Uh, good evening and welcome. This is the March 9th, 2026 meeting of the school committee. Call the meeting to order. 6 o'clock. The meeting is being both audio and video recorded. I would ask that everyone please 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. Okay, roll call. Samantha, if you'd start, please
secretaries. >> Emily Blair, assistant superintendent for business. Anthony >> Gordon Smith, superintendent of schools. Gregory Thompson. >> Amy Denta Joavski. Heather Brown, assistant superintendent for teaching and learning. >> Caitlyn Cart.
>> Okay, we have minutes for approval. I take someone to move to approve. >> A motion to approve the March 2nd 26 executive session meeting minutes. >> Motion made by Amy. Second, second by William. Discussion. All in favor say I. >> I. Those opposed, nay. Motion carries.
5-0. One more, please. >> Make a motion second 2026 regular session meeting minutes. >> Motion made by Amy. Second, second by William. Discussion. All in favor say I. I. Those opposed, nay. Motion carries five to zero. Samantha committee and
subcommittee communications. Antella, would you like to start? >> I don't have anything. >> Excellent. >> Nothing. >> I have something. Sorry, it's very >> um I did go to the
uh elaf meeting. Um they're working u on the freedom for mileer and that registration will be out um soon. Um also they're in the process of um finalizing I think they were reaching out to communicate with you about the grant process for
>> sending in >> staff and educator applications are now open. >> Yeah, they Yes. So they are um reaching out to get you to share that information. Um they netted more on the gala this year than last year. I think their net their
net was 50,478.886. >> Oh that's great. >> I know. So, while attendance was a little bit less this year than last year, we netted more. >> Fantastic. >> Yeah. Hoping again to give out $55,000 in grants. So, >> that's great. >> I know.
>> Good work. >> They are doing good work. >> Kaitlin, >> I have a couple things. So, um, spring sports are starting next Monday, uh, March 16th. We have Spartanum this week, Friday and Saturday. And then the freshman and sophomore spring formal is
March 27th. And then um this Friday we had a bunch of students from the high school go to Read Across America at Melbrook. >> Did you go? >> No, I didn't. I just know people that did. >> Yeah, it's a good experience, I'm sure.
Okay. Thank you, Caitlyn. Appreciate that. Uh moving along, we have opportunity for visitors to address the committee. Seeing none, we will move forward. We have presentation to superintendent report high school winter status.
Okay, we have our high school administrators here. >> Just a little plug on what Caitlyn was just talking about. Last bartendum in the old school. >> That's true. Hey. Yeah. >> All right. >> Try to put on a good one. You guys can make it out. It should be a great show.
Last time you can see over 800 people. >> Yeah. >> So there may be a matinea version >> and show next year to make sure we can fit the same number of crowds. >> Do a Sunday matinea. >> We're thinking about a Saturday matinea like a afternoon and then evening performance.
>> Two shows in one day. >> Three days they were talking is kind of a lot. Friday night, Saturday afternoon, Saturday evening. >> Great. Nice. >> Good. Good idea. All right. So, um we are here tonight for our midcycle presentation. I
appreciate you guys rescheduling um from last month. Um uh the first part we're just going to go through is the um child goal supporting the whole child. Uh and and Gary's going to talk a little bit about um some of our attendance data,
but also just some of the um good stuff that our kids are doing um uh based on report that we received from the college board. And then from there, I'll jump into teaching and learning goal um and we'll bring us home uh by just going through um uh that inclusive supportive
culture and climate goal. So with that, I'm going to turn it over to you. Pretty straightforward. Um our our goal being improve attendance data. As of the February 4th initial cutoff, we were at 96.6%. Um, we're seeing also just anecdotally,
we're seeing a big shift in in period by period attendance as well. Ann and I took on last year really broadcasting to parents the number of individual classes that kids were missing and just significantly fewer uh warnings and and loss of credit notifications this year.
So, I think that in in addition to this piece of our goal, that step has helped a lot in this area. Um if we transition to the next slide, we um received an silver honor roll award from the college board which
indicates if it's it's based off a few key indicators. One being that 55% of our students um of our graduating senior class that's that's >> so 55% of that class took an AP course
during their time with us. 42% of that class actually passed in one or more exam to earn college credit. And um the interesting piece is that that platinum status at the bottom tells us that we had 19% of that class take five or more
successfully take five or more AP classes over their career. There's one sitting next to me for this year. Um there's an interesting story too. We had a student start as a sophomore in college because of their work in this area with us. And another one that's about to I think so. Um, but this one is
just this is something that we don't usually get get to to share. So, we want to insert this one here as well. >> That's great. >> Does that include dual enrollment at all or No, >> no, these are just exclusively AP course work. >> This is just the AP honor role and they give us this report um each year based
on the previous year's graduating class. So, um, so when we have 42% of our graduates receiving college credit, that means they score a three or higher on those exams on at least one exam. Um, so it's not just that we have kids taking classes, but they're also, you know, performing well enough on the test to
get that college credit, which is great. >> Has there been any conversations about growing the program or adding more courses? I know there's more courses coming out. >> So, the last couple years, we've been able to do that with AP Human Geo, um, the AP Seminar course. So that reaches us down into ninth grade now. So we have
a ninth grade offering, a 10th grade offering. We get to revolve a few up in the upper grades where we do chemistry and environmental science. >> I would love to offer as many APs as we can. We have kind of hit a little bit of a watershed moment with that with one um
we only have so many staff who can teach the courses. Like why we're rotating them every other year where we have the AP envirro going opposite of AP Chem. It's just we don't have enough sections to run it. Um and two, um just based on the size of our school, you know, the kids can only take so much, you know.
So, um uh so I think we're kind of maxing both on the staff side and the student side in terms of how many opportunities we can give them. Um which is great. You know, I uh I don't have the the hard number off the top of my head, but I know we're in the high teens with the number of um different AP sections that we run in.
