Call the meeting to order. 5 o'clock. This 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. >> 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. Thank you all. Start a roll call. Samantha, if you'd start us out, please. Samantha Velasco, Secretary >> Pamela Blair, assistant superintendent for business. >> Analilla
>> Gordon Smith, superintendent of schools. Gregory Thompson >> William Strawther >> Carrie Joseki, >> Heather Brown, assistant superintendent for teaching and learning. >> Caitlyn Cart, student rep, >> Anna Flan, student rep. >> Okay, thank you all. Next, we have
approval of minutes. I would take someone to move to do so, please. I move to approve the December 1st, 2025 regular session meeting minutes. >> Motion made by in second. Second by Amy. Discussion. All in favor say I. I. Those
opposed? Nay. >> Carries 5. Thank you, Samantha. >> Committee and subcom communications. Would you like to start us out today? >> Got that one. >> So, there's not much going on at the high school right now. We're having like
spirit week. Like we have like Fridays. This Friday, it's going to be class color. last color day. Um, winter sports have started. We have Cafe East tomorrow. But one of the big things that like came up, I'm on like the Western Mass Desi board and we're supposed to be having like our stakeholder engagement
in the library February 5th. And it's just like an opportunity for us to like gather information we can bring back to the state about like mental health and within schools in Western Mass. So, we're having that at the library and we're just looking for people to come and like give their input on like their
expertise on like our topic area so we can report back to the state. >> February 5th. >> What people are you looking for? >> Um, we're looking for like school committee members, um, counselors, teachers, parents, like anyone who has like insight on like students mental
health, nutrition, and like mental health and behavior. And I have like flyers that we made at like our meeting in Everett if anyone wanted one. >> Pass them around if you don't mind. Thank you. Kaylin out to the whole group. >> Got it. Excellent. That's great. Thank
you, Kay. >> You went to the elite meeting. Um they're working on a total website revamp. >> Oh, very excited to be up to date. >> Awesome. still planning for the gala in February.
>> You know the date of that off hand? >> I shared it before. I cannot remember off hand. >> But I will let you know next time. >> Thank you Karen. William um haven't been doing a lot lately, but I think
rest of the um that will come out later on as we move forward. Excellent. Thank you, Amy. >> Yes, like William um our energies have been focused on the screening. refended. So, >> very cool. Good stuff. Nella, >> no, nothing.
>> Okay, great. Thank you all. Uh, next up we have opportunity for visitors to address the committee. Anybody would like to do that? Now would be the time. Seeing none. I'm sorry I am not organized here.
I'm looking for that list, Samantha. >> Do you know the list >> what >> of the members of the committee? >> Um I I will grab it. >> Okay. Yeah. >> All right. We'll get back to that. Um,
so next up on the agenda we have the report of the superintendent search committee. So we have Tracy, >> you go ahead and start talking and I'll pass out some papers. >> We have Tracy Novak from Massachusetts. Thank you. Association of School
Committees and Mr. Don Mackey who served as the chair of the screening committee. Also would like to acknowledge all of the members, many of whom are here today, and we're very grateful for the time and energy that you all put in. Uh we have Connor Martin, the Maple Shade
Elementary School principal, Jenny Sullivan, director of student services. We have our executive secretary, Samantha Velasquez. We have two school committees members, Amy Denta and William Strer. As I said, Mr. Mackey who is a retired the retired East Salcat
director, Kathy Hood, retired East Salto public school teacher and department head. Christina Cooper, East Salto uh library. We have two current teachers, Alexandra Lennon and Erica Manville. Thank you both. Pair professional uh Mo
McFale, a student Anna Flanigan. Thank you Anna for serving. Town manager Mr. Tom Christensen uh and parents uh Katie Freeman from Maple Shade and Leslie Morrison, parent of Burchland Park and
East Salom High School students. So, thank you all for being part of that committee. Much appreciated you, Sam. >> Okay. Well, I'm honored to be able to just say a couple of words and on behalf of all
the people that you just mentioned, um, present the report with Tracy of our review and deliberation regarding candidates for the superintendent's position. Um, first of all, I want to thank Tracy
who was incredible in this whole process in terms of organization, um, diligence, uh, clarity. Really, it was a wonderful experience. The members of the committee, we actually talked the other night
about, gee, how can we get together again? It was for a 15 person committee and you've been in government for a while. I was you know witness and participant in government for a long time. 15 member
committee is on the face of things an unwieldy proposition. It was the total opposite. So it was the most insightful rewarding experience of a committee process like that. And I've
been on search committees. I've recorded plenty of interviews. It it was great. We were a very thoughtful, deliberative body. And I just appreciate every single person, especially the student. Anna was just amazing and got a lot of
compliments from the candidates uh on her question in particular. Lastly, all the candidates that we had an opportunity to meet, we also when we talked about getting together again because we enjoyed each other's company
so much and the conversation we all felt and this was expressed explicitly. We would have loved to sit down for two hours with every one of those candidates and learn more.
