Um, I'd like to call to order the East Long Meadow Public School Committee meeting, um, April 26th, 2026 at 5:36 p.m. Um, like to rise for the pledge of
allegiance. I pledge algiance 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. >> That was powerful.
>> All right. Roll call. Heather. >> Uh Heather Brown, assistant superintendent for teaching and learning. Anna Flanigan, student representative. >> Gregory Thompson. Carzki, Antella Rochilla, >> Gordon Smith, superintendent of schools,
>> William Straa, >> Amy Denta, >> Pamela Blair, assistant superintendent for business. >> Samantha Blasco, secretary. Um, approval of minutes. >> I'll move to approve the April 6th, 2026 regular session meeting minutes as presented.
>> Motion made by Greg, second. >> Seconded by Carrie. Any further discussion? All those in favor say I. >> I. >> Any opposed? Passes five to zero. Um any committee and subcommittee
communications to start? >> I have nothing to share. Thank you. >> Okay. >> Um we met last week last week at for um Laur Pioneer Valley's their annual meeting. Um it went really well. the the kids um presented the staff pres
presented um and overall just it was just a really good meeting. >> Thanks. >> Thank you. >> Uh I don't have anything. I don't have anything. >> I'm all set. Thank you. >> So our annual ELHS art show is this
Thursday 6:00 to 7:00 at the high school. And then the unified P Olympics are this Friday and we're hosting West Springfield and Long Meadow like with our students. Also, um this Friday is
senior decision day. So all the seniors will be wearing their college or career shirts or whatever just to celebrate commitment and a new chapter. And some of our Spanish students got the chance to do a week exchange in SP with
students who came to ELHS in the fall. So they got to go to school there and that's pretty nice. >> Thank you. All right. Um on to the presentations. >> Okay. >> Unless some anyone wants to address the
committee. Oh, go ahead. Sorry. usually don't have it. >> Yeah, we do. I'll have people know I >> Yeah, I know. >> This is what happens when we take the show on the road. >> I know. >> Yeah. >> All right. My name is Tia Maza and I am a resident of Islam. I live at five
Heatherstone Drive, but I'm here as the as the high school nurse to ask you to please reconsider the proposed elimination of the health secretary position in our health office. I see every day how important this role is. Having a health secretary allows me to focus on what I was trained to do,
assessing students, providing care, responding to emergencies, and sporting their health so they can stay in school. The secretary keeps the office running by triaging the steady flow of students, answering phones, maintaining records, and ensuring documentation is complete and accurate. Without that support,
those responsibilities don't go away. They would shift to the nurse taking time and attention away from the students. We have worked hard to improve how we document student visits and we are now capturing every interaction more accurately than we did before. The numbers reflect what we experience
daily. In March alone, there were 530 visits to the health office. That does not include the daily meds that come through. I have a G tube feed outside of the classroom and the insulin throughout the day. Um, so when those are included, it just
feels like the workload is higher. There are also times when I'm called out of the office to respond to classrooms or the athletic field emergencies. In those moments without a health secretary, the office may be left unstaffed. That raises real concerns about how students who walk in during that time will be
triaged and cared for safely. From a financial standpoint, I understand that difficult decisions have to be made. This proposed cut raises important questions. Um the proposed the projected school budget for FY2027 is approximately 38 million and the
health secretary position represents an an annual salary of approximately 38,000 which is about 0001% of the total budget. It's worth asking whether such a small savings is worth the added risk and potential liability. This position
is a small investment that plays a big role in um and plays a big role in supporting our student health, maintaining accurate records, and keeping the office running safely. It's not just about numbers. It's about the students who walk into the health office every day needing care, reassurance, and
attention. And removing the health secretary will directly affect how we interact with those the students and how we meet their needs. So, thank you for your time and consideration. >> Thank you. Thanks for coming in. Great.
Do you want to Yep. You want to start with the presentations? >> Okay. So, um our first presentation this evening is our fiscal year 2027 uh budget hearing. And um as Miss Maza uh sort of brought to all of our attention,
unfortunately, there is a somewhat of a somber element to our budget hearing. Um Jamie, is it easier just to Yeah, there you go. Okay. So, um every year obviously as we put
together a budget, we're thinking of what our vision and our goals are and we're always looking to support the whole child academically, socially, and emotionally. Um, our budget helps us do everything that
we do and certainly that was well articulated by Miss Maza. Um, just it hits all areas of school life. Uh, some of the highlights uh that we've been able to accomplish over the last year is that we continue to make substantial
progress towards targets in the Desi accountability system at the midcycle which took place in late February and March. Um we saw 91.8% of our students in grades 3 through 5 reporting that they're feeling welcome at school. Um so
at the midcycle 92.8% of uh our students are reporting that they have an adult in school to whom they can go problem solve and 91% of our 6 through 8 students reported feeling part of their school community. In grades 9 through 12, 90.4%
4% and 87.7% reported similarly to these same questions. Um, one of the areas that we've been looking at over the last two school years is how do we do a better job in increasing our daily attendance and decreasing our chronic absenteeism.
We're happy to report that currently our daily attendance rate is 95.9% for the district and our chronic absenteeism has dropped to 5%. This was uh in the fall accountability for students in grades 1 through 8 and 7.4%
for students in grades 9 through 12. Um 4-year graduation rate is 97.2% and for students who stay with us and most of our students do for extended time that moves to 99% or just over 99%
actually because the dropout rate is at 4%. Um, and recently, uh, our high school received an AP silver honor roll award from the college board for increased enrollment AP classes, AP scores achieved, and college credit
earned. So, we continue to make strides and show achievement despite um, challenges with our budget. And we know, and I said this earlier, but the school systems budget is the most strategic factor to impact students success.
uh allowing them to reach their full potential as the district meets its goals. We talked earlier uh as a group, but the public may not have been watching that um with the financial oversight committee and one of the things that we discussed was level services. At the
beginning of the budget process, we always determine what the level services budget is actually for us to bring forward all programs, staff members, um, activities that we're currently doing in a given school year. That was calculated
at 6.24%. um what's driving that um increase given that there have been years where we've had level services closer to three or under 3% in years
gone by. Some of it's just the annual inflation rate uh nationally you're looking at 2022 ending at 6.5%. Uh 2023 3.4%. It went down a little bit in 2024, 2.9% and then again in 2025
2.6%. This is just really the cost of goods and everything that we consume which obviously impacts schools. Um, however, this year given certain circumstances that are going on globally and domestically, we're looking at that inflation rate
rise again at 3.3%. um Massachusetts um OSD department which basically each year uh indicates what the level of out of district tuitions can increase. They do
it in October each year for the next year. um continues to allow out of district tuitions for our special education students who may need out of district placements um to increase well beyond what we're
seeing chapter 70 increase and in some cases well beyond what inflation is showing at the end of the year nationally. So FY25 that was 4.69% by 26 they increased it to 3.67% 67% and
for the next fiscal year uh organizations that offer services for our out of district students will be able to increase by 3.04%. Another cost that uh has not been monitored as
um carefully or closely over the years is transportation. Um, and we're seeing that transportation is a significant cost, especially as we see gas prices um, increase and it's not one that's
regulated where at least you do have some regulation on out of district tuition, although we'd like to see that cap lower. Um, we're seeing increases in FY24 of 9%. last year 3.3% and currently
this year this is projected the way we're spending on transportation it could be close to 11.6% 6% in terms of increases over what we spent in the previous fiscal year. Um,
inversely or conversely, not sure which one I'm looking for, but uh, differently than what we're seeing with inflation and with um, tuition increases, we're seeing chapter 70 somewhat flatline. Uh, Chapter 70 is the
funding formula that is for education in the Commonwealth and we're seeing increases at 1.75% um with fiscal year 25 fiscal year 26 1.2% and again projected next year to be
an increase of 1.2% in fiscal year 27. So chapter 70 is not keeping up with other costs that impact a school district's budget. This uh per pupil expenditure is just one of many different criteria that the
state uses to compare districts. So it just gives you an idea first of districts in the lower Pioneer Valley Educational Collaborative um state average per pupil expenditure. The data only goes to fiscal year 24 was $23,165.