>> Bring in a new physics AP physics. Yeah. which is another one that alternates from AP physics 2 and AP physics. So y um so that's kind of the the way we get creative with it is because we can't offer all of them every year. We try to rotate different ones just to give kids
different opportunities. Okay. So um uh jumping into the next part I'm just going through teaching and learning. Um this goal is connected to um some of the result results from our our second diagnostic. Um
what I ended up doing was actually reversing the the slides um for this part and going through the action steps first and then the data second. So if you're looking at your packets um data slides what we come back to. Um, but what I
wanted to talk about just quickly is a little bit about why we um are running this universal screener uh and we're going through this diagnostic and then some of the action steps based on the data that we've always gone through, but then some of the additional ones based on what we're seeing and how we're
seeing our students perform now um how we're shifting a little bit um to better address some of the things that we're seeing and how we can remediate um that going forward. So uh so just generally um there there's two things that we look at when u we run our diagnostic this the
universal screener um first um we use them to identify students who need intervention uh support for both immediate and long-term uh structured support um like the work happening in our support classes and our team structures. Uh the picture above is an example um from one of our ELHs
foundation teacher rosters. uh that data is used to create uh lesson plans um for their support blocks uh that address gaps in learning. So you're looking at individual student data um and and building stu um uh individual lesson plans to support the students in those
spaces um when we have um you know uh gaps or deficiencies. So this is specific to one of our foundations classes which is is one of our special education support blocks. Um so uh so we do look at it in that way um where we have teachers who are digging in um to
their their individual rosters and seeing where they might be able to support kids in those smaller group settings. Um so a lot of the stuff you see happen when our in in our special education uh courses and also where we identify students to potentially be part of our team um the following year or continue to support them if they're
members of the team uh during during that year. you know, so for rising freshman, we're looking at the I Ready data uh to identify the students that might need support going into um freshman year and then sophomore year, we have that more targeted group that we worked with um to uh and we use the EXL
data as part of that to uh give them that sustained support sophomore year. Um uh jumping down to the next slide. Um I think the slides got Can we go one more? >> Yep. So this this should have been the
second one. Sorry. Um so on a >> um on a classroom level uh what we're using um diagnostic for uh is for our teachers and students. >> I can see it. >> Sorry. There you go.
>> Sorry I shuffled them today. All right. So uh so we use them to inform our teachers about how their students are progressing in their classes over the course of the year. So our approach is for staff to both individually and departmentally analyze our students uh content specific standard performance data uh in the related classes. Um so I
know we'll look at that holistic snapshot where we can kind of see how kids are whether they're on grade level or below grade level or significantly below grade level but um I see more value in looking at some of these standard reports where we can see whether or not the kids are mastering the specific standards connected to the
courses that they're taking. So um so for the teachers who are teaching algebra and teachers who are teaching geometry um we have the teachers um ref going through and uh looking at um so there's obviously there's some standard reports in there where you might see uh
low performance against that standard. But sometimes the diagnostic assesses kids on standards they haven't been taught yet. So we're looking back at the ones that they have been taught but we're still seeing weakness uh in their data. Um so um so this approach doesn't just look
uh at individual students but also looks holistically at where students either did or did not master standards. Um so based on what we saw in the data from the second diagnostic um which we definitely saw some some issues in there. uh what we we worked with with our math and English
department and based on on that second diagnostic uh what we asked them to do because you can't necessarily hit everything right now but also continue with your curriculum uh curriculum um identify five priority standards uh for each content area. So if it's algebra,
you know, we're looking at the algebraic standards. If uh the students in geometry, we're looking at those geometry standards. um and uh ones that have been previously taught and um also cross reference them with ones that are commonly assessed on the MCCAST um and
use those for either enrichment activities or reteing um uh or even just reviewing ones that they um that they've already gone through and um they may now be seeing deficiencies in in the data on the second diagnostic. So, uh, so we asked each department, math and English,
to hone in on five different standards, uh, that we're calling those priority standards where we see overlap between, um, deficiencies and also potential MCCAST, um, uh, areas of focus, uh, to, um, try to remediate some of those skills as we go through the spring.
Um, and then, sorry, Gordon, you go back slide, they a little out of order. Uh so just long term um because we are looking at uh the ISL data and it does look different than some of the scores that we saw last year and we have some
concerns about it. Um we we want to hit on a couple different uh things going into next year to try to remediate some of these skills but also address some of the issues we see uh with maybe how we're our students are approaching the the diagnostic. So, um, so on the math
side, um, because even if, um, and I've been candid with, um, you know, some of our central office staff that I have some questions about how, uh, how much our students are putting in terms of effort and fidelity to the assessment. Um but with that there's
definitely you see gaps on the um between even with the English scores not necessarily being the best there's still a significant gap uh between students being uh either at or below grade level on the math side you know so there there's definitely issues we want to dig into on the math. Um so one thing we're
looking at going into next year um is uh expanding um uh our algebra 1 course and moving it from four to six credits. Um so this change will allow our um our math department just to provide additional
struct uh instructional time allowing teachers to explore algebra 1 concepts in greater depth while reinforcing key skills in mathematics uh literacy and executive functioning within the context of that course. So um so we are looking at um uh making that
um that course have 50% more time and in doing so slow things down and get uh more in um uh into the content going into next year for our freshmen. Okay. Uh so the goal is to strengthen students uh foundational uh understanding and better support the success in the future
of math course work. So um so that standard level offering for our freshmen. you know, the math department came to me with this idea of maybe how to address some of these needs. Um, so when we're talking about those students transitioning into the high school, uh, and our department saying those kids who might be in that group who who need a
little bit more support on the math side, um, if they're advocating for that and they're asking for more time and we can build it into our schedule, I'm going to support it all day. Um, so >> I'm sorry. Go ahead. Go ahead. >> Will all ninth graders take this be
this? any student who happens to be in standard algebra 1. So >> um the uh the pacing in the honors algebra 1 and um geometry and geometry honors
would stay. So those would stay at four credits and they feel confident that they can continue at their same pace and cover the curriculum and make sure those students master the standards without expanding it. um our students who need more time to um absorb the material um
which is our standard uh our standard offering for for the that algebra class is where we're talking about expanding it. >> How much time would be added? So, right now we have 135 uh instructional blocks each year, 55
minutes. Um, going into uh next year, I'm sorry, 50 minutes. Is that 50 minutes going into next year um we'd be adding hopefully and potentially 45 additional blocks of teaching. So, we'd be going all the way up to 180.