It's easy to get jaded for some of us uh about public education and it was so reassuring to know that there are incredible people doing incredible work
on behalf of kids every day, day in and day out. And that it took me to do a superintendent search to realize that those people are They're still going to be doing that. They did
it the next day and it it's very impressive. So, you have three incredible candidates um to get to know. Please get to know them. Um
be attentive to their visions and meet them where they challenge your assumptions. I don't think this district, this community will have the kind of an opportunity we have today for a long
time. So, with that, give it to Tracy. >> Wonderful. Thank you. And I I do just want to only add to that that um you chose wisely when you chose your chair. I don't know, among other things, I don't know that I've ever worked with a chair who was um so polished and so accustomed to calling a meeting into
executive session. It's clear that he's been that done for a significant number of years. Um, but yes, I agree. It was wonderful. And also, I'm not sure that I've actually ever been at a finalist announcement that actually had this much the search committee show up. So, um, kudos to you all on that as well. Um,
the memo that you have in front of you is something that I will email to you electronically, um, once we are finished with the meeting as well and obviously it can go on the website. Um, it's the official report of the search committee. It does have an electronic link which will um, give you additional information which um, is also now live. So having
completed its work, the search committee now reports the following. Um I did want to mention um as you all knew they were train all trained um in open meeting law, confidentiality and conflict of interest on November 17th. Um they um all signed confidentiality statements um
as is required under Mass General law and those who had a conflict of interest that needed to be declared which is the employees of the district have paperwork that's on file in the superintendent's office. Um applications close on the 21st. you did receive 15 applications. Uh the school the search committee spent
their weekend then reviewing those applications independently on their own. Um so that they were prepared for gathering on the 24th which um when they then deliberated uh first they they made a decision about what questions they would be deciding or what topics they'd
be asking questions on and then they went into executive session and decided who it is that they would be bringing in for interviews. Those interviews are were also in executive session and will remain confidential. Um they selected eight semi- finalists. Those semi-finalists came in last week on the
8th, the 10th, and the 11th. Um by the way, also um hat tip to Samantha and to Don for arranging for refreshments. Um we they the committee ate well on those evenings as well, which is really important because it's a it's a pretty exhausting week. So that was that that
kind of attention makes a big difference. Um, having completed their interviews on December 11th, the search committee uh deliberated the choices that they had before them. Um, taking a short break for a first basketball, as I understand it, a first basketball hoop at a varsity game as I understand it.
Um, timing sometimes is is exquisite. And they the search committee unanimously recommends the following candidates to you. Robbie Dodd um is director of the Montgomery County Public Schools in Maryland. Dr. Dodd currently oversees 16 schools in the Montgomery
County public school district which is a district of 211 schools. He previously has been a principal at the high school, middle school, and elementary school level. He started his career in public education as a fourth grade teacher. He holds a BA and an MA from Western Maryland College and an Ed D from John's
Hopkins University. Let me note because some of you may have already heard this, Dr. Dodd is a finalist as well um for a superintendency in New Mexico. they will be making their decision by the end of the week. Um, I will also tell you having looked at it, they do have an
internal candidate for what it's worth. So, sometimes those things matter. Um, but he did let me know that as soon as we called him, he very much was enthusiastic about continuing in the search here. Um, and and I'll leave it at that. So, but I did want to let you know because I know people will go Google and that will be the first thing
that they'll turn up. So, please know that Peter Gellen, principal of West Prinkfield Public Schools. Um, he has also served as vice principal and as lead print teacher in the English department. He began his career of public education as a sixth grade English teacher. He holds a BA and an
MMED from Springfield College and an Ed D from William H. Top University. And then Joanne Manard is the assistant superintendent of the Hollist public schools. She currently is the assistant superintendent for curriculum and instruction in Hollist. Prior to that, she served as a secondary school principal and an elementary school
principal. She began her career in public education as a science teacher at the high school level. She holds a BS from the Ohio State University and an MMED from Anamaria College and an ND from the University of Hartford. Um, if you turn over your memo, this obviously doesn't matter right now, but on the
electronic version, what we have arranged for you is a backed with regard to address and telephone number because if it's shared with the school committee, it's public. um version of their application, their personal statement um and their CV and that is
also publicly available and something that can be shared. Um so those that is the report that we have for you this evening, Mr. Chair. Um I am ready to move on to next steps but I should pause and see if there are any questions before we do that. >> Tracy, you said the Dr. specifically as
a finalist and another if if that person was to be selected prior to us moving forward, >> do you think that two candidates sufficient for our part of the process?