And then you can see how uh the districts in the LPVC stack up. We're somewhat in the middle at $20,455. One thing that is a good point to make is this is a Department of Elementary and Secondary Education calculation and
basically it's taking your district's budget. in that budget um are things that you might not immediately apply to uh student support and academics things like building maintenance, things like
um benefits for all employees. Uh it's your pretty much your entire operational budget and then it's divided by your student body. That's how they come up with a per pupil expenditure. When you look at districts that DESIE or
the Department of Elementary and Secondary Education likes to compare East Long Meadow to districts like Sandwich and Triton, Denver, Danvers, excuse me, Norton, Dartmouth, and East Bridgewater. Um, we fall a little bit from sort of the middle of the pack more
towards uh the final three there as you see uh per pupil expenditure. Given that the last two school years we have reduced positions and dealt with budget challenges, my guess is when you
look at FY 2025 when they calculate it and ultimately down the road when they calculate per pupil expenditure for FY 2026, you're going to see that number drop ultimately when the budget's finalized. what does it look like over the course
of time? These are the increases we've received from the town and the town is always very supportive and collaborative with us in terms of uh developing the budget and trying to support education in the best way possible um given that they also are funding every department
in town. Um but in years 2015 through say 2022 anywhere you were under one excuse me 2% generally meant we were in a situation
we were eliminating positions that's changed pretty much because of the slide that I showed you some of the um driving factors for why we're seeing level services now approach 6% and
higher. Uh so now we're eliminating positions when we're possibly looking at getting 3% from the town, an increase of 3%. Um as you look at FY 2027 to meet that because we know
level services was 6.24, we're going to need to eliminate up to six positions. And depending on where the town's budget finally lands, because the town budget process does not finish until May, um if that were to reduce,
then we would need to come back to the drawing board and look at where else we can make changes. So what have we done to go from 6.24 to 3%. Uh basically the first thing that
the school committee and I uh applaud them in this effort always looks to do is where can we uh reorganize funding, where can we freeze funding before we hit the um actual people who are doing the work
with our students because the heart and soul of what we do is that interaction, human interaction um with students. So, first we looked at and we were always very thankful for all of our bargaining units. Um
you can see first we were able to freeze curriculum renewal but number two um we worked with the East Long Meadow Education Association uh to once again have a memorandum of understanding and freeze the um individual professional
development money 650 um individuals in that within that contract in that bargaining unit contractually can take a workshop a course and once they've completed that workshop or course be refunded uh
reimbursed up to $650. Um they worked with us and we're freezing that for one more year and that's $130,000. We looked at the different um personalized learning software packages
that we use and um were able to make a change. None of these changes, I should say, and I apologize that I didn't preface with this, do we see as good changes that are benefiting or moving the district forward. But these are changes that we would be or are willing
to make prior to having to make the much harder decisions around eliminating positions. Um, so we were able to reduce or save uh with some reduction in learning personalized learning software $51,000.
We're managing and using school choice the last two years differently than we ever have before. There was a time when we first entered into school choice after um a hiatus of about 10 to 15 years where we were utilizing the school
choice money for situations that were unforeseen or for one-time purchases that maybe could not be picked up through the annual capital planning process. Um, unfortunately, we're now
utilizing school choice money to help balance the budget. Uh, so we're going to we feel that we will at the end of this fiscal year have about $150,000 in that revolving account to roll over and we're going to utilize that towards next
year's budgets. Then we're going to expand the amount of schools choice slots that we currently have in the district um and have add 25 more slots across grade levels in all schools.
And then finally, one thing that um school districts can do is that they can prepay both special education tuition and or collaborative tuition. and we feel that we can at the end of this
fiscal year prepay $225,000 towards the vocational um tuition at the LPVC. So all of that brought us to about $761,000 of savings against a deficit of 1.1
million. So obviously we hadn't achieved closing that complete deficit. uh about 433,000 remained. In March, we as a district were notified that uh our Title One
grant uh for next year would be cut by at least $23,000. We're hoping that that's all it's cut by. Title One does fund certain uh positions that we use for tutoring and uh student support. Uh
so $23,000 is uh a significant reduction for us and that brings the the deficit that we were working on to $456,368. So unfortunately that brought us to a position that we were in last year with
a little bit higher deficit last year but um still with a deficit of that $456,000 and change. Last year with the higher deficit, we had to eliminate 20 positions ultimately by year's end. This year, we're hoping that we can stay
within that smaller amount and achieve this predominantly through attrition. What does attrition mean? It means that folks who were expecting a position to be there in the fall, for the most part,
that position will be there because you're looking to where you can not fill a retirement position or a position where there was a resignation. That unfortunately didn't happen with all positions, but to the extent that we could do this uh this year, the school
committee felt that that's uh much more beneficial if we go that way than what we did last year where unfortunately we had no choice. We eliminated 20 positions which then disrupts more than 20 individuals because when you're
dealing with uh collectively bargained contracts, they're um what they call bumping rights and seniority plays a role. And so there's a lot of navigation, if you will, which sounds very strategic, but unfortunately when you get to this point in the budget
process, it becomes somewhat emotional. uh given that you're dealing with human beings and positions. So ultimately to get to that final 3% the school committee did vote um at an
earlier meeting to not fill a Metobrook kindergarten retirement position. They also uh decided not to fill an ELHS business retirement position. Um there is a paraprofessional position
uh that's going to come open due to retirement and they're not going to fill that. Um there was a classroom teaching position at Mountain View where there was a resignation and currently there's a long-term sub. That long-term sub assignment will end at the end of this
school year and then that position will not be filled. Um there will be a Maple Shade classroom teaching position that will also need to be reduced. And then finally the position that um we actually heard Miss Maza speak about um a
clerical position at ELHS. Uh so those six positions currently will get us to that remaining gap um or deficit should that 3% hold. Uh so we're hoping
and that the fingers crossed that that 3% will hold through the rest of the town's process. Um otherwise we will have some work to do um in later in May. So what does all that mean? Well, level
services returning all staff and programming meant an increase. We needed an increase from the town of about 6.24% 24% or $2 million 302,31218. Between January and now, we've worked to
reduce that request from 6.24 to 3% to cover uh not only the deficit, but also the Title One funds uh for FY27 that have been reduced. and we already were able to through other strategies reduce
$761,000 of that um deficit. But to close the full deficit, we needed to reduce the request by 1.2 million or
1 point $1,217,368. Um and that ultimately at 3% would be the request that we ask of the town which brings the entire budget to 38 million one 38 million1
excuse me 38 million $1,854. Sorry, that however does not tell the whole story because like any other school district um so 38 million that we're hoping to have as an operational budget