>> And this would be in lie of the foundations, but it would be but targeted. >> Yeah. So, typically be missing out on anything because they would normally take foundation foundations. >> Yeah. So, typically what we do is our with our algebra student stack the algebra with a foundations block and that's the block where we have the kids
focus a lot on. >> Um going into next year, we want to take those four credits of foundations that we've been giving them and make that just purely dedicated to algebra. uh we found when our students are assigned to foundations, even though it's supposed to be that support for math and English,
uh based on the name, they don't always take it as seriously and don't see it as fully that math course. Um so the the hope is going into next year when we identify strictly as part of that that algebra section, but also it allows us to really hone in and focus in on the um
the curriculum by spreading it out. >> What curriculum is used? >> Real math. >> Okay. >> Yep. And that's what would be used for the ninth. I think it's 90 minutes. >> Yeah, we have all the units mapped out. So right now we have a scope and sequence that goes from September to
June and 135 lessons. We'd be pulling out two units per uh so basically that two credit is going to end up being like two terms. We have the two credits pulled out, I'm sorry, the two units pulled out that would go into each one of those terms um to slow down the curriculum in
the algebra course and then we'd embed those into the two credit class. >> It'll be with the same math teacher, correct? >> Not necessarily. >> Not necessarily. >> Oh, it's not. >> Yes. >> Cuz I thought it would they would just stay with that math teacher
>> for that added time. So it would be so obviously it' be a math teacher from the department you know like they have it mapped out where um they would be covering the same content you know >> and currently in the foundations course
it's not necessarily a math teacher who's teaching the foundations course. >> Uh they rotate. They they alternate between the math and the English teacher. So they they flip-flop. So it's a combination of math and English support. Yeah. >> Um but for that two credit section, the idea would be to um
basically all run them during the same time. So sequence would be the same. We run it during the same block and the kids would have it at that same time. So if you might be in a math class down the hall and we'd be covering the same lesson at the same time. >> Is there a reason why you wouldn't just extend the algebra period so that
they're just in there? So they're usually in there for 50 minutes. >> Yes. >> Right. And you wanted to add another 30. >> It'd be another 50-minute block. >> Oh, another 50 minutes. >> Yep. >> Yeah. So, it basically becomes a year and a half course.
>> Yeah. >> Yeah. In a sense. Yeah. So, when I do my program of studies presentation, I'm going to I'll have that mapped out for you guys so you can see exactly how it's going to play out. Um, this is just something that we've been um we've been talking through. Um, and right now we're looking at is we'll call it a
anticipated course change. Um, um, but I will I will bring that to you guys so you can see exactly how we're going to lay it out. >> There are other other districts that are doing this. >> Um, so part of where this is coming from is uh,
him to Wilberham. um they require uh two semesters of algebra at 90-minute lessons a day. So um when you go into the upper grades, they are semester based, but they go they go two
consecutive semesters for 90-minute blocks. >> And they have data to show that it's boosted the student performance or >> um so I I that's always been their model. So, I I don't know what the I don't have
like that comparative data from um uh like prior to, you know, I'm not sure if they've ever had it. It's just a semester based course for um but again, this is the proposal here is to take one of the foundations courses which they're already taking
getting that support and um making it specific to a math block. Um and then opposite that where it used to alternate with English and math um we are going to look at giving the students an elective choice. Um so they actually would be picking up an elective in the in the um
the opposite um block that would run at the same time. Next slide. Uh just talking about the English side just continuing down the slide here. Um so going into next year so the English department uh plans to integrate the ISL diagnostic and its results more into the fabric of the
curriculum. Um so more so on the English side than on the math side um the the diagnostic has kind of been seen by our students as a little bit separate from um the content being covered in the courses. So by taking some of the data that they're they're seeing in there and
and adjusting their practice um and also um potentially even adjusting their their foc uh focus on different assessments um based on the areas of deficiency they might see and the diagnostic. Hope is to
um make this just more a part of what happens in those classes. So the kids will know like if we're seeing this weakness when it comes to diagnostic, you might be having this more of the focus on your next writing assignment. You know, you can always adjust those rubrics based on what um areas you might want to hone in on for any any given
assignment, whether it's the thesis, whether it's, you know, explanation, um embedding the evidence into your writing, whatever it might be. Um um so um but that that was one of those areas of feedback that we had for English is uh that they do really want to integrate
the data more into um how they how they move through the year. >> This is jar. This is like jarring me. The the bar graph here I don't know if we've I don't know if it's been >> jumped the slide. It's coming. >> I don't know get there yet. Okay. Sorry.
I think I have the wrong order in mind. >> Oh yeah. You're >> he's talking about the solution before the problem. >> I understand. >> I went there first. >> I got it >> because I one of the things we had talked through earlier today was if we just start with the data, some of the questions you might be asking might be answered in the solutions first. So, we
just wanted to to go with those uh to start. Uh the last piece which I do want to share is just based on some of I don't want to say concerns but some of the questions we have around the current diagnostic and whether it's giving us the information that we want. Um we are talking about building um departmental
assessments that are more we'll call them um content specific diagnostics um connected to our curriculum uh within the system that might be more reflective what we're covering and also might as the English department said built more into the fabric of our our classes. Um,
one of the areas of just a question again um is when we're going through um the diagnostic data for for math for example I sat with the math part we went through this and um the kids were performing poorly on the diagnostic on content areas that haven't been taught
yet. So um true reflection of where they are in terms of this point in the year I think that's the questions that we have. So, >> and Frank, the questions that they would use to build these common assessments would be vetted questions. >> Vetted LL questions that would give us
standard specific data. Um, that would also so is connected to the reveal curriculum. Um, I don't know if they have a connection to the Odell curriculum, but they definitely do to the mass state standards on the ELA side. So, we could build something connected to um specifically being
assessed in our classes. Basically, you're creating the the assessments more in line for with how the units are taught. >> Yes. Yeah. Yeah. So, the kids aren't being assessed on standards they haven't learned yet. >> Got it.
Um so now if we I think the first slide that I have is not this one right here. Um so the winter data uh these um these results are in line with where the data that we saw back in September
uh in terms of the number of students who were either at or below significantly below grade level. Um and obviously just looking at these generally like we have concerns and questions. Um
uh just looking at the um you know that 10th grade cohort where we assessed them last year um we're saying they're at 15% that are at or above grade level that was significantly higher in June. So I I I have questions
around and concerns around that data, you know. Um and again, just if you're looking holistically when you jump to the ELA slide, you do see an improvement. Um but we still have a good chunk of students who are um scoring below grade level
diagnostic. >> Don't we usually see um comparative data with state? And uh >> I was just going to ask that this doesn't provide. >> Excel doesn't provide it. does >> you can you can uh go through I Ready to get that comparative data. Il is not
there yet. >> Yeah, they don't have that that national comparison or state comparison. >> You're basically asking kids to take a two-day assessment that doesn't count towards their grade and so we're not sure how much they're taking it seriously. >> I think our town manager should have
stayed to see this. I don't know how I I don't think this is accurate based on especially the ninth grade and the I already >> if it's off a little bit. I mean this is like absolutely jarring especially the 10th grade. I mean there's no getting around it. This is highly concerning.
>> Are there um common assessments in the Odell >> curriculse would be would be assessing reading standards. So they're reading all these texts then they write something. So essentially, you're assess assessing reading standards, but it's not directly
as opposed to reading a passage and answering questions like you would on the MCCAST. >> Well, how are they performing on those assessments? >> That's what he's talking about doing next year rather than using this data because it would be more high stakes because it would be connected to their grade.
>> I mean, there was also a big dip in the MCAST data last year as well. And so I don't know I don't know what is right and what's not because I know things don't count or things count.
