is used to guide small groupoup instruction at all grade levels. We worked with the River Valley Counseling to facilitate a six-w week first grade SEAL group focused on emotional awareness, self-regulation, friendship skills, and problem solving.
River Valley will continue services for students over the summer, including conducting sessions at Metobrook. and we collaborate with outside providers and helping families from access outside resources. At tier three, students receive individualized sessions with our school
counselors and students are also provided targeted instruction, individualized incentive systems, and formalized behavior intervention plans. And under teaching and learning, we use the USNS, which is a universal screener
for Number Sense as an early screener for our kindergarten. It helps us assess how our youngest learners are developing foundational number concepts like counting, comparing numbers, subetizing, and number combinations. Last year, 71% of our kindergarteners
scored proficient. For this school year, our goal was 75% proficiency, and end of data show end of year data shows that we met 84.11% showing that we did meet our targeted goal for the USNS for kindergarten.
In grades one and two, we used um I Ready and this was the first year that we used the typical and stretch growth as our targets. So, we weren't too certain what to expect there. But in grades um one and two, we also use the USNS to dig a little bit deeper. Our
goal for the school year was 65% of students in grades one and two reaching typical growth on I Ready, which would be up from 59% last year. And 66% of our students did meet that goal this year. So, we met our student learning goal for
math. In addition to that 66%, 8% of students were 80 to 99% of their annual growth. So, they were just right there. Just didn't quite get over that hump. Um, another way of looking at I Ready data is to look at overall movement in
placement. This graph shows that at the beginning of the year, 14 of our students were on or above grade level and by the end of the year, that number increased to 68%. That's a 54 percentage point increase in students who are now performing at or
above grade level. Another thing that really stood out to me when I was looking at this is the reduction in students scoring below grade level. We reduced that from 16% at the beginning of the year down to 1% by the end of the school year, which tells me that our
interventions are really doing their job. Um that we're moving these kids out of that grade level below. I won't spend too much time here, but this is a graph we've been showing you guys this year, which also shows that in
grades one and two, we are exceeding both state and national data as well as the national norms. And then um our intervention efforts, like I mentioned, are really showing encouraging growth. Um, we moved nine
second graders and 12 sec 12 first graders out of intervention this year for showing significant progress in reaching proficiency on the USNS screener. In kindergarten, one out of eight students receiving intervention reach proficiency and we continue to
work with the others to build foundational numbers skills. Looking ahead to next year, we're already planning our fall boost groups based on this data. We were able to identify 18 rising first grade students and nine rising second grade students who will participate in a boost group immediately
in the fall. So, right when school starts, rather than waiting until our first round of intervention data comes in to pick up the first group, we're going to pick up those uh 27 students right from the start of school to help give them a little bit of a boost. Um, we're also shifting away from using I
Ready and shifting towards using the USNS at all grade levels, which will help us better identify students strengths and needs at a much earlier level um and be more proactive in our interventions with those students.
Okay. Um, teaching and learning goal. As a reminder, we use Dibbles um to monitor early literacy and development in grades K through two in place of I Ready. We administer this three times a year with opportunities for progress monitoring in
between assessments. Dibbles measures phmic awareness, decoding, and fluency. Our goal this year is that 75% of students in grades K through two will score at or above grade level on the composite. Last year, 72% of students met the
benchmark, but that was based on the predominant measure. We didn't have all the um we didn't administer all the subtests. So, our goal was kind of a shot in the dark, but we are pleased with the amount of growth from fall to spring. In the fall, it was 56.8%
of students were at core or above, and by the end of the year was 78.7%. So, we exceeded our end of the year goal. One thing to point out is a shift from intensive to strategic through targeted intervention. We have moved 30 students out of our highest risk
category. That's exciting. Another thing to note about using the composite score on the dibbles for our goal is that the benchmark itself increases throughout the year. Um, and the target rises from 330 at the beginning of the year to 389 at the midyear to 441 by the end of the
year. Slide 10. This is a little bit about our reading intervention. It continued to provide targeted reading intervention services throughout the school year using the datadriven model. Students were identified through the Dibble universal