from the town really if you look at this chart is only the beginning of all that we do and all that we manage in order to bring the programming that we have going on in our schools on a daily basis. basis. Um,
then we add in grants such as the title one grant that I've talked about, which looks like it will be reduced by at least 23,000. We have title 2A, title 4, we have special education early ch childhood grants. We have the department
of public health comprehensive school health grants. We have the MECO grant. We have the, and this is a big one, special education IDA grant, which is huge in helping us cover the costs, especially for out of district tuition
of our special education students needing out of district support. Um, we also have uh a really incredible group in town, the East Long Meadow Educational Endowment um fund who offers
mini grants and um this past year gave out $50,000 in mini grants that help support our classrooms across the district. Then we have revolving accounts that contribute to what we do on a daily basis such as the athletic
revolving which is where the athletic um user fees and the gate fees are collected. Um preschool tuition for students who pay to come to our preschool. Uh transportation, the fees
that we collect on transportation. circuit breaker. That's actually one that's funded through the state and deals with special education and it's somewhat of a a reimbursement program, if you will. You get it a year after you've expended the money and hopefully
you achieve uh being reimbursed 75% of money spent over I think we're up to close to 50,000 now. >> Which one? I'm so sorry. >> Circuit breaker. >> Yes, it's Yeah, a little over about 54,000. >> 54,000. So after a district expends
54,000 money that is spent on a in supporting a student beyond that 54,000 you put in uh we just did this uh in at the end of March. You put in the services and the detail around what was
expended and you hope to have that reimbured up to 75% of the money beyond the 54,000 that you've spent. Uh it's quite the process and we're very thankful to have our folks in student support services who help make that
happen. Um school choice is a revolving fund that you've seen throughout this presentation that we're utilizing quite extensively now in balancing our budget. When you add all of that in, really what drives the East Long Meadow Public
Schools is a budget more um to the tune of 42,383,42. Drink that in a little bit. as we did today uh and as we will continue through the month of April for the final week of April and into May. We're always going to work with the town
to be fiscally responsible. Um but we also have a mission. Mission is to support our students in their continued progress and growth and figuring out how we balance those two is always the huge challenge at
budget time. with that questions. >> I don't know if we have anybody on. Do we have anybody online? Jamie. >> Oh, she's not there. >> Okay. >> Nobody's raising their hand, though. They can see the attendees. >> Okay. We're all set.
>> Good job, Gordon. >> All right. >> All right. >> Thank you, Gordon. Thanks, Pam. >> Okay. >> All right. Um, next item. Assistant Superintendent for Teaching and Learning Report
>> and I don't think I have the right adapter. So, >> okay. >> I'm just gonna call through it. >> You have it in front of you. >> Dongle. >> Dongle. Yeah. It doesn't have HDMI, which I'm so sad about. >> So, it's got this in your packet.
>> Yes. So, the first thing in the packet is the early literacy con uh consortium grant. Um, we have been part of the Western Mass Literacy Collaborative for a while, which is uh local universities
that are preparing teachers and um other school districts. And so the major one has been Springfield public schools. They invited us to be part of this. we were able to do a number of things. Um and the past two years they have offered
us um slots to attend professional development around the science of learn of reading and this year uh there's the grant will pay for four teachers to attend uh the online literacy literacy and I'm sorry language and literacy
academy. Um and they get a stipen if they complete it. um everything they're supposed to do of $2,000 each. So, basically what we need you to do is approve basically $8,000
from this grant to then reimburse folks for completing the course. You do that if you have any questions for me. >> So, the grand total amount is 8,000. >> Yes. A motion?
>> Yes. Can someone make a motion? >> I would move that we accept the grant um from the funds to pay teachers to attend literacy and professional development in the amount of $8,000. >> Right. Motion made by Greg. >> Second.
>> Seconded by Carrie. Any further discussion? All those in favor say I. I. >> I. Any opposed? passes five to zero. >> Thank you. One thing I didn't mention is that in the past it's only been for elementary teachers, but this year they
opened up two slots for secondary. They have like a they created a secondary curriculum for the teachers and so high school English department head was able to attend and um a sixth grade ELA teacher. Great that they've expanded to
the secondary. All right, that and the second thing I was going to talk about um was a Westad study that we'd like to be part a part of. Um Westad is a research organization known
for the research that they do around education and this one is specifically for math curriculum implementation uh for 6 to8. Now our 6 to8 um has had illustrative math for a few years. Um
but this year we're doing uh or next year we're doing a reset where we're really asking folks to implement with fidelity. Um in the past I've asked folks to implement with integrity and that was interpreted in many different ways and so I take full ownership for
that. So fidelity is really close as close to how the curriculum is supposed to be uh instructed with the idea that we can make changes to it but first we have to if you will follow the recipe before we can make changes to the
recipe. And so what's cool about this implementation study is it does a few things for us. It not only um provides us with lots of uh qualitative data about the students experiences around things that we're really looking for
right uh like dialogue or feeling like they are engaged in the class, the collaboration, all these um different things that we're hoping for when we look at math classrooms. But there's also incentives for teachers. So teachers who u complete the three
surveys a year get $200 each. And there's an implementation committee of four people and each of those people get a $1,500 stipen and they will give us $2,500 towards professional development. So it feels like a win-win. I'm asking
folks to implement with fidelity and create and do these surveys so we can kind of monitor our implementation and then folks will all will get a monetary stipen um in return. So I am asking your permission to be part of this West Ed
implementation study. >> Are you able to see on the on the program like how many teachers are using it or >> so if folks were using the online portion which they do use more in 6 to8
then the elementaryaries don't use the online as much which makes sense. Um, next year I'm purchasing all of the workbooks that go with IM360. And so that will be one way to to kind of see how kids are progressing through. Uh, we have pacing guides, we have
trackers, we have different ways of doing that. But what's great about this is it's really about the the teachers are self-reporting and the students are reporting. So we'll have that extra layer of just how are things going and they're also thought partners to help us
if things you know if we're not able to do this with Fidelli what's what are the barriers and what do we need to do so I'm always excited when these folks come around and say we want to study you and we're going to give you all this data and money and so sounds great to me >> Heather how are those stipens being paid
>> have to um accept this and Then based on that we would go through the same process. >> Okay. So it's a grant. >> Yeah. >> You don't know the amount of the grant. >> So it would be 200. What what I would do
is uh encumber the 200 per person for the surveys. Encumber the 1500 per people and then they would get the money based on whether they completed the surveys or not. So I don't exactly know how it goes. If we don't spend it all, if we pay it back to them. I I don't know the specifics of the financial
piece because I just needed folks to say yes, we can go forward and then I'll know. >> Okay. >> So, we'll need a motion to participate and then later on after we know the dollar amount, we would need to accept the grant at future meetings. >> Okay. >> Um would someone like to make a motion?
>> Uh I'll move that we allow the district to participate in the West Ed math curriculum study. >> Motion made by Greg. Second. >> Seconded by William. Any further discussion? All those in favor say I.