>> Um but it it was a pretty big hit last year and I mean this is >> I'm concerned about like authentic learning. Like I don't I'm not a a proponent of standardized testing by any means but like to me I'm wondering like
is what have they missed along the way? Obviously 10th grade miss has there's something going on with some gaps in their learning major concerning gaps >> but nth grade too >> if the data is valid that's the problem
>> even if it's off 10 or 15 percentage points or something >> but why would you have like they're doing much better in I already in eighth grade and then suddenly there's this huge dip I mean it could be you know >> I don't know >> well I'd also ask they know that it doesn't count in eighth grade.
>> Exactly. So, >> but they so the incentives over there they have all the >> So, at the middle school, if you people can correct me if I'm wrong, if you don't perform well, you end up in a support block. >> It's a possibility that you're going to
get intervention support. >> So, why can't we provide any kind of incentives in ninth and tth grade? And I think that's the conversation of restructuring how we run the diagnostic to get data that's more valid. Um
I don't want to sit here and explain it away. I I >> Right. What if the data is valid >> and that's very concerning. Yeah. Um where >> I >> what's that? >> That's that's my concern. What if this is fair, you know, pretty valid
>> that we have these really like um >> you know, disperate like that we have like this the students that are in the AP and that are excelling and then everybody else is down here. >> So on the math side, if we're if we're looking at that grade 10 cohort in June, um I could pull it back up, but that
10th grade cohort in June were at 65% at at above grade level math. Um when we ran that same that same diagnostic for them in September, which so they went from like a a 9.9
to a 10.1 um it dropped down to about 15%. So I don't know I don't think you're going to see that 70% to a 15 or 65 to a 15% drop um in skills over the summer. I don't think we have that that volume of of
drop off. So that's where I think some of my concerns around the data does come in. Um, if you're looking at it in comparison to some of the data that I presented last year, would that say that 10th grade cohort is the ninth grade cohort from from last year, you know, >> Heather, did you say it's the information is available to get state
and >> No, not yet. Changed the way they're doing the assessment, too. So, um, there's two different ones and this one looked like we get more valid data, but um, so the one that you used last year was the flex. >> Yep.
>> And then they changed this. So, is a little harder to understand. I'm not as familiar with it as I Ready. They're kind of getting caught up to I Ready and all that they do. Um, but they do have that instructional piece that I Ready doesn't have. Um, for older kids.
>> So, in that we flex we used last year. Is that what you're saying for >> a different ninth grade flex last year? >> They did better. >> Significantly better. >> Significantly. >> Yeah. >> Yeah. >> Should we go back to using that? >> That might be another thing. That's yeah that's
>> not that we want to go find a test that works for us but it's not valid >> versus the actual learning >> one of them is valid one of them is not right if one of them's given you know one of them has to be valid or maybe they're both not valid I don't know >> that that's a good question
>> and if they are what I mean how many u towns are using it how many >> that's be a good question too do other high schools use this >> their diagnostic piece is rel relatively new so Um, I can look >> talking about
>> their diagnostic piece. It was always kind of a personalized learning. >> Do we know what any other high schools are using? >> I can look into it. I don't know if you >> I can reach out. >> Oh, I don't know if you guys heard anything. >> Yeah,
I I I'm not sure how many >> because if this isn't good, I mean, or it's not telling us anything. So, I I do think and we we talked about this a little bit last year, but I think now
it's probably a bigger conversation. Um, we can build assessments in the system that match what we're doing, which can give us more authentic data, and we can also by having them connected to what we're doing in our classes, um, some accountability from from the students
doing them. Um it sounds like that idea is also what the state might be shifting towards where they're talking about those end of course assessments. >> Um so if we take that approach in and um Heather and I talked about this the other day and I've already talked to to
math and English about potentially um building some of these assessments over the summer and and sitting down with the departments when they return. So, um, we can collaborate with them, but we'd have them kind of mapped out, ready to go for each, um,
>> so what dictates the pace? I mean, if we're if we're um modifying our assessments, >> Yep. >> to meet our pace, is our pace wrong? >> So, our our pace is aligned to the standards that state maps out. >> Okay. And
>> the state comes with assessments, they'll be aligned with the pace, and we're on that pace. were saying >> that if the state doesn't state's basically saying you're teaching this and you better be on pace, >> right? >> Yeah. >> Yeah. >> Which probably makes sense, right? >> That we assess what we teach.
>> Yes. >> Well, I think one of the the historical bigger pieces here is that your teachers bought in because of the personalized learning and some of the things that they could do in terms of remediation and helping students that where they've
identified challenges. So now if you have that buy in and they're willing to use the platform to build common assessments, we may get what we want. Yeah. It's just taking more time to get there. >> I just want to stress this too when and
just to hit on what what Gordon is talking about is not just a diagnostic program. There's a lot of other resources within the program that our teachers do utilize. Um they use them for activators. They use them u sometimes for for homework assignments. they'll use them to retach material when they see the kids are struggling on
different topics. Um, so it is being utilized as a program and there's definitely value in on the teaching and instruction side. Um, so even if the diagnostic might not be giving us what we want, there there's there's other values to the program that I see constantly, especially when you're
digging into some of this data that uh we have students who might be in um academic support blocks or in our foundations blocks where they can have some of those more targeted uh in-depth lessons when they see that that this small cohort of five to 10 kids might be
struggling around this topic, so let's practice this. like we do see that and that's that that first slide when I started going through the teaching and learning about how it is utilized in those ways. So even if some of this gradewide diagnostic data might not be
what we want. So >> so are we going to abandon? Is that what we're saying? We don't >> but as an assessment tool >> within I can build diagnostics that are aligned to our scope and sequence. >> A better word is not diagnostic. >> Better than can do it is my question.
utilizing the LL questions to align more to the standards in the order that we teach them >> because not aligned with the standard basic. >> So the way this this works is like the I Ready where it will ask a bunch of questions um based on um where the kid
is at and if they start having a hard time they'll make it easier and harder and things like that. So it's it's computer adaptive. the flex allowed some more well flexibility and this is an emerging market for a lot like I already did not have a high school universal
screener until a few years ago. So I think they're still working out the kinks because a lot of high schools they you can get all this universal screening data but if you don't have things like the foundation piece in like there's not much you can do with the data to really intervene. Um, and so I think that's
also it's like trying to get real data but also data that we can utilize. >> Well, because we're not using any of this data. >> No, it's not. >> So, we are using it. We're breaking it down. We're going more towards the reports on the standards. >> Yes. >> And so, what they're doing, they're not
they're not ignoring the data. What they're doing is trying to go through the data in order to look and say, okay, what standards do I need to retach? What stand what? >> Yeah. So if you scroll up to slide six, it's the one with the blue bars on it.