>> So I should note perhaps two things. Um while I would expect somebody who was selected and accepted to withdraw, technically they are not required to until they have a signed contract. So just sort of from a very straightforward legal perspective just keep that in mind. Um I have never had a candidate
not withdraw when they receive a accept an offer but just so you know um I do given the work of the candidate work of the search committee the thoroughess with which they did their work and the strength of the candidates that they've actually put forward. Um you had you had a very strong pool. Um you have uh you
have candidates who clearly are interested not simply in being a superintendent but in being a superintendent in East Long Meadow. Um don't be for example um thrown by the fact that Dr. Dot is also a finalist in New Mexico. He's clearly picking his
districts very with a significant amount of knowledge. Um and similarly obviously there there's a a familiar name here I know for some of you as Dr. Gillan actually leaves lives in East Long Meadow. Um but these are these are not candidates who are um simply throwing
out applications sort of to the wind. >> Other questions from the committee >> about next steps in the project certainly. Um so the first thing and I think that you all received an email from me is that um we'll be doing sort
of visits in both directions. um the candidates will come here um and we would be arranging for members of the school committee to visit the home districts of the candidates. Now there was some discussion of road trips I know from the the school committee members that were on the search committee because I did get a question as to whether or not that would be the same
thing. My understanding is that was the intention of the school committee that they would make sure that it happened for everyone as it would regardless. Um those we gave ourselves some grace time when you put the timeline together. So, we're doing scheduling now, but it's not
happening until after the winter break um that week of the 5th. Um if we can manage to do it to have at least you all visit the home districts during the week of the 5th, um that will make things a little bit more straightforward in terms of the rest of the scheduling. Um so, my
request to you would be to get me what dates you would be available for visiting home districts during that week. Um, with the additional caveat, I guess I would say this time as to whether or not you would be possible for you to go out of town to visit a district. Um, the other ones obviously are nearer at hand. Um, Hollist is a
full day certainly. Um, but keep that in mind as well and I'm happy to work with you in terms of, you know, who can travel and who cannot. Um the other thing that we're working on right now is getting from um East Long Meadow if there are any dates during that week that they that the district is not able
to host. Um first of all, I'm not going to schedule anyone to visit on January 5th, which is the day after winter break. Like that's just not a fair thing to anyone. Um but if there's anything going on in the district during that week that I need to know about, um that would be useful. At the same time, I've
started already getting from the finalists their availability during that week to then spend a day in the district. Now, here is the one little wrinkle. We had said we would do that and then that we would do interviews the following week. Um that I think make gives everybody a little bit of
breathing space. However, since you do have an out of town candidate, something that you might also consider is whether or not you want to um give yourselves the flexibility to have that week as well as the next week and potentially consider trying to schedule them for a day in the district with an interview
that same evening. Um there are certainly districts that do it that way. Um and it may make for a little bit more ease in scheduling with the candidates that you have available. Um, it's a little more complicated on my end just because I need to make sure that their days are the same days that you all can
then also have a school committee meeting. Um, but that's something for you to consider as to whether or not you would consider potentially having that as an option as well because scheduling the interviews is also something that we should be working on as well. >> So when is when do when do you propose that?