>> I. Any opposed? >> And it passes 5 to zero. >> And the last one was that we were recently um completed our five-year uh TFM, which tiered focus monitoring of
our English language learner program. And not only did they not find any findings, which is a good thing. You don't want them to find findings, um, they were so impressed by the work that the ELLL teachers are doing and all the general ed teachers and and other staff
members who support our multilingual learners that they have asked us to um come and present at their June 5th meeting. So I will be um attending with the department head Andrew Jambroni to talk about our assetbased approach to
English language instruction. That was very exciting. That's great. >> And that's it for me. >> Right. Moving on. New business. >> Okay. So we have folks here from East
Longo High School who'd like to present um on the program of studies for next year and uh some changes to the guidance program and uh community service. Evening everyone
um just before we jump in I got a couple more plugs. We got a busy week at the high school. Um, one, we also have our drama club >> uh production Friday and Saturday night 7 pm. Uh, the performing Clue. Kids have been working extremely hard the last month or uh or so uh preparing for that.
So, if you're around on uh Friday or Saturday night, um it's going to be a great show. Um also for um any of our our parents who might be listening who have students who are juniors, uh we have our uh junior college planning night this Thursday before the art show.
So, you know, you can double dip on Thursday uh um you know, hear what the uh different local colleges um uh have to offer. They're going to be talking about uh the research and the process that goes into it. We have repres uh representatives from UMass, Westfield
State, uh Springfield College, and Wenu um to uh in the from their admissions offices and um just kind of talk about uh what they look for in the application um what kids should do, prepare, uh things like that. So, it's a great evening. We ran one very similarly in
the fall for our seniors. Uh we figured we frontload in the spring for our juniors as well. Um and it should be a great evening. So that's up in the high school library. >> Is that just a presentation in the audi auditorium or is it like booths or >> It'll be in the library at the high school. All the guidance department will
be there to kind of frontload our junior families with what services we offer at the high school and how we walk you how we'll walk their seniors through the application process. But then if you have direct questions about well how does this look to a specific college we
have four admissions counselors going to be present there to answer any questions that you may have that we can't necessarily answer. We want to connect you to those resources directly. >> We set up like a panel. That's how we ran it in the fall. It >> was a great event.
>> I thought uh parents really appreciate it. Students appreciate it. It was very informative. um kind of I only have middle schoolers, but it definitely piques some questions for myself and listening to what they had to say. So, >> and so this is one of the opportunities that we've presented parents this year.
We've been doing one once a month. Um and so this is the inpro one. >> Nice. >> Okay. So, um um beyond that, uh we're here tonight to just talk a little bit about our program
of studies update. this year. Uh we don't have um all all the classes we've added in the past like transition two credit offerings a couple years back. Um so in terms of the actual curriculum, the one thing we are looking to add going into next year is a six credit
algebra class. Uh and we are looking at running this as a uh uh a smaller cohort going into next year. Um as we've we've mapped it out and we've done some planning um in terms of what makes sense for us to uh pilot this program. Um, similar how we run our
team model for our freshmen where we work with Birlland to identify kids who might need this additional support. Uh, instead of running that traditional four credit algebra class that runs from September through June, um, we wanted to add on an additional two credits to the course uh, to um, you know, support kids
who might need a slower, more deliberate pace um, and and get that additional time um, in their algebra class. So, um, we have this mapped out. We have the units mapped out in terms of what will be taught. Um, we have the teachers
identified. You know, what we're seeking, uh, tonight is just the approval. We're looking at, uh, again, running this for about approximately 40 students, two sections of it, uh, to support those kids who might need that additional time um, uh, during their freshman year transitioning and gaining
those foundational skills in math to prepare them for the uh, that that four-year progression. So, >> I will add as the freshman guidance counselor, um, we see students have a stronger foundation in that algebra
class. Their grades through geometry and algebra 2 have gotten better as we support that foundation, those foundational skills. >> And speaking with our math teachers as well, what they say is that the building of the foundation in algebra
reinforces the work that they do in algebra 2. you know, geometry is a different type of math is is that more conceptual approach. Um, with uh with the algebra, really what we're trying to do is make sure that they have that those foundational skills going into that junior year and then uh
when they senior year math as well. So, >> will the foundational class still exist? >> Uh, so >> don't we have that now? Yeah, the students who we've been putting into the
the found which has that combination of um math and English skill work, uh two of those credits are basically in a sense being pulled out and the kids would take um an elective offering opposite of those two credits of uh
those additional math credits. >> So kids that are taking this class would not be in thatformational class. And what would be what's the difference between the foundational class besides
it being English and algebra in the curriculum that's being taught in that one? >> So the foundational course is skill building. Um they more respond to some of the um deficiencies they might see in
uh in the classes. now is a combination of math and English where they alternate. Um the algebra course is spreading out and slowing down the curriculum. So the plan is to um literally run the curriculum through that course versus a reinforcement and a
um a skill building approach during that time. >> Two different teachers, >> one teacher still have the same teacher throughout. >> Yeah. So, um the person who uh would teach the um the six credits for each of those sections, he would he would teach
all um all six credits of it. >> I say he cuz we we know who's going to be running it. >> So, right now, algebra is only half a year. Is that >> it's a full year 135 sections? I'm
sorry, 135 classes uh over the course of the year that meet because that we have that drop schedule where you know three out of four drops. Uh so they pick up an additional 45 hold on if it's every day 45. Yeah. So are they
in >> be 45 days >> approximately >> all 40 of these kids in like is it just a longer algebra class or is it two different classes? >> It's going to run during a separate block. Yeah, it wouldn't it wouldn't run
during the same it wouldn't run back to back. It's going to run during a separate block. >> So is it almost like tier one and tier two they get the full curriculum and then the second block would be to address any kind of gaps or misunderstandings. Yeah, there's there's certain standalone units that run at the
end of the year that I think we know this in certain curriculum like you get to as much as you can as you continue your pace, but the hope is to slow down the pace. Well, uh pulling out units like I think it's statistics is one of them. Um where that would be taught as standalone during that time so they can spread out the other uh
>> so it's not necessarily intervention. It would just be to make sure that they >> slowing down and spreading out the curriculum over all the uh the sections. So the plan is to run it in cohorts where one cohort would take it terms uh those additional two sections during terms one and three and the other ones
would take it during terms two and four. >> So are all 40 of those kids in the same algebra classes the whole time? >> Yes. >> And whoever is teaching and it's one person teaching all of
those classes. So it's two sections uh approximately 20 students in each section. >> Um >> but that person they're teaching the 45 minute one >> right >> say again >> term it's not 45 minutes it's term so it alternates based on the term. So term
one and three you would have that math ext that additional math block in your schedule where three and four you could pick a different elective >> three and two and four. Yeah. >> Yeah. Sorry. >> Yeah. I'm just trying to think about and I'm
probably missing it the curriculum y >> that's being taught. >> But these kids, they're going to be in the same class >> together >> for both of these >> Yep. >> things and it's the same teacher.