>> Yeah. >> Um so we also get this report. So this is from the um the geometry standard. So you can break it out by content area and um there's every single geometry standard is listed and they'll show you which questions were assessed and how
the students um performed on each question. Uh so you can see for standard GCA1, right? prove all circles are similar. Our students performed decently, right? 65% of our students got that question correctly. Um, but then
then that next one, GCA2, only 6% of our students scored uh answered that question correctly. I don't remember if this screenshot I gave you, if GCA2 is a standard they have taught yet or not, you know, but if that's one that they have taught and our students did not perform well, that'd be an example of
one they would go back to and either do an enrichment activity or reteing. Why would we have asked the question if they hadn't taught it yet? And should we have taught it if we know the question's coming? I mean, it's chicken or the egg. >> So, the universal screener will just arbitrarily pick questions that are
connected to >> But shouldn't it only pick questions from the curriculum that we already taught? That's not how the dog >> I think that's where the problem lies with high school where you know it's a little bit more uniform in elementary school and even um middle school but once you start really differentiating
especially something like math with the geometry standards right I was going to say though but I'm assuming all that considered >> I'm assuming that your teachers must be seeing if we go back to nth grade algebra that there are students that are still really yes
>> struggling to keep pace So that's what I'm curious about is what we what we know the performance in the classroom. And so it sounds like what you haven't said explicitly as we know also that they're not performing at the level that we would like to see them.
It's probably not as bad as this diagnostic is making it look but it's not great. >> All right. Yes. >> And so why is that? >> So algebra is a building block for for the next for later years in math. Right. So, geometry is a different type of math that can be taught at a different pace
where we're not looking to expand that curriculum to um to six credits like we are with algebra. Algebra is the building block for algebra 2, right? Typically, when we see skill deficiencies, they don't show up during their sophomore year. They start to show up in their junior year when they're taking that algebra 2 course and they
haven't built that foundation freshman year that they need, you know. So, really by expanding that, we're talking about fixing that for for later years. um and uh making sure that the kids get everything that they do need because we do see we do see gaps that we want to
make sure um our kids have filled >> and and what would you identify as the gaps on the English on the language writing side reading comprehension? I mean, there's still I I don't know, maybe it's the tool, but are we also feeling like
>> the tool is not a great um resource for giving us writing information? Um because obviously it's a multiple choice test. So, they're not actually sitting there writing and being evaluated on their writing. Um when it's evaluating writing, it's uh it's asking
to identify different types of mechanics and um grammar mechanics and how they might utilize them. Um, so when when we're looking at those strands, >> which we're actually doing very well in, >> what's that? >> Which we're actually doing very well in the conventions. >> Yeah. Yeah. So, it's
that's not the a great um resource to look at writing. I think we weren't going to do that. We're going to be doing things in our classes where we're going to get information from those, you know. And I think another space where um and I highlighted this back in the fall, an area that we want to focus in our English classes is around writing
based on the MCAT scores that we saw because that's an area where we get true writing data. know there there's nothing that the kids are writing in this diagnostic that gives us data versus when they they do the MCCAST they do you know because if you look at just to hit on that because I think that question came up with the dip in our our scores
for math and English on the math side in almost every single standard and cluster we scored above the state average I think that's a good comparison uh in English where we were below the state average was in writing so that's definitely an area that we have to hone in on um um but outside of that if we're
looking at that comparison data cuz we saw dips across the state on the MCCAST. Um, we performed above the state average in a lot of different areas in math and English. And in science, we were above the state average in every every standard. >> But to get back to Antel, I think we do need to think about incentives to get
the kids to to >> I think the MCA on the MCAST. And I mean, even maybe on this, I don't know if we should just completely be like, "No, we're not doing it." Um because ELA ninth and tth
grade standards are the same. So I'm not sure why. I mean I know that math is more complicated and um and what they're teaching and there's different standards. >> Um but ELA is the same. I would say
>> well the incentive for writing the common assessments would be you' be assessing those standards and it would be part of the course. So, I'm not going to just click click click. Right. >> I get it. But I also feel like depending
on who's grading something, it's also it it can also be different. No, it would be graded by >> here. So, it would be a lot vetted questions >> by assignments. >> The writing was subjective, >> right? And that's what I thought you were just talking about.
>> No, sorry. I was going back to score holistically have team scoring. Good. >> Yeah. If the department creates it, they could also create the rubric and >> calibrate it. >> Yeah. >> Uh and so when they go to these common assessments, they could score it as a
department. >> And I feel like that I feel like that was one of the pluses of having the standardized test. Like you had a group of people grading these things where >> instead of just having like this one
person grading this. So, >> um, Mr. Paige, I actually have a question. So, at this point, like you have like ninth graders that are taking like I took geometry as a ninth grader. So, like that's not like the standard, is it? So, like people are like going in and like doing algebra when they haven't
take they took it like last year in like 8th grade when they're in nth grade. So typically the students who take algebra as freshmen took pre-alggebra in eighth grade and then the ones who take algebra 1 honors most likely took algebra in
eighth grade but did not perform well on the end of course assessment. And then geometry students are uh as freshmen are ones who took algebra as eighth graders and um passed the end of course assessment. But could that be like a
reason why it's so low because like people aren't like remembering cuz they took it last year >> possibly. >> Dude, I keep them knowledge. >> Yeah, >> yeah. So, so when it comes to diagnostic, we teach on uh it's six different like buckets we'll call them
or what they call strands where it hits it's on different skills um connected like so right up there right now is ELA but on the math side there's six different buckets that they hit on um which have some type of foundation in all those different content areas. So, um, like what Miss Brown just said
though is even though you don't you may have not taken algebra since 8th grade, you know, especially when you're going into your junior year and you're taking that algebra 2 course, which is kind of the traditional pathway, algebra 1, geometry, algebra 2, we want to make sure you retain those skills so you are successful in that algebra 2 course. So,
that's why really taking our time and building that foundation is why we're hoping to expand it. >> That was a very thoughtful question. Pleasant. >> Yes. >> Heather, I know I keep going back to the comparison of national and state. Is there a way we can contact say? >> Yeah.