screening and ongoing progress monitoring with interventions adjusted u multiple times. In grades one, we had 31 slots for our amplify tutoring program. We serviced 32 students throughout the year with 10 exiting in January and 10
new students entered in January. Grade 2 began with 36 students receiving intervention with 12 students exiting over the course of the year and ending with 23 students um requiring cont continued support. Kindergarten
intervention started later in the year with 23 students receiving support and um by spring after four students met that criteria to exit the intervention. And our last goal under inclusive and supportive culture and climate is really
focused on celebrating the diversity within our community and making sure all of our students and families feel a sense of belonging. We partnered really well with Shandria this year. We were really excited to have her come on board. She's truly been a consistent presence in our building. Um not only
during the day pulling small groups of students into lunch groups to help build relationships, but she's come to almost all of our evening events this year as well, which has been fantastic. One of our big goals was really to help on improve the onboarding process for
our METCO students. Um, I think I explained last time I might have bit off a little bit more than I can chew there because I didn't realize that the MECO program and the deadlines are not just East Long Meadow specific, but they impact all of the schools within the METCO program. So shifting those
timelines wasn't as easy as I had hoped it would be. But due to uh Shandria's relationships that she built quickly within the MECO program, despite our being unable to move those deadlines a little bit earlier to get families in,
we still got three out of the four students in for kindergarten screening in May, which is a big improvement. Previously, we weren't getting those names until like July and August. So they missed the kindergarten registration night. They missed kindergarten screening, but they were able to come to orientation. This year,
we backed it up. We got three out of the four in at least for um kindergarten screening. And I'm hoping next year we might be able to get the names even sooner to get them here for registration night as well. Um we also had two assemblies this year focused on diversity and belonging. We told you
about the other one last time, so this time we'll focus on the last one that we just had, where Shandria Visited Metobrook and focused on the book All Are Welcome Here by Alexandra Penfold. And this is a children's book that celebrates diversity, inclusion, and community, but specifically within a
school setting. Following that assembly, classes engaged in an activity focused on ways they can help their classmates feel welcomed and included at Metobrook. And you can see some of their work up there. Um they had really beautiful ideas. I was walking down the second hallway reading second grade hallway
reading a lot of them. Had a hard time picking which ones to take photos of. Um students drew and colored a picture of themselves and then completed a short written response. And these were displayed throughout the hallways. So overall, while we didn't fully meet the goal because we didn't move those METGO
deadlines, I still think we strengthened partnerships and we continue to move that goal forward. all we have for you unless you have any questions. >> Thanks for hearing all that data. Thank you for having us.
>> Next up, we have uh Mountain View School with Mr. Santella. I >> I'm trying to get there. It's >> I brought paper copies. I followed directions so I can follow along with my slides. It's not in
front of us. Okay. So, we'll start with supporting the whole child. Um, our first goal was to increase daily attendance and see a reduction in chronic absenteeism by making students feel valued, connected,
and ready to learn. So, our next slide, sorry. Our average daily attendance rate um we wanted it to be 95% or higher and we exceeded that with a rate of 96.3%. Um we wanted our chronic absenteeism
percentage to be met or to exceed targets. Our 2025 accountability target um showed our chronic absenteeism rate was 4.5. So, I don't know what their target is
for this year, but we ended the year at 3.7. So, that was lower than last year. Um, our student reported percentages for belonging on our wellness and climate screenings, we wanted to be 90% or
higher. And for two of the three questions that are specifically about belonging on our end ofear survey, we exceeded that goal with 94% of students reporting they are happy and feel welcome at Mountain View. Uh the be myself question
went down from the beginning of the year. I'm not sure why. I don't think some of the kids maybe fully understand that question, especially at the third grade level, but um we were happy with the results. This year we um changed uh
social emotional curriculums. We were using Second Step uh both Mountain View and Maple Shade and we switched to the Wayfinder curriculum this past year. Um, it's definitely, I think, a little bit better than what we saw with Second Step
in terms of in terms of student participation and understanding. I think Second Step felt a little young for grades three, four, and five. So, um, we continued the model that we were using
with Second Step the year before where our school adjustment counselor, Nick Hutchinson, taught the third grade curriculum. I taught the fourth grade curriculum and Norma Campbell, our school counselor, taught the fifth grade curriculum and we plan on keeping that