>> So the question so I would want you all to go visit the home districts before you do an interview. Is it right? because you're informing your your deliberation. My question would be whether or not we had said the interviews would be the week of the 12th. My question is whether or not you would want to either you could
potentially use honestly both of the weeks, the week of the 5th and the week of the 12th to pick to have there be three days and some of this depends on their schedule as well. Um where they come for the day, spend their day in the district, do a meet and greet, and then
have the interview that same evening. It does make for a long day for the candidate, but it's a little easier to schedule with people who are coming from farther away. >> And are school committee members present for the meet and greet? >> So, what I recommend is this. You certainly So, first of all, I mean, it would be open to the public. It's
certainly up to you. Um, I usually recommend that if you're there, you sort of hang back and maybe have conversations with people who might want to talk to you. Um, so that it's really the chance for the public, for staff, whatever, to have informal conversations with a candidate. And would they go to all of our schools?
>> That would be the intent was that they would go to all of the schools that they would spend time in the central office meeting with the central administrators. Um and then you know then it's honestly also up to um the school committee if there are other things that they want to make sure that they do the same time. They've already met your town manager.
So >> right um and then how uh how many school committee members to go visit? >> So it should be a non-quorum. Um, and I would say this, as much as uh visits are actually considered an exception to the
open beating law, this is so strongly under your purview that you're going to be deliberating. So, like let's let's keep it to that. Um, if it's possible for me to schedule two to go to each one, it gives sort of that there's more than one perspective going to a district. Um, but that will depend on
your availability. >> And that's the week of the 5th, potentially the 12th as well. And they come here the same. Yes, we'll be going in both directions. Yes, I'd like to get the I'd like to get you all to them the week of the 5th if we can manage it, but there's only four days there and some of
that is I know complicated. So, >> okay. And when would you like us to decide when we can go and do that? >> So, what I would like to do is I'd like to get from all of you your availability during that week. What I would love it if you would give me both and then what
I can do is because we need to do it on both sides, right? I can then match it up with I've already started keeping notes from them. You know, these are days that my district can host. These are districts that my district absolutely can't host. And then we can actually line it up that way. As much as I know sometimes people have
preferences, it doesn't always work in terms of scheduling. >> How does it work that the same school committee members do not go to this to all of the districts? So, I go to one and Amy goes to another one. How do we compare? So once you've completed all of
your interviews, the next step would be for you to bring to the deliberation, I visited the district. Here are the things that I particularly noted. One of the things that I'll share with you, and much like anything else I share with you, it's for you to choose to use or not. Um is questions that you can ask
during your visit to to attempt to sort of elicit the kind of information you'd be looking for as a school committee member. >> And on our visits, where would we go? Um it's up to the candidate partly because where they're going to ha like
so for example you have a principal he's going to host you probably host you at his school and actually have for example central administration come there so that you then also get a chance to see to actually very easily meet the people he's most directly been working with. Um I I would suspect that probably in the
case for example of Dr. Manard you're probably going to go to the main administration building in Hollist and she'll probably be bringing people there. I will say that I've had searches where people have said I want you also to go visit the program over here. It I try to give them as much encouragement as possible to give really what I say to
them is you want the c you want the school committee to see as much as possible of what you have to offer however it is best for them to to get that experience. >> And does the candidate um accompany us through our visit to them? >> No. Okay. They usually um usually I mean
first of all it's a it's a nerve-wracking day for them but um usually they are there for greeting you. They may take a break over the course of the day just to check in on you. Um but my advice my my directive I would even say to them is that you are there to have conversations with the people that
you're meeting with not to have conversations with them. >> Other questions? Do folks know availability? Does anybody want to travel to Delaware? >> I have a question. Are we involved in like the
>> That was on my next les list. Yes. >> Nope. I wait. So, when we get to interviews, one of the questions that I've been asked to ask is, would you want your student representatives to be involved in the interview? Obviously, they don't vote, but would you want them to be present at the interview to ask
questions and be part of the deliberation? >> Yes. >> Okay, there's your answer. >> What about like us going to like >> Maryland? >> No. >> Or no, I'm not going to Maryland. I don't have >> But like if I wanted to go to like West Springfield to see like what their school looks like, like would I be able to do that?