>> Is their diagnostic tool valid? Is are they finding >> they're going to tell me it's >> Well, but are they are they going to say we're finding these same results or not? That's the question. If if the tool is not valid, then that's one thing. If the tool is valid, right,
>> that's a separate >> and this is year one of their new level up assessment. So, >> but they must have other districts that are using it. >> Yeah, I think I would get more information by researching other districts who are using it than actually going to EXL because >> Can we look into that? Because if we're going to continue with EXL,
>> Jimmy, >> even if we don't use the diagnostic tool, we should know if it's a valid tool or not. >> Yes. >> Okay. Thank you. >> Moving to the next slide. Yeah, I think um so it kind of takes us to the end of teaching and learning
unless we have any last questions and I'm going to turn it over to Ann. Okay. So the last two slides are on inclusive and supportive culture and climate. And the first slide we're really focusing on what we're doing on a schoolwide basis and then the last slide
we're focusing on what we're doing like at the classroom level. And so, um, if you look, um, basically we've developed some partnerships with students and their families because we want to hear their voices and we want to have them assist in the decision-m
um, and so, you know, we do this through like the DEI committee, the athletic leadership council and also the school council. Uh it's nice for us because like the DEI committee and the athletic leadership council is basically made up of students but our school council also
has parents who come on a regular basis. Um so uh we have surveyed the students twice so far this year. Uh obviously we do that three times a year just to get the feedback from those smaller groups and then identify our action steps. And
so basically our winter data was really consistent with our fall data and there were three areas where we fell within about a point of the fall um data and those are highlighted in those three charts or those graphs. So about 90% of
our students state that they have an adult at school that they can count on to help them. Um about 90% of our students feel that our school is inclusive of all backgrounds and identities. and about 88% of our students feel that they are part of a commu of the school community. Um, you
know, from some of the feedback that we've gotten, we've actually had some new clubs that have been formed this year based on the feedback feedback that we've gotten. Um, couple of examples of those are like we have best buddies, we've got an Asian culture club, and it all came from, you know, student
feedback that we need to offer more and connect with different groups of people. Um, so we're really happy and we're hoping that we can continue to expand. We do see some trends like in the request for clubs because sometimes you graduate a group and then there's really
nobody um left who wants to participate in that, but then there's a new group of students comes in and they have another interest. And so we've had some really great ideas pop up the last year or so with uh new offerings for our students because not everybody's an athlete, you
know. Um if you go to the next slide which is where we're breaking this down and getting feedback at the classroom level um you can see that actually the the action step is the same but basically we're asking our departments to survey their students at the course
level and get that feedback. And so if you look at that graph um about 94% of our students stay say that their teacher checks to make sure that they're understanding the material that they're being taught. This is specific to the classical modern language
>> which right and so that's specific to um our mo our classical and modern language department and the and if you look at the picture that was posted it's also how they broken down the data that they got from their surveys. And so each department will be developing their own
um discussion protocols once they collect that data. And if you look you can see that they have actually broken it down into those three kind of like buckets. Um but the goal is to take those student responses, break them down
um just like their department did and um coate the responses, interpret that data and then discuss the implications that come from that information and then once they adopt this in all departments the goal is that hopefully they will be reflective in their practices from the
information that they get. It will provide teachers with understanding of learning needs. It'll improve instructional practices, strengthen student voice and engagement, monitor classroom climate, um support reflective practices, and also inform instructional
adjustments during that course instead of waiting until the end and making those those adjustments. >> This is our first year doing this. Um, you know, in the past we used to have the climate survey, uh, and the well-being survey and then the student
engagement survey all connected into that one schoolwide approach. Uh, this past summer, we we broke it out and decided to for that student engagement component. Um, having each department um go through and and uh create these surveys and then identify their own protocol that worked for them because we
felt like that student engagement question. um when we're doing a schoolwide, it was hard to be actionable with that, but when you're talking about at the classroom and departmental level, they feel like there's a lot more value there and they're having some great discussions. Um so just again, what you're seeing highlighted here is just from one of our departments and and how they're implementing it and we've heard
some uh some great stuff from our kids. So >> what does the Best Buddies Club do? So, it takes students with various learning disabilities and they're they're matched up with students who do not have
learning disabilities and they do all kinds of activities together. Great. >> Um, there's a best buddies prom, but it it kind of creates, >> no, we're not there, but it kind of creates like a, you know, they hang out and they do things as friends, but it
could also be like a mentorship um >> situation as well. >> Very cool. Any other questions for the high school team? >> Okay, thank you so much for coming. >> Thank you. >> Thank you guys. >> Thanks, guys. Yep. I'll see you.
>> Thank you. >> Okay, moving along. Elen, how you doing for time? You all right? I'm fine. >> I know we're running long, so Okay, >> have to go. Okay. Um 6.1 fiscal year 2027 budget development
discussion. >> That's so in your packet is the document um very similar to the last week's document. Those those conversations started uh went into um executive session um back out back in and here
here we are again. So up at the top is your your budget. Um like we said and you know um currently our budget is 36 million895004. What you know is to bring all of those items back. Again I'm just trying to be really clear for anyone who's listening
at home and un to understand our budgeting process um for this current year. We're in FY26. We had um strategies to get through that and we had to use a lot of uh school choice um about $400,000 worth. So to get to level
services, um the school committee asked me to put everything back in as well as u move all of your um salaries up according to your um union contracts, etc. So what did we need? 6.24% which was really $2.3 million increase. Um we
have been asked uh a preliminary from the town is really to give us a 3%. Um we're hoping that that will come to fruition, but that's just a 1.1, a little over that. So what does it mean? were short just about $1.2 million. So, uh I wanted everyone to, you know,
realize where our numbers are at. Then we started to talk about uh strategies and how do we get to that $1.2 million. Um so, we've listed here uh we would like to um cut the curriculum renewal again. That's $80,000.
Possible with the ELA again regarding professional development. Um that would be contingent upon um in FY27 uh the five collaborative days to be removed. Uh second PD day will be removed to uh will be moved from Jan January to March.
Uh and the PD will be uh building based. Um if you all >> scheduled in buildings >> scheduled in buildings >> um we went from a format um in previous years where we centralized and everybody
came to one school that being the high school uh and this year based on discussions with um uh the ELA and ELPS collaborative committee we moved more to a building um centered
in terms where people report to, but we still have a through line in terms of what's going on with professional development from a district level as well as also then getting into um support for curriculum at that grade level or that content area.
And this would have to be voted by the whole uh unit a um eleasa. Um the next item is uh reduce personalized learning software. Um Heather spoke about that in great depth uh last week. I believe that's $51,000 savings. Uh we spoke
about uh possibly expanding school choice uh by 25 slots. The school committee would be voting on that uh later in this in this meeting. We are anticipating that that will hopefully be approved and that would be $125,000 of additional revenue coming uh through
the uh revolving account because as uh to remind you all it's $5,000 as a base amount for each of those students. Um the existing school choice account is showing that we will have about 150,000 remaining to roll over for next year. So
we'd like to use that as part of this strategy. Um again we would offset like supply lines etc like we did this year uh to utilize the school choice. Um we did have um at the last meeting uh school choice new revenue that we see on
the cherry sheet uh which was $355,000 is projected to come in for next year. Um at first we were thinking to utilize some of that but having further conversations we feel that it might be in better to intentionally leave the projected revenue alone so we can build
that up for a few different reasons. um a we don't want to just rely on that, but also this budget situation that we've had for the past couple of years, we're having next year and I anticipate it's going to be another year or two after that. So, anything we can save is
just going to be helpful um down the road. Um we talked about a prepaid for the LPV career tech of $225,000. The total of the non-salary strategies is $761,000 that I just listed off. Remember, we
need just about 1.2 million. Shortfall is still 433,368. However, I did feel compelled to bring to your attention um on Friday, Miss Brown was notified that um FY27 possible Title One reduction. Um the best case
scenario is a reduction of approximately $23,000. So, that's why I put that figure there. Worst case scenario is a reduction of $188,000. Um, Heather, would you mind elaborating a little bit on that reduction and what that letter said? Was it a 10% reduction uh
>> across the state based on census data and poverty? And so, uh, that's why um, the title one uh, amounts might differ. Um, okay. >> Federal census, >> correct? >> Versus state. Okay.