the same for next year. Um, I actually enjoy being in the classroom again. It's been a long time, so it is fun to be with them for the curriculum. Uh, Norma and I, um, as you may or may not know, Mr. Hutchinson has decided to take a
school psychologist job in Springfield, which is what he went to school for. So, we're happy for him, but not happy for us. Um, but we plan on doing the same model next year, but um, we're going to schedule some more professional development with Wayfinder for when the
counselors come back at the end of August because it was totally new to us last year. We kind of fumbled our way through. We did have some PD, but not enough. So, we're going to do some more this year, but we are enjoying it uh, more than, and the kids are enjoying it
more than Second Step. So, okay. Our next goal, teaching and learning. Um, we wanted to see continued academic growth and increased achievement measured by the I Ready reading and math
assessments. So our goals were uh to have 70% of students reach typical growth in reading, 40% reaching stretch go growth in reading, 65% of students reaching typical growth in math and 35
reaching stretch growth in math. So on slide five, I will start with the academic achievement. So on our first I Ready reading administration this year 38% of students were already at or above
grade level. By midyear 47% of students were at or above grade level and by the end of the year 63% of students were currently at or above grade level. Uh for math on the next slide
same thing. This is our um academic achievement not growth yet. Our first I Ready math administration this year 34% of students were at or above grade level. By midyear 51% of students were at or above grade level and at the end
of the year 69% of students were at or above grade level as measured by I Ready. for growth. I put the charts that we've been using the last few years. Um, as
you can see on the graph on the left in reading, all three grade levels are placed in the high performance high growth cortile. Our goal was 70% of students reaching typical growth and 40%
reaching stretch growth. We came close at 67 and 37. So just off by a few uh from our goal at the beginning of the year on the graph on the right is math. So
grades three and four are also in the high performance high growth cortile while grade five placed in the high performance low growth cortile. Our goal was 65% of students reaching typical and
35% reaching stretch. and we were at 54% typical and 27% stretch. So, this is the area that we need to continue to work on next year. Um, part of this reason could have been
that we um do not have a math interventionist anymore. Our students in grade that were currently in grade five this past year. in grade four, a significant amount of them received math intervention when they were in grades three and four. And since we didn't have
that position this year, um we weren't able to offer any intervention in math. So that could be a reason. Um another area that they also used a lot of uh did a lot of math um enrichment was in the
GT enrichment program. So, we lost that which we didn't lose for reading because we have a reading which I'll get to on the next slide, but we have reading intervention and a reading tutor, but we don't have any support for math. So, um
that could be the reason. I'm not saying it is for sure, but um that was a big difference um from years past. In both of them, the fifth grade, it looks like they're lower >> in reading and math. Is there do you
think there's a reason for that or >> um Well, the fifth grade is still, you know, up there in the high performance, high growth at least in reading, right? >> Um and that I think we've become more comfortable with the reading curriculum. Okay.
>> And we have the extra supports. I think foundations has made a huge difference. Um, the teachers love it in third grade. I mean, it's not reached all the way up yet, but it's >> next year. Fourth and fifth. >> Next year. Oh, yeah. Next year, fourth
and fifth are also going to be having foundations. >> So, what is the curriculum in fifth right now? >> Fifth grade is was strictly Witten wisdom. >> Okay. >> Yeah. So, next year they will have foundations in fourth and fifth. In the fifth grade, it'll focus more on
vocabulary and grammar, which is something the teachers are very excited about because that's not something they've been necessarily specifically teaching. Um, so they're very excited about that. In math, um, like I said, I
can't explain other the biggest change was the loss of intervention. So, um, that's the only reason I can really come up with right now. >> I just didn't know if there was something going on with the fifth grade in general. But,
>> well, the end of the year, I can tell you the burnout is real from testing. The fifth grade in particular has to do ELA, math, and science, MCCAST, and then about a week later, we're launching them into I Ready. So, it could be part of
the reason, too, you know. Um on the next slide we have the reading intervention and tutoring data. So we started the year with 22 students receiving reading intervention. Four students ended up being released um
from reading intervention this year and 12 of the remaining students made one to two years of growth on I Ready for reading tutoring which is more onetoone and direct instruction from a tutor to
students who are typically on IEPs and are performing significantly below grade level. We had seven students receiving tutoring and all of them made anywhere between one and three years of growth with the tutor.