>> That's up to the school committee. >> Okay. >> Yep. So guys, >> is there anyone else who would like think would be to accompany us? So I find it's better not to send as much as it's a temptation obviously because you know more perspectives are useful to
send a gigant a large delegation um because it gets overwhelming on the receiving school end. >> Yes and ultimately it's the decision of the school committee. So, um, you will, however, if you wish, um, one of the things that I am am willing to do and
and happy to do if you'd like is, um, set up a feedback form where members of the community who have met the candidates on their visit can give you then feedback on them. That's up to you. Um, but that's something that I I frequently do for school committees. And then you get a composite report from me
that says here are some things that people particularly highlighted as being strengths or things they experienced over the course of the day. >> Okay. >> Are members available on the 5th for visit
or the week of the 5th I should say or the 12th >> and genuinely if you want to send me an email like I >> need some time >> whatever works best. >> Okay. Just if you can do if the if you if it's possible for you to get back to me say
within the next 24 hours that's ideal and then I can actually start lining things up as I get information in both directions. >> Everybody be able to do it within 24 hours. >> Yeah. >> You're hesitant car. >> Yeah. I Well, I have something pending that's that's a three-day spread that
someone needs of that week. So, >> well maybe then you would go to West Springfield on that other day. >> Local I would be easier for me. Why don't we >> And by the way, and just put that into the email. say, you know, and that's true of any of you. If it's one where I have x amount of time, >> um, >> what day do you have available on that
week, though? You said you had three days that were >> potential. Okay. You can let me know. I will let you know. Uh, tomorrow by tomorrow. >> Fifth and sixth. >> Available fifth and sixth. >> Yes. >> And is anybody off hand want to take a
road trip? >> Yeah, we could send two. You want to go too? I mean, >> so if you guys if you both want to plan a good day for that of that week and then >> I'm up for a road trip.
>> Gordon with you. >> But ready retirement option. >> Heard it's warmer. Not this week. Not warmth. >> And then maybe if it's okay, I could go with Carrie to West Springfield. And
then do you want to go to the um the third candidate in Holl? I have to look at my schedule. Yeah. And we'll just keep in mind it also will depend on their end >> potentially >> because >> I don't know. >> Okay. Let me know by tomorrow. >> I'll let you by tomorrow. >> Yeah. So, just send me an email and then I can line it up with what they have
said because sometimes they obviously the same thing is going on on their end of they've only got particular days that are available >> and I can Yeah. Okay. >> I'll try and see if I can get a definite date by tomorrow for >> Okay. Perfect. All right. We will get uh we will get that information to you Tracy.
>> And then um I have sort of two additional questions. Um one is uh you do actually have three references available for each of the candidates which um either I can call and give you feedback or um you can either divvy up
or have one person call or however you'd like to do that. >> What's the will of the committee? I >> think we can call. >> We can call. Yeah. Yeah. Okay. >> Okay. >> Um, do you want me to just sort of send them to you and you can parse them out from there?
>> Great. And then the only other thing is >> will you have recommended questions for that sort of thing as well? >> Yeah. What what I will do is I will send you um
I'll send you a composite questionnaire um bank that we have and uh you can you'll you'll find that there are questions in there for the visit which also will frankly work well for calling
your references. >> Okay. >> Yeah. And Anna, if you wanted to be involved in the call and references, you know, we could >> put on speaker if you want that experience. Um, >> let me know. >> Want the road trip.
>> That's great. >> I like being involved. >> I appreciate that. I really do. Yep. >> That's great. Um, okay. And then would So I we we partly need to get the information on availability from the end from the candidate ends as well. Um, but
would it be your preference as we're moving forward with scheduling that we try to do a they visit for a day and they have an interview at the end or would your would your preference try to schedule this in such a way where you're doing all three interviews in one evening followed by deliberation and
again some of that may may involve the availability of the candidates but >> yeah especially the one traveling >> twice is that how it work to come twice >> right which would be a third time because he was here on Thursday.
>> I mean, I would think it's easier for the candidates in terms of taking one day and having the whole day even though it's a long day. >> Y >> um >> but perhaps if we could can do them consecutively day wise >> and that well and that would be the question then on your end is can you potentially make yourselves available
for three days in a row that week of the 12th >> the 12th. Right. So we want to look at that week Monday, Tuesday, Wednesday potentially. I think that's a good idea to have them. >> Okay. >> Folks available can or you want to let me know about those three days or >> days are fine for me.
>> Those are good for you. >> 12 13 14 Gordon. Are those free in terms of the district in terms of visits? I suppose >> right. And then we'll just need to see if the candidates are available as well. >> Right.