>> Yep. >> For both of them. >> Mhm. >> So there won't be any gaps or questions about, oh, we already did this in this class or or that. making sure it's with this. >> Okay, that's that's what I was trying to >> We had talked about that I think the last time when we were kicking around
this idea about a month ago, six months ago. Um we took that feedback, we talked that piece through, it made sense to keep it with the same person. Uh which is why we're also starting with that number of 40, you know, and if we see that in future years, we might need to increase that number from 40 to a higher
number, whatever it might be. We could potentially layer in a second teacher who would also have those same two sections that um they would run opposite of each other like we're running. >> Are these students taking some kind of skill test when they first
come or is it based on >> grade? We're going to be basing it on eighth grade I Ready data uh grades in the classes and teacher recommendations >> and all the eighth grader students take a final at the end of their so we'll also be using that data as well as a
data point to be looking at. >> Mhm. >> You might want to give them a test when they first get there too just because sometimes they might not try their best on some of those tests. >> Yeah. >> Um just to see if they should really be
in there. the incentive of appropriate placement is always a enticing factor for them to try hard on that final. >> Uh but I totally get what you're saying as well that also they're not in school for 8 weeks or whatever the summer is. They might not retain it all. So that is
information that we can definitely go back to and just verify. >> So these students are essentially going to lose a choice elective to get the additional support. Uh so right now we we work with Birchland and identify a cohort of
students who need that additional uh support and we put those kids on our team and those kids are now in our foundations block where they get that additional math and English support already. >> Um we're taking that foundations piece out adding two credits of algebra and then they'll take an elective opposite.
So they might not have the four credit elective uh but they would still they're going to be picking up a two credit elective as opposed to just being a foundation's math and English uh tiered support block. >> So in a way they're getting more elective than they were before >> then what we would typically uh give those kids who might need that
additional support math English. Yes. And in the off chance that um in this slowdown like that a student is progressing faster than you had thought, is there an opportunity to to change their placement? Um I the the the hope would be that we'd
identify those students early um through diagnos diagnostics as opposed to >> later into the year because I think we all know is the further you get into year the trickier it is to move schedules especially when one section's running at a four credit one's running at a six credit so the pacing is going
to be different between the two. >> I see that. So >> you could do semester classes >> just cuz we do something similar at my school >> where you could give them a a diagnostic midyear and that's also another
incentive for them maybe to not want to be in the they want to get out of the class or something as well. >> So you could do something like that. Are you looking at this I mean in some ways as a pilot to see how this this this experience goes like with the idea that you might want to revisit at the end of
the year. >> So this will be our next year will be our fourth year of identifying a cohort of students who need additional support during their freshman year to help with that transition. We've done the last
three years we've worked uh with varying models of the foundation block to um to support kids in that transition. Uh this is a little bit of shift away from that. But the idea is to still identify kids who need that additional support. Uh because where we see most kids struggle
when they transition to the high school is math, you know. So, if we're looking at failure rates, um, algebra 1 is one of our highest failure rates when it comes to, uh, end of the year and having to repeat and kids going to summer school. Um, so we're we're trying to more,
uh, go at it with a scalpel and be very specific as where we need to help kids transition, you know, >> how will you determine kids that go into this class as opposed to the the foundational class? Uh, so we we're scaling back the
foundations for the freshman going into >> Okay, so that won't even exist freshman year. >> Okay, >> budgets are tight. >> No, we some of the I'll just be candid. Some of the cuts that we've made in the last couple years, and this isn't anybody's fault in this room, have
impacted how we've run some of our foundational programming. >> Um, so we're we're trying to also kind of work within the confines of what we have. you know, um like two years ago we had about 100 freshmen in the foundation blocks because we could spread them out and put more kids into it. This year we
significantly had to shrink that. Um and we're, you know, we're we're just tight. So, >> yeah, >> since the elective is like if you're taking the second algebra block like
term one and term three, >> the electives are going to be like two and four, >> vice versa. How is the learning going to go through the electives since you're splitting it up? Like is it going to be you're learning one thing in term two and one thing in term four or is it like a continuation and you're just like
missing that whole >> So it how it's going to be a two credit elective that you would take where you're going to have certain units that run in term two and and then a separate one in term four and or if you're in the opposite group certain units in term one and then different units in term three.
So, um, options that we're looking at giving them are things like art, >> right? Where you're going to have that you're going to have that, uh, it's probably going to be two units per term. >> When that when that second unit wraps up, it's kind of like a pause button and then you're going to pick up where you
left off um, with that continuation when you you go back into the elective. So, like my concern is like if you're if it's an elective that's like continual and you have to like keep learning things throughout the year, like the students are going to go to that math class and be like, "Oh, math whatever." And then they're going to go back to the
elective and they're not going to remember anything from the first one. Like that's just I don't know. The plan is to identify, we'll just say accessible electives, ones that you don't have to have like that skill where you can take a gap in that in that skill work and and come back to it,
>> you know. So, anything else? No. Uh, does anyone want to make a motion >> through all of it or do you want to do it? Oh, was there was >> there's more in the uh community service modification
>> for this one though. >> Well, it's all part of the program of studies. >> Oh, all right then. >> No, you can keep going. >> Thought we would just do one at a time, but that's okay. >> You're the boss, boss. >> No, no, that's all right. >> Keep going, Frank.
>> Okay. All right. So, the the next piece is uh it's a modification of the community uh service department that we have at the high school. So um uh Mark Macarini um came to me this with this idea
probably about two months ago um just based on experiences he's had working with students um in his role as a career counselor and also uh overseeing the community the requirement for for students where he wanted to reinvision some of the work that um uh
that we do in the department but also how students um move through their their hours. So, um, so I know he he's gotten feedback from varying groups. Uh, Greg, I know he met with you to talk about this idea. There there's other layers to it that he's hoping to work in in terms
of things like scholarships and doing things with the Rotary Club over time. Um, uh, but uh, the the bare bones of the idea and um, you know, as he and I talked uh, you'll see pieces of in there where you know, I've also incorporated my own thoughts here. Um but uh the
department uh as well just we collaborated. We talked through um what a four-year progression uh might be and what might might make sense. Um but long and short the idea is taking uh 10 hours off of that 40 hours of community
service, reallocating those 10 hours uh to almost like a guidance graduation requirement, which I know is unique. Uh I know a lot of schools don't have that. Um uh but just based on feedback that we received from um different members of the community, also feedback we received
from kids, um uh we think that this makes sense as uh as a way to move students through our um our guidance curriculum over the course of their four years. Um so uh the proposal would be um
during their freshman year uh students will be introduced to the value and importance of community service through um uh the idea here is it's almost like that Springfield College civics in action day where they would have a community service project that they would uh be released from school time to uh participate in some type of community
service in the community. Um this would be coordinated by our our um our career center. Um during their sophomore year, uh students will participate in career readiness and uh seminar hosted by the career center. In addition, students will complete a rec uh uh recognized
career uh career interest survey assessment. Um these experiences will assist students in identifying personal strengths, interests, and potential career pathways. Uh junior year is where it starts to become more individualized for the students. Um students are going to be required to either uh complete a
job shadowing experience uh conduct a or participate in a formal interview uh for a job uh do a college campus visit um attend a college uh representative presentation or meet with a military recruiter. So we're starting to push the kids to have some of those individualized experiences in terms of
what their next steps might be. Um the idea with each of those first three years is it would shed about three hours off of their community service for each of those years as they're completing these tasks. And then in the senior year is that one last um that one last uh uh