Next slide is this graph that kind of gives me ajida. Um it's a little hard to read, but I'm happy to say that if you compare Mountain View, which on the graph is labeled as district um because they had to separate out Mountain View
and Maple Shade. Um that refers to Mountain View. Grades three, four, and five all surpass the state and national norms in reading at or above grade level. and had significantly lower
percentages in the um one to three grade levels below. So I was very happy with those results. And on the next slide is the math. Same graph. Um again, three,
four, and five students all surpassed the state and national norms uh performing at or above grade level and had significantly lower percentages than the state and the nation in per performance below grade level. So that
was good news. >> Yes, third grade was amazing. They always Okay, on to our last uh goal which is inclusive and supportive culture and climate. Um our goal was to see
students, staff and families feeling an increased sense of community and belonging. So the first four questions um that are shown here were on the par the family survey, the student survey, and the staff survey. So, we want 95%
um of students, families, and staff feeling happy at Mountain View, safe at Mountain View, respected, and treated fairly, and that we have high expectations for learning. The last bullet is only asked of students and parents, and we want 95% of students to
report that they have at least one trusted adult at Mountain View. So, the data is on the next slide. And other than um having an adult I can talk to and enforcing rules against hurting others which we feel falls under the
respect category. Those were the only two areas that we fell below the 95% but they were still high. Um the two questions at the bottom the rating scale changes for those questions. It's
always, sometimes, or never, which always and never are a little severe, I think. So, I combined the always and sometimes into uh the percentages that I gave you here. They were both high, but um it seemed a little bit better to put
them together rather than um spread them all out because I think always is a little I don't know that anyone always feels respected by their classmates or so. And then the last slide
um oh excuse me, second to last shows the parent and staff results. So, we didn't reach 95% in all of these categories, but we were very close. I did only have about 85 parents respond
to the surge survey out of around 280 kids. So, I wished I had more, but um I did send out reminders. And >> how many parents? >> I had about 85 respond. >> I had 200
>> about I'm estimating two between 270 and 280. So, um, the staff responses were high and the kids, we forced them to do it, so we had everybody, um, but I still feel, um, happy about
the results because we're all, you know, they're all above 90. So then the final slide has a list of all the events we had this year to build a sense of community and belonging. And the ones in red are the ones I've added
since the last presentation. So I would say the highlights for the students, staff, and families this spring were the talent show, which was very well attended, field day, uh the family picnic, which was a new addition this year. It was free for families. We
had food trucks. We had a DJ with a photo booth. We had um some booths set up by the library to advertise the summer reading program and from the group called wait till 8th. I think that's the name of the group about the
cell phone usage. >> Um and it was very well attended and everyone seemed Oh, we had face painting too. Face painting and a balloon sculpture guy. I I don't know. He didn't he was doing really great work. But um
so that was great. That was we'll continue that. And then the spring concert which we hold outside um Tangle Wood style we call it. So we can have as many people come as we want and everyone just sits outside in the back playground. And it was great for the
students. The fifth graders ended up going to Shaker Bowl for their end of year trip because we couldn't go to Sunny's place due to the nurse um situation, but they did have a great time. It was shut down for just them. So, uh the whole fifth grade was there
with their teachers and they had a great time. And the Penny Wars, which I don't know if you heard about the Penny Wars, but um it's a contest we started one or two years ago. Um, I don't fully understand it all myself, but basically
the kids bring in change and fill jugs by grade level. Pennies are good, silver is bad, dollar bills are good. So, when they come in, they try to figure out which grade level they can sabotage um by putting in silver to counteract
the pennies and the dollar bills. It went on for a week. It's insane in the office in the morning when they're all coming in with their money. Um, but the PTO upped the prize this year. In the past, it's been an ice cream. This year they had a pizza party and they got a squishy.
>> Um, squishies are a big deal. So, um, we had a lot of participation and they I think they raised almost $3,400 in a week just from that. >> And everyone in the class gets a the pizza party. >> The whole third grade got the pizza
party and and the squishy. >> Yeah. Wow. Yeah. They said they we've raised that this is probably I I don't know for sure, but I think it's our biggest fundraiser. So, they felt cheap just giving them an Italian ice the last two years. So, they upped it to a pizza
party and they were good. The good squishies. They ordered squishies. >> There's a difference. Nice. >> So, they got the kind that I guess people line up for at that shop in town. >> Yeah. >> At 5 in the morning or something. So,
>> I've been there. >> You were in line >> or squishies. >> Like, you didn't even have lipsticks. I know. >> Thank you. >> Thank you. >> Thank you. >> Thank you.