>> Thank you. Since it's a federal grant, they changed the mechanism that they and how they're going to all lot the money. >> So adding that $23,000, which I'm hoping is all that it will be reduced, brings
us to an additional uh $456,368 shortfall. Um there's only one more place that we can possibly get that from, and that would be the salary side of the budget. >> Yeah. And so when will we know on that? Do we know on the >> title one?
>> Title one. >> We just got that notification on Friday. I don't >> uh so what they said was we are in a warning meaning we're we're it's not a definite thing. So some districts found out they're definitely getting reduced. Ours is we're like on a precipice kind of thing. And so
>> that's why the spreadsheet that they sent wasn't so clear. So they gave us different scenarios. And so what our liaison said was he does not think that we will be in that worst case scenario, but they do want to give us that heads up just in case. So fingers crossed that
we will not be in that situation. Um >> we'll know before the end of the school year. >> When do those allocations come out? >> The unfortunate thing is they generally come out in the summer time. >> So it's after July. >> I would think they would have some
indicators though whether it's going to >> I I would think that we every other district will be in the same predictable. Correct. We're going to have the budget and meet any >> I think as uh Miss Brown was saying um some districts know they're already in a huge deficit. I think actually
Springfield um had a situation where their title one is significantly reduced. >> Um so yeah, it's going to be tight. Um hopefully we get more information prior to the turn of the fiscal year of July
1, but um generally grants are confirmed as we get into July. >> Yeah. >> So in Munice uh we have a 6.24% level services budget that was submitted to uh the town. Um so now I'm hoping that
you're going to tell me to reduce that down to 3%. Um I'll have to make some um adjustments and then as decisions are made in the next few weeks for those details. >> I hope you're going to say increase it to 8%. >> You do that.
>> Well, >> I don't know how much >> you are giving me a directive. So, whatever you tell me to to do, but I do >> you know what the town will >> exactly and I and I am being asked um by the town finance director because they have a process too and we're one of the departments large department, right? So
they're trying to put their things together and they're meeting with all of the um departments. They've got to bring things forward. So they're anxious to um level two as we call it. So that's what I'm hoping um you would let me know tonight. >> This is after discussion like for people
who might be watching like we previously were looking at a 3.2 and now we've been asked to do a 3%. >> Thank you. That that is correct. Yes. >> Thank you. >> And we talked about uh the impact on staffing. When do we foresee um needing to make a
decision on that? >> I would say sooner rather than later because depending on what scenario you go with, you're you're looking at when you're looking at a deficit of over 400,000, you're looking at, you know,
five, six or more positions. Um, depending on the scenario that you go with to get there, um, there involves notification and bumping and, um, there's a process that we have to start to move on.
>> Do we vote on those scenarios tonight? >> No. >> Okay. >> We're just going to vote on the number, the percentage, but I just I know we'll create some anxiety potentially, so I just want uh >> to take care of our staff so we can give them something to look forward to. I
think um ultimately we were moving through this late April, early May last year. Um if we can move a little bit faster on that that I think it would be helpful for staff because at least they know. >> So within a month or so, four to five weeks. Okay.
>> Y >> other questions on the budget? >> Just clarification on the title one. So there's two warning C categories. We're in the a district is projected to be above but within one percentage point of an eligibility threshold whereas other
ones got a district is projected to be at or below an eligibility threshold. So we're hovering in that 1%. Okay. >> All right. If there's no other discussion, I would ask that someone move to approve a level two uh budget
submission of uh 3% for I move to approve a level two 3% budget >> level two submit >> increase 3% increase >> 3% increase >> perfect >> I said level two
>> you got it that Sam >> Yep. >> Okay. Motion made by >> Nobody's going to second it. I just I feel compelled to say that it's you know after talking with the town manager it's very disappointing that we're here again and it's
um it's it's disgusting actually to think about what this might look like over the next few years. But I feel like we have we have no choice. We've been given no choice. So I will second the motion. >> Second by Carrie. Any other discussion? >> All in favor please say I. >> I. Those opposed nay. That motion
carries 5 to zero. >> So you can put that in. Yeah, I'll work on that. Um, and get that in the next. >> Got it. >> Okay, moving along. We have new business. Superintendent Midcycle self assess.
>> Sorry. >> No worries. >> A plus. On to the next agenda. >> I I I'll go quickly. I I will be brief. I know I say that a lot. And Miss Gordon, come on. I'm hungry. If you look in the shared folder there,
there's additional evidence. If you have any questions on what I've written here, basically I tried to capture all that um was specific to the goals that has been accomplished to date through February. And um just quickly,
you know, some of our our biggest um themes, if you will, this year was based on where we were last year at the end of the year when we had to reduce by 20 positions. We really had to bring the district together and focus on just getting back to basics and how we relate
and connect with students, build those relationships, but also know how we all play a part in a student's journey through our our um school system. And that started back in our treat with the leadership team. And we've been trying
to stay on message and keep that through line in everything we do. Um, in terms of the other goals, uh, you may have noticed that we have a significant building project going on. Um, that's moving forward, uh, really well. It's still on schedule and on budget. That's
exciting to be able to say that. And tomorrow night, um, I will be at the town council meeting. Uh we were invited in to the accelerated repair program for the Mass School Building Authority just recently and the town council hopefully
will appropriate the funding needed for us to enter into a funding agreement with the Mass Massachusetts School Building Authority to make a roof project happen um a new roof project happen at Maple Shade. So that's
exciting as well. This is exciting. >> I'll leave it at that. questions. >> So, we'll come back with this. >> We can bring it back. Um, it would just need a vote of some type. >> Yep. To finalize the formative assessment.