requirement um which would fulfill that that 10th hour um would be uh for the students to complete their exit survey um and also uh complete their uh exit interview with their counselor to talk about what their plan is for what comes next. Um, one of the things we've heard from students and and Mr. Macarini
talked this through with the kids. Um, so we offer a lot of these things. Uh, but the students um, on more than one occasion said, "I need to be forced to do it, you know." So, um, we have a lot of kids who, um, do these things anyway. They've they've participated in a lot of
these, uh, um, experiences that our guidance department does offer, but we do have some kids who who need to be pulled a little bit along. Um, and it also, you know, ensures for us too that by working into the requirements that we're we're hitting all those kids and and nobody's kind of slipping through
the cracks. So, um, so this is just I know it's it's a unique idea. It's a little bit different than what we typically come to you guys with. Uh, it is a modification of our graduation requirements. We don't want to put more on our kids because they already have a lot on their plates um that they have to do uh to meet our graduation requirements. So, we that's where the
idea was to pull off those 10 hours. But I I think all the things that we're outlining here is valuable and we'd love to see every one of our graduates uh you know make sure they have these experiences before they leave us. >> So >> so if I could just add I think it's great for our students to make them more active. I think they go through all
these experiences with us in the guidance department and they don't even realize we're talking about these big things. And so when we talk with them like did you know that you like did this? They don't even realize this. So by putting these graduation requirements in place, it's making them more of an active learner and experiencing it and
identifying like, oh, I did this without even realizing, oh, I met with the college representative. They were at the high school like Miss V sent a pass. We do these things, but they don't even recognize what a big step that is for them. And so this makes them more active in it, but also it makes the guidance
counselor more consistent. And I think those are two big words that we've been working in our department this year of having it us being active but also being consistent that every student receives the same level of guidance counseling across the board. And so this proposal
really stresses that that we are being consistent with our students. Everyone's leaving the guidance department having the same kind of requirement or experience from us. um and that the kids are not just passively doing these things, but they're actively taking a
part in their college research and their career and post-secary research, whatever that path may be. So, I've done some work with the MEIFA pathways platform. So, I'm just curious as to how this lines up, you know, are we looking to try to align
with what they're doing in NEIFA in terms of career and vocational planning and how are the students going to track this sort of career and vocational transcript like in a meaningful way? I I've created a mock kind of document for our counselors as we're starting to work
through what this really looks like and it is kind of a checklist. So, you know, we're working with the career counselor that they're going to offer once a month a career seminar about one of the 16 clusters that are out there and having
just educating the kids and we are working with the MEIFA to outline and that and my cap to kind of collaborate the best of both worlds to demonstrate and to better benefit our students utilizing both those resources.
Can I suggest something? Yeah. >> Um, I think during the sophomore year or even like the junior year as a part of like the experiences part, you should add in like a required career fair where you have like people from like different careers for like students who have no
idea what they want to do after. And like even have like some colleges attended and like like esthetician schools like I know there's like Monarch and stuff like that. So students can have like the actual like discussion with people to learn about careers and
because I've found that like yes like the um like the quizzes and surveys we've taken are helpful but sometimes they're not like like I think in my sophomore year I got like a um like a garbage truck thing like it's not always as accurate I'm yeah police officer or
firefighter like it's not always as accurate and I like didn't really learn much so I think that would be very helpful >> and I think that's kind of what we're hearing hearing from you guys. And so from that feedback, there might be modifications that we might come back to saying like, "Hey, this didn't really work the way we intended it, but we're
hearing what you guys are saying." And so we're just trying to put it so that consistently you guys have more a similar experience. >> Yeah. And I find that the college fair is very helpful, too. Like I think that should be a requirement instead of like
being during our lunch block is very difficult cuz obviously students want to go eat lunch but they want to meet with like the college counselors and that's why I think the college visits like from admissions counselors are also very helpful but a lot of students don't know about it because they don't read like the guidance thing. >> So and I think that this will make it so
that they can be a more active participant in knowing those things and seeing the resources that we do have to offer. any of this ever be like how are you delivering sort of the guidance curriculum now? Are you pushing in to like advisories and that? So like would some of these things be like planned
pushins where you're like going to be having lessons around? >> We go into each English class every semester um and have a lesson plan and we have a whole curriculum that we've done and we've been doing but we're we're taking the opportunity of having a new building and I'm trying to revamp
things. we've done well so far. I want to do better for our students. And so me and the team have really been kind of hiding away in my office every now and again when we can as we prepare for APs next week. um and kind of scaffolding it
more where like right now we just asked them to do the 40 hours of community service and at freshman orientation I talk about breaking it up into the 10 hours a year but now taking a more active role again and saying let's have this community service day where we're showing you what this actually means and
what it means to be involved in the community and then letting them go off and do the rest of that community service piece. Then we're having them come to the seminars that we're going to hold in the career center where they learn about the different careers. Then they can go to the college fair in
October and meet with the colleges. It's more of a tiered plan of having that full u career plan. >> Can I ask a quick question? Um, my question kind of goes off of something that Carrie asked about the tracking and I'm just wondering if you had considered
um not to make more work for folks because I know how much you all have on your plate, but considered a port like a mini portfolio option. You said checklist, but if that had, you know, was a conversation that that could kind of be even more reflective where students are actually able to
>> also. So right now we have the platform of Nviance. Um and so we're looking at embedding that into our Nvian stuff. And again we recognize that we're in a budget crisis right now. So how can we use our softwares that we already have in place better? And so through Nviance
we can build in plans that require students to do certain things. And so we're again just looking at doing a more active role and being more consistent and using stuff that we already have in place that is not going to cost the district more and just thinking smarter,
not necessarily harder. >> And then one more question. Um Frank, maybe you can speak to this one about the um community service half day. >> Yep. >> Humanics and action from Old Springfield College. Um, what did you envision that
looking like for the freshman? Cuz I love I love the idea. I was just wondering what the vision was. >> Uh, so it's right now it's an idea. I I'll just be honest with you. We haven't mapped out all the specifics of it. Uh, but the the hope was to keep it local, keep it
within the Salt Meadow community. Um the we we talked about potentially having to split it up where there might be groups of 40 going at a time because I think trying to do all 200 on the same day is probably going to be tricky and there might not be enough for them to do all in the same day. Uh but it could be
things like volunteering at the elementary schools. Uh doing different cleanups around the community. Um we're spitballing different ideas and we're going to try to map out different options. But uh we did realize it's probably going to have to be multiple days too cuz you're also going to have kids who are absent might miss one. Um
so trying to make sure that we have opportunities um more than just that one one off you know >> or if we did it some kids in the morning, some kids in the afternoon and emphasize the day event um something like that. >> And was it a conversation to extend it
over across the four years at all or just the freshman focus? Right now, we're focused on that freshman and tiering it. And once you've got that community service aspect and starting to build that post-secary portfolio and that resume and that kind of thing from
the guidance standpoint, but who knows, it could be a huge hit and success and then we come back and say, let's do this more. We're certainly open to doing more that benefit our students always. >> There have been more things discussed connected to this idea. Um, we don't
want to go too big and make promises here we can't keep, especially if we're talking about a graduation requirement. So, um, >> so this is kind of where we saw as a starting point or there might be more things layered in over time as as we find success, you know, >> you're to go big, new high school.