>> Conor put this together, too. >> He did. Yeah. So, we'll we'll do our best to excuse me. Um to present this uh although um obviously a better job than Miss Brown
and I can do, but we'll present to the best of our ability. So obviously very similar to the other two schools, they have a supporting the whole child goal uh centered on attendance rates and absenteeism, chronic absenteeism as well as um how
students are reporting the climate surveys. At uh the time of these slides uh towards the end of the school year, Maple Shades um attendance rate was at n daily attendance rate was at 95.6%. 6%
um and that is uh about the same of where where they were last year at this time. So they're they're holding above that uh 95% right in the center there. Uh moving to teaching and learning,
similar to what you've heard uh the other two schools, um we had increased based on the results last year uh where we wanted our students hitting typical growth and the percentage of students hitting um stretch growth in I Ready and
I Ready math. So it's 70% and 40% in reading and 65% and 35% in math. Brown's going to walk us through uh got close. So they got six, this is reading 69% of the kids met their typical
growth. So 1 percentage away from the 70 and 34% reach stretch growth which was 1% away from that 35. Um that's the aggregate of third, fourth and fifth. Third grade though exceeded their uh typical growth. they got 72% of their
kids uh reached their typical growth and 44% uh got reached their stretch growth goal. I don't know what total special education means. It's it's kind of it's not done >> that one. Unfortunately, we need notes on >> we didn't want to change anything. Um
and then this is the national norms. Gordon, did you want to talk about those? >> Sure. Um so similarly to what um Mrs. Santelo is presenting the third grade seems to be the grade that uh really is sort of pushing the the aggregate uh in both schools. Uh and so you see some
really good numbers in the green there for the third grade. When you look at um district again this in this case this this chart is specific to Maple Shade as it was in Santanelo's chart specific to Mountain View. Um,
you see >> a lot of arms to get them to give me a minute to get in a mountain view. So anyway, the fact that it says district I'm going to ignore. >> Correct. So we uh Miss Brown reaches out to our um contacts at I Ready and we get these charts. Uh we try to get them well
ahead of time, but uh it usually takes a couple weeks for them to put these together for us. Um but it gives you a look at how third, fourth, and fifth are doing against um Massachusetts schools that use I Ready and schools across the
nation that are using I Ready. Uh and you can see that um we're outscoring both Massachusetts schools and schools across the nation in the green um and in the yellow and we're seeing lower percentages um in the red.
to math and achievement. Again, this is the aggregate. >> So, yeah. So, the aggregate is 64%, I believe it was 65% that we were hoping for and 35%. And so, again, one percentage point below, but again, the fifth grade in this case um for math
exceeded their typical growth goal. 80% of the kids met their typical growth and 49% met their uh stretch growth goal. and 92% I think he means fifth grade met their uh objective goal um and again we
won't be using SDM math next year um but something to celebrate and again the national norms >> and so taking a look at math across uh the board third fourth and fifth you can see um again that um we're seeing more
green at each grade level when you compare to Massachusetts schools using I Ready and schools nationally who are using I Ready. Uh and we're seeing fewer percentage little bit in the on the fifth grade there where uh we're seeing a little bit more in the red than we've
seen in previous years. Um at the end of the >> Wait, are you looking at math or reading? >> I'm looking at math. >> Fifth grade has more red >> 7%. >> Okay, that's all I was saying in terms comparatively to grade level. Okay.
>> Usually at the end of the year we see a lower >> I see what you mean. I thought you were comparing. I apologize. >> No worries. >> All right. Inclusive and supportive culture and climate. >> Okay. And so again um looking to celebrate uh the diversity within the
school and make sure that uh we are creating a culture and a climate in all of our schools where students feel like they belong and can be themselves. Uh and so the end of the year survey data for MapleShade um one of the biggest questions you see across all five
schools that we ask consistently and have done so for years that having that one adult to whom they can go to talk and problem solve and uh the end of the year Maple Shade responses were 90.5%. And then uh something that uh Maple
Shade has been asking for the last few years is um terms of continuing to try when things get challenging uh in the classroom. And so when I feel like my school work is hard, I keep trying. They got 93.5% of their students responding favorably. And then feeling safe at
school, I would love to see that one in the 90s, but 86.4% responded that they feel safe. We do see um somewhat of a downward trend around questions around bullying from say
bullying and um teasing and so forth. Uh when you start the school year, everybody's feeling um really upbeat about it in terms of our student body. And then as things happen, you'll notice at the mid cycle and then at the um end unfortunately things do tend to fall a
little bit in the percentages. questions the Maple Shades data or really any of the schools. >> I don't think so. >> Okay. Thank you. >> Thank you.