>> Okay. Great. >> Thanks. >> Thank you. >> Okay. Up next, 7.2 discussion of participation in school choice program for the 2026 2027 school year. Okay. So, in your packets, you have a
breakdown of where we've been over the years from 967 uh in terms of our participation in school choice. And then there's also on the second page a breakdown of enrollment by grade level for the
current year. and then some recommendations uh should you want to invite additional school choice students in which was mentioned as one of the potential revenue strategies as we were discussing the budget. Um, there are
classes that are not as enrolled as highly or the level highly that's probably poorly worded. I apologize um as other classes. In some cases, we're up over 200 and in some
cases we're below 160. So, in the classes where we're seeing a lower enrollment, meaning grade levels, um, where we're seeing a lower enrollment, that's where we're recommending that we add school choice, do school choice students, should the committee want to
do that. So the proposal five school choice lots for the 26 27 school year, five at grade 1, 10 at grade three, five at each school. Uh Mountain
View Maple Shade, five at sixth grade, and five at the ninth grade. All transition years other than first. um relatively smaller class sizes with one exception.
>> So with this uh proposal, no school is taking more than five, >> right? Questions, concerns? No, I mean I'll just say what we have previously discussed and I think given the current uh budget situation and
um the way that you know town council uh is looking to go down the road. I just think we need to be mindful of um watching our class sizes and what that means with the um you know teacher to student ratio. That's what I'm
concerned about. I do think that school choice brings an element of diversity um into our schools, which is important, but I also see that we're becoming more and more reliant on it as a revenue stream, which is not um what I think we we want to be doing. So,
>> I just think it's important to to say that. I mean, we want to keep our um we would like to not exceed the state average or national average with class sizes. So, mindful of all those factors. >> Yeah. And I think that conversation
again happens next year as well. Yeah. >> Yeah. Because once we take these students in, we have them. >> Yep. >> Any other questions or discussion on the school choice? Do we have to differentiate the two schools or we just say 10 for the third grade?
>> Uh I think you if you want to differentiate it, that's fine. We know that you're splitting that five cuz right in how we outlined it. Five at each school. >> Yep. like to make a motion and move to approve
the adding five students to each of the schools for school. >> Just give us Yeah. Five students for first grade, five students for third grade, and one elementary and maple shade, five
students in Mountain View, five students in Birland, and five students high school >> for sixth and ninth. Burchin High School respectively for sixth >> and school choice. >> I'm sorry. >> You're doing great. >> I'll second
by Carrie. >> Any other discussion? >> Sorry. All say I I >> I may. Please. Thank you. Okay. Start to get this advertised. >> Okay. Uh moving right along, we have
approval of the revised 2026 2027 school year calendar. >> So this one change. >> Yeah, there's one change in this. Um I believe we had an additional day um in November. So this actually might be received by our view population and
possibly our student although she's graduating this year as exciting because it will bring us back one day in terms of the end of the school year. >> Oh >> yeah. So um I think we initially had it um at the 21st as the last uh day in
June and the 28th with five and this brings us back to the 17th and the 25th with five snow days. Perfect >> questions. >> I like it. >> What do you mean we missed a day? >> We had added instead of uh 17 November
days, we had 18 there. I >> think we had 16 and we >> Oh, was it? I'm sorry. Reverse 16. >> Yes, we added one. >> So, we had we had 17. >> See the numbers in the corner of each one. >> Clerical error. >> Yeah. And then they added all the
numbers. Explain that incorrectly. >> Okay. >> Um >> we missed the day. It's blue for the like looked like it was a day off, but the kids are actually here for half day on the 25th. So that's >> counts. Yeah. Yeah. >> All right.
>> Uh take someone to move to approve the uh revised 2627 school year calendar. >> I move to approve the revised 2627 school calendar. >> Motion may carry. Second. >> Second by William. Discussion. All in favor say I. >> I. I. Those opposed, nay. That carries.
4. Thank you. Uh reminders, Spartana March 13th and 14th here at the high school 7:00 p.m. I think you can get tickets at the door. >> Tickets at the door. >> I think they're they're selling them online and I know like can get them at
lunch, but I'm not sure about >> How do people get them online to the website? >> Yeah. >> Okay. Go to the high school web page, right? >> I think so. >> Uh March 17th, Mountain View Spirit Day. We're green. And then we have the uh tour high school, the open house. What was that date?
>> That was April 11th. >> April 11th. 3:00 to 5:00 p.m. >> We're looking to go 3 It's a Saturday, so it's 3:00 to 5:00 to open up the current building for anybody who might be interested in touring it one more time. Um, it's not a time to take
souvenirs because school is still in session. Um, we've had a lot of people ask about that. >> May I have a locker? May I have a chair? Different things. Um, >> bricks. So >> actually asked from a fundraising perspective like if we were going like for boosters or the scholarship fund if
we would be like take a piece of the floor or something but >> um there's a limited amount of time that we might be able to do something like that because it's really that uh you're out one day and Fontaine would like us out the next day in terms of getting
everything out. So um I think it is there is going to be some discussion about that but I don't know how maybe out to the scholarship fund they were looking to get out. >> Yeah, I think the question would be what the potential is for that because if
it's not significant it it will be somewhat of a burden um because the time frame is so tight but we can discuss it. There's still time >> uh in just to give you an idea of the time frame. So you have central office moving um this entire annex basically is
moving in April um that first day of April vacation this whole area will be vacated. Then further into the spring, we're going to conduct a virtual auction where everything in the building has the
possibility to be bid upon for anyone who might be with the exception of things that have been claimed internally by um other buildings. If they are bid upon and the bid's accepted, they have the individuals that purchase that equipment um or furniture
will come and pick that up the day after school gets out. >> But my understanding, just to add to that, if you don't mind, Gordon, is that it's not going to be like individual desks. It's going to be in lots >> in lots. >> Lots of things. >> All the desks. >> Yeah. Like it's >> all the kitchen. >> Just want everybody to know you can't
just bid on like one >> one desk or one. We don't need to get into it tonight, but um I did get a few questions from um some parents that were concerned about what was happening with abatement and why students were in the building and making sure that >> in terms of this annex,
>> we're not going to Yeah. Right. >> They will have it completely sealed with a with an actual um wall that they set up. >> We we're going to give up this whole build this >> this building is not going to be this part. Nothing is being taken down while the student students are here. That was the concern from some families that like
we were not >> as far as I understand it. >> They're just doing the abatement. >> Uh that's where they hurt. I think >> I'll give you more information on >> that demolition would happen after school hours. Is that what you mean? >> I don't believe >> but regardless I think there's a concern that there's
>> you know >> Well, I'll get we'll get clarification. We'll get back. I do know for the abatement that they will have that completely sealed >> that hallway >> and they'll have to have it tested to make sure that they can continue with the abatement if we have people in the building inside.
>> Okay, take notes. >> So move second by car discussion I I those opposed. That motion carries four to zero.