>> Exactly. That's what we're thinking. >> Yeah. I I love the idea. I I like Thank you. as I had one go through and as a parent of a senior I think anything you can do to inspire them early to start community service and I would I would
frankly love to see it 10 10 10 instead of the ability to sort of save up all your community service to the end >> I emphasize that as a freshman guidance counselor I emphasize emphasize emphasize >> I can't I lead them to the water and whether they drink it or not is up to
them but this hopefully is a little bit more handholding that they'll have an experience I think in the beginning may help them make some connections based on whoever you work with for those days that then kind of inspire that connection. I'll just I mean I'm sure you know it. I mean we're we're paying
for Navvian but MEIFA has a a component students can do reflections. >> Not sure how you you know I know they're open to feedback in terms of tracking but um kind of leads a little bit to that portfolio piece. We do we do have a and I'm not sure if the plan was in
measa so I don't want to overstep but we do have a reflection component connected to each year in the uh the sheet that the department's created in terms of how they will um go through each uh each component you know so when they complete the community service there's a
reflection component when they go through the career readiness programing sophomore year there's a reflection so um do >> you have to make it more active you know do >> you have in mind some sort of way you might assess this as you're moving through it how to make changes or if it's if it's doing what you're hoping it's going to
do. >> Yeah, I think it, you know, we continue to monitor it and see how our get student feedback about how they're feeling about it. Um, and looking at those profiles and seeing like, you know, this year we have a really strong
senior class. Um, and seeing where our senior classes in maybe four years, how did we prepare them even better than we are now? and taking some of that anata looking at it across many different realms.
>> Is there any kind of plan for a student that doesn't complete this? >> Yep. Some students do need a little bit more support and so that's why we're here to meet our students where they're at and to make sure that we're giving them the support. And so I think this
makes that happen a little bit more because of those reflective things being done. It's more obvious for us as counselors as well because we're going to set those planners into place in Nviance. We'll know if they're doing it or not. >> I I see all of these things as doable.
>> Um I I don't think we're setting the bar too high or uh you know putting a barrier in place which might prohibit kids from graduating. um you know like if I'm for example if I'm looking at that junior year job shadow uh formal job interview college
campus visit um college trade school representative session meeting with a military counselor so many of those things we offer inside the building >> multiple times a month >> you know so um so if I'm if I'm a counselor and I have a junior where I see haven't he hasn't done this yet and
it's April guess what I'm showing up at your class we're taking a walk down the hall to go to this meeting you Well, >> and there will be those students and that's okay. We have them now. We know them well. >> Yep. >> Those are some of our favorite students in fact. >> So, yeah, we're ready for that. >> How are you going to ensure that
students are actually doing like the college campus visit or like the job interview? Like is there going to be like a like a signed piece or is there going to be like scheduled like college campus visits for like certain schools that they can attend? When you guys go out on school business now to see a college tour, you had to come back with
that form that says like I was here for this thing, so we'll take stuff like that. Um, >> what if they do it like during a school break? Sorry, I didn't mean >> that's fine. You can still get that flyer. You can still get that. And the colleges are still open. They're more than happy to give that form that says you were here. We also have built really
nice relationships with the different universities around us. So, we can always call. I mean, you know, Miss Ellingsworth is always willing to make the phone call. So, we're unfortunately willing to make that call to verify, too. We don't want to have to because you guys are all young adults and we want to trust the work that you're
doing, but if we have to, we certainly will. And with interviews, again, our career center, Mr. Macarini, works hard to make those rapports with people in town and our employers. So, if we have to say like, hey, we're just making sure, then we can do that. But that's a
good point and a good question. Yeah. I know the sun over there. >> Um, before you move on with the program of studies and go into your next piece, there was an English language blurb that we needed to put in because of the civil rights. So, it is there.
>> Do they need to re re approve it? It's basically just says we provide this that and the other to ELELLL students but it was found in the civil rights. >> It's going in the program itself. >> Got it. Yeah. >> I think I already put it in there. >> Yeah. >> Last year. >> No, no, no. This year getting approval.
You just put it in. Make sure we're all good. >> I just put it in the 2526. >> It doesn't change anything. It's just language verifying that we like while you're here. I don't want you to have to come back if we have to get approval. All right. So, it's not changing the program of studies. It's a blurb in the program of studies. So therefore they
don't need to approve it. Okay. Perfect. >> Right. >> All right. >> So program of studies presentation is >> complete. It is complete. >> Now you would need a motion. >> So there another is there a robot >> that is not necessarily program of
studies. It was just information that the school committee had asked for that they were going to present next in terms of dual enrollment. >> Robotics. >> Um I don't know. >> Sorry that wasn't my typo. That was my >> There is no robotics last word.
>> Oh, all right. >> Sorry. >> I was like for this >> was last year it was at the bottom of the memo. >> Oh, I was like >> sorry. >> All right. That's okay. >> All right. That was a spacing. >> You printed it very early. You were right on top of it. >> Yep.
>> All right. Would someone like to make a motion? I'll move to approve the ELHS uh change program of studies as presented. >> Motion made by Greg. Okay. Seconded by Amy. Any further discussion?
All those in favor say I. >> I. >> Any oppose? >> Five to zero. >> And I will just add our plan is to put this into place for all four grades starting next year. Well, just obviously you're the sophomore, you're not going
to be responsible for the freshman requirement. If you're a senior, you're only going to do that last piece of know. So, um, so we'll phase it in with each grade, but that freshman class will do all four components of this new graduation requirement. >> All right. It looks great. Thank you.
>> Thank you. >> Next up, you were giving uh dual enrollment. Yeah. >> Information on dual enrollment over the last few years. Yep. So >> yeah, so we just looked at some of the previous years of our dual enrollment uh numbers and how many students have
enrolled. Um so in 2023 24 we had 31 students that year. Um I will say I did a little bit of digging previous co we did have higher numbers our numbers have
significantly decreased. Um so but I predominantly wanted to look at 2023 and on 2023 24 we did have some students attending AIC Greenfield and Westfield. Um Westfield offered a program that one
of our seniors was looking at in computer science and so they went there because they had better opportunities to attend at Westfield. Um, so that was that and then since then we've really been leaning on our partnership with HCC, Holio Community College, um, and
having our students there. Now, they do offer tuition assistance at HCC to attend their program. So, uh, like this year in particularly, one student did pay for their course, but then HCC got the um, finances to reimburse that
student for attending. So, East Salomo High School does not acrewue any financial burden with sending our students there. HC is very supportive in getting our students there, take scheduling the placement test, working with us to make sure our transcripts are, you know, reflective of one
another. Um, and so these are just some of the basic numbers that we've pulled for you guys to present to tonight. Uh right now in our scheduling process, we have 18 students that are looking at taking this opportunity up for next year's class academic school
year. >> Great. >> How come we're only at HCC now? Just that unique year. >> Um so >> it's a work in progress. >> Yeah. the the other three schools you
see listed in 23 24 those are we'll just say there's some unique experiences connected to those majority of the time we do send kids to HCC um we do on occasion have kids go to other schools sometimes they even go to as nunuck which you don't see listed here um the big benefit to HCC right now
is there's not a financial cost to any of it you know and that's that's a big reason why we encourage our kids to look at their program >> um HC is it's obviously it's a hike to up there, but the majority of the kids who engage in their program do it uh um online
>> remotely. >> Oh, >> and what's the success rate? Like are they out passing those courses or are you finding that there's some students that then you're sort of scrambling? I mean, >> college environment, you know, you're running a semester long course that's 15 weeks. So if a student is failing that
course by the time you find out then they >> the vast majority of our students do pass their courses that or are over at the community colleges. >> Yeah. We don't allow any kid to participate if they're a kid who might be potentially at risk of not graduating. >> They have to be in good standing.