>> Sure. You don't need to see my desktop. >> Thank you all. >> Thanks for coming. >> Have a great summer. I know. Thank you. You too. All right. Superintendent summitive evaluation. >> Okay. Um so this year generally we've
held this over to the um fall when we get the accountability data. Unfortunately, this year I will not be with you in the fall. So, we do have to finalize my summitive so that we can report it uh to Desi with the summer reporting. Um hopefully you've had a
chance to look it over and then see in the shared file the the different evidence pieces that I put together and happy to answer questions um or explain anything further if if people have um any thoughts or questions regarding
anything that was presented. Greg. >> Greg, I'm gonna let you close this one out. >> Yeah, good job, Gordon. >> No, I mean I I not to make light of it, Gordon. Certainly over the last year and the last 16 years, the amount that
you've contributed to the district is is uh unmeasurable. And this is just a snapshot of things that you've accomplished. And so uh yeah, I would move to approve the uh superintendent summitative evaluation as presented. >> Motion made by Greg. >> Second.
>> Seconded by William. All those in favor say I. >> I. >> Any naysay? >> Passes. >> Thank you very much. >> Thank you. >> It's very much a team effort. >> Okay.
This is that >> it did. Uh so uh the um open space and recreation plan review committee is happening. Um it's uh so you had asked
last time to see if they were centering on a time in the afternoon as to when they were going to meet. They do feel that that 3:00 time frame will be probably when they'll be meeting. I did ask um the representative from Pioneer
Valley Planning Commission who will be advising on this for the town um if the superintendent, the incoming superintendent, uh Miss Manard is able to get there at 3, if a school committee representative could come in maybe at a
little bit later during that meeting and she felt that that would probably be fine. Um I think that as long as you have the superintendent there keeping a breast of what they're talking about and what um any assignments may be because in between meetings they do give
assignments in terms of hey can you do some more research on this um can you take a look at this so that they can bring it back to the whole group. So I I think that would be fine. The town also will be looking for a new director of planning because our current
director has taken a new position and I believe will be leaving us um either as of June 30th or uh shortly thereafter. So you'll have new director of planning on that group and new superintendent and a new appointee from the school committee. So it'll be first meeting
will be a time to get to know everybody. >> And how long are these meetings for? >> Generally an hour. Generally an hour. >> They're generally an hour. And how many meetings are there usually? >> We go a couple months. >> Yeah, it's like once a month for about an hour, >> probably six, five or six meetings.
>> Five or six. >> And what are they talking about in these meetings? >> Uh recreation, uh planning for the town, the use of fields or creation of new fields, use of a space that we already own, >> uh >> how we use the Brown Farm property.
>> Y preservation funds. >> Yeah. >> All right. Sounds like a chair thing. >> Can Can you just do it? >> I'll be out of a job. But >> all right, I'll do it. I can Oh, you
want to do it? I don't. But I >> do it. >> Yeah. If >> you guys don't want to do it, I'll do it. >> No, I could do this. >> Okay. I'm not trying to throw you under the bus, but I did hear through Shandre you might be interested in the equity and diversity committee. >> Yes. >> And so that could take that off your plate. >> I can. No, I
>> Or unless you want to do both. I can I can do this one. >> Oh, all right. >> Yes. And then you're That's a good point, though. You're you're going to have a reorganization meeting on July 1st anyway, so you can balance out uh the subcommittees and assignments if you need to.
>> Okay, sounds good. >> All right, we to make a motion for Amy to >> move to appoint Amy as the representative to the um recreation evaluation committee. >> Second. >> Motion made by Greg. Seconded by
William. Any further discussion? All those in favor say I. I. >> Any nays? Carries 4 to zero. Okay. >> A motion to adjourn. Second. >> I'd like to make someone needs to make a motion to adjourn.
>> I just Oh, sorry. >> William. >> Second. >> Motion seconded by Greg. All those in favor say I. I any four to zero. >> All right,
>> that's it. That's our meeting >> in an hour.