>> Yeah. So um and there's a they have to apply. There's an application process too. So, >> and there is always an outlier that, you know, goes and then realizes, oh, this wasn't >> and so unfortunately that doesn't get demonstrated on their transcript from the high school. Um, we don't give them
that credit if they don't aren't successful, >> but they learned and they had the opportunity. We would not grant them the opportunity of doing dual enrollment if it put their graduation at jeopardy. And finally, I think you were updating on changes we made with work study program.
>> Yeah. So, um this is just more about uh where the program is at this year. So, we had 33 students participate in the program this year. Um we've seen as we've kind of tightened things up each year, uh the numbers have been shrinking. Um I don't necessarily see that as a bad thing because we're trying
to do things with with more fidelity. Um uh but 33 students participating this year. Uh they exit the building during their G&H block. Sometimes that's at 11:45, sometimes that's at 12:45. It's that last hour of the day. Um students have been submitting their time cards and assignments. Uh they've
attended work study seminars either with Mr. Reid or with Mr. Macarini. And I believe today they actually received their uh their end of program uh project that they're going to be working on over the last four weeks to uh to conclude their uh work study experience and high
school career. >> I think some of the u question or concern was the rigorousness of this program. um having two daughters who've gone through it and actually uh benefited from it. Uh they had jobs prior that
just counted for the work study and so basically they left school. And are we do we feel that there's value the way it's structured now or could this be more of a bulked up kind of program? Thoughts on that?
>> Um I think we we tried more this year. I I'm not saying um it can't be improved upon. I I think when your daughters went through the program, they exited around 10:30 if I'm correct. >> Right. >> So, we we've significantly reduced the
amount of time that they would exit uh um be out of the building. You know, some days it's only an hour a day at this point. >> Um versus that three and a half hours every single day option, >> right? um depending on their academic standing needed more time in our building to get those academics. We're
making sure they get that time in the building. >> It's just in my experience, my daughters, um a lot of times they would just go home because they weren't working that day. Yep. >> So, I always felt like why don't you just stay in school and take another class, right? And so, I'm just asking from that perspective that we're just making the most out of the program so
that there is a benefit and that they're not missing out on time that they could be learning something else even though they may not need the credits. um they could be in a classroom instead of being home. That's really my thought. >> I think um having a daughter who's who's
in the program now I I it's beneficial but but she has found that connection on her own. Um so you know for students who think I think no they don't want to go to college or they're not really sure what they want to do. I see in terms of your earlier
presentation the real value of this work opportunity >> and it's my perspective you know I don't I don't know what I don't know um but I I I feel like >> theu students would benefit from a maybe a more robust portfolio of
>> employers that we're working with or maybe um alums that live in the area that might be willing to to take them on in a more mentoring capacity. having a daughter who wants to go to cosmetology school, she was able to secure a job that's giving her that experience that's
enforcing that for her. But she kind of s figure that out on her own. So, >> you know, again, I don't know what I don't know, but I think, you know, the value of the program is in building some more robust community connections >> and that's how I would envision it. That seems like how it should be is something
that students are interested in. They can learn, they can try it out, they, you know, they can leave school to do that, >> find a different fit if that original fit is not working with them. Yeah. Again, we're going into a new building next year and my department has a lot of energy to
bring the level of service that we're offering our students. Not that we're not already doing it, but we just want to step it up. We're in a brand new building. There's all this excitement towards it. Let's just take that excitement and run with it and do some really great stuff with the kids that and highlight it so that you guys can
see a little bit more of it because again we do some of this stuff. We just don't talk about it because it's innate to us at this point in time. But we certainly can, you know, make an effort to make sure that you are more or more
visible to everyone and active that the community can see what we're doing. And I know this body would be interested in learning more and as we go forward, as it becomes more robust and hearing more of these success stories, >> being a part of like sort of like an art show, if there's a, you know, an
opportunity to walk through and hear about their experiences, if they're able to present >> Mhm. >> that would be great. >> Cool. >> We'll take that feedback. >> All right. >> Thank you. I >> think that was >> Thank you, Mo. >> Thank you. >> Thank you guys for your time tonight.
You're back in fence at the high school this week. >> Yes. >> Day everybody's wearing their pool floats. >> Yeah, that is not school sanctioned. >> Frank, a little before 3 tomorrow, you're going to get a bunch of people showing up. We're going to do another high school tour >> just outside your office. Just so you
know why they're all there. They'll be there, too. >> Oh, this after dismissal. >> Yeah, a little before 3:00. >> Bring your pool floats. Bring them >> Nope. Nope. Not Mark's not going to allow those in the building. >> And we're all set for the library for
the email. >> Pam, are you able to do that? Move management. Go to the library tomorrow. >> What's at the library? >> Management. >> Oh, I'm sorry. But that's a virtual. >> Oh, we're going to go to the library. >> Oh, they're changing it. I'm so sorry. I wasn't paying attention. Good thing you said that. Yes, I'll be there. >> Thank you.
>> I just changed it. Just I changed now. >> Now you changed it. Okay. >> They're working behind the scenes. >> Okay. library. >> No, we have one more release. >> I do. >> Yeah. >> Yeah. Oh, I was like, we're done. >> I already checked it off.
>> Speaking of the building. >> All right. >> Yeah. So, >> so um just as Mr. Thompson said, speaking of the building project, having just moved um central office, which is a very small move considering what uh the
entire high school is going to have to do um once we get to 17th. Um it's been recommended that uh we go with early release days. We have an early release day on the 17th, but that those final three days, if we can do early release
days for the high school only, um that would allow staff and students to organize, pack, and um make sure we're ready. So on the 17th, stuff is moving out. On the 18th, um Fontaine is moving
in and uh the 19th, who knows, maybe there's no building left >> so that we can move in on time in the fall. Correct. All of this is geared so that uh we can keep the project on schedule. Um and we're learning as we go
along and we learned that um it's a significant amount of um organizational time and um just labor to make all this happen. And we were able to to take two days prior to the vacation to finalize
packing in central office and student support services. But um then we still had an entire move day over the um vacation week and um if you visit us over at Carter Monday when we're not building games um we uh you'll see that
we're we still have many boxes that are left to uh be unpacked and placed in offices. So, the recommendation would be um that we allow the high school to have early release days on the additional to the
17th, the 15th, and the 16th. >> Make a motion. >> Yes. So, I'd like to make a motion. >> Um I'll make a motion for the uh high school to have early release days on the 15th, June 15th, and June 16th.
>> Second. Carrie made the motion and Greg seconded it. Any further discussion? All those in favor say I. >> I. >> And that passes 5 to zero. >> Okay. Thank you very much.
>> Have to message that out pretty quick. >> Greatly appreciated. >> Yes. >> We'll be messaging that out tomorrow. Yeah, >> we're going to put like >> I think that's no benefit for So, thank you LCAP.
>> Whatever you get out early enough to make questions and suggestions and a motion made by Carrie, seconded by William. All those in favor say I. >> I.
And that passes 5