They're coming all day, right? >> Yes. >> 12 13 14. You think? Yep. Do I can do those three? >> I can. >> Okay. So, tentatively then, uh, Tracy, yes, we will we will look at those three dates if you want to contact them and see if they're available.
>> Yep. >> Um. >> Um, oh, and then Okay. So then the only remaining thing would be um in order for you to have the question the interview put together um it is required that that
decision-m take place in a posted meeting as well. Um now that shouldn't take long. Generally the way that I I recommend doing it is actually not trying to essentially write the questions in the meeting but come up to agree together on what topics you want to make sure are covered and then parse
out who's writing which question. Um that makes that gives you a chance as a body to say we want to make sure that we have a question on you know special education and budgeting and uh relationship with the town. Um without you then saying you know is that preposition actually the one that we
want to use in that question. Um so something we again we do not need to do this now but if we can find a common time even if it is a remote meeting for there to be a half hour where we have that conversation between now um and
let's see between now and the 9th that would be useful and again we don't have to decide that now but that would be another thing to sort of add to the scheduling >> and that would be an executive session >> that cannot be an executive session it has to be session >> but we won't we won't be developing the questions and obviously
>> um so what the attorney general has said is that question development has to take place in public session. Um what I usually recommend is that you you choose the topics and then have people pick their topics and then write their questions and >> then just bring them >> bring them back. Yes. And I and I I
process that put them together into an interview um that makes some degree of sense in terms of how it flows. So we give you the questions and then will it be five or six questions total or >> I mean that will be that is the will of the committee but um usually I would
recommend that you have somewhere between 10 and 15 >> 10 to 15 >> yes wouldn't go too much longer than that as much as some people want to talk to their candidates for two hours >> I mean you could long day >> yeah right and will that do you
recommend the meeting uh be earlier in the day then our meet our interviews earlier than 5:00. >> Oh, no. I think that for probably for the for the sake of um honestly public interest that you have them at whatever your usual time is >> the hangout for the day and the size of
the venue here. Not not >> it's really what you think if you think you're going to have a lot of people attend. >> I'm trying to >> given the level of interest behind me. It's entirely possible you might need a bigger room. >> How many we had last time, Don, by chance? >> You mean last time >> when we picked Gordon? Yeah.
>> Done in our library. you guys. >> Yeah, that's I remember the principles we did there. Yeah, >> did um >> I think there's going to be a lot of >> I remember I think we did that in here though. Do you remember there's a huge crowd >> here? Okay, >> I think there's going to be a lot of it. >> Do you think you'll be more interested?
>> Is that what the committee thinks be? Are you guys all coming then? Probably. Yeah. Okay. All right. So, we'll get a little bit of of a bigger space. We'll figure that out. >> Let me know if we can >> the library. I mean, if we, you know, we publicize it and we in a way where we're really doing
outreach, I think there will be interest about >> 100 up there. >> Oh, really? Yep. >> Set it up in a way where >> the elevator working. >> Good. Got to be accessible, right? Um, >> warm up there. >> The window figured out how to open the
window. >> Very. >> Yeah. Not yet. >> It works well. >> Very nice. Part right part of the bonding experience of the search committee was >> literally heated group of issues just the first evening testing
>> see how much the candidates sweat under pressure >> there were some jokes that effect yes >> what else other >> that is all that I have for you um though obviously again I'm I'm open to questions and >> I don't have anything else anyone else
>> all right so you will have Um, as soon as I come out of here, I will be sending you all the memo, so you will have it electronically. Um, search committee members, it looks like we're 25 minutes ahead of schedule in terms of the public release. I told them it was embargoed
until 6. Um, so this and this is the information that can be released publicly. Um, in terms of the work of the search committee, just for anyone who has any questions about that >> and you said the the New Mexico district was going to decide when >> by the end of the week is the only thing that they have said. They haven't
chosen. They haven't told us which day. And that was the information I had from Dr. Dodd last week, too. So, I was kind of hoping that we'd have more information than that, but we don't. >> Yeah. Okay. >> We should proceed as if we have three candidates for the time being. Certainly. >> You'll let us know. >> Yes. >> Great. Either way. >> Yes. Yes. Absolutely.
>> Okay. Everyone >> need to pick a date for the questions >> for the question meeting. >> Ben, you have do you have a school committee meeting already scheduled before 5th? I think we do. Yeah. >> Which is late. That would be well
well not too late but >> no uh let me just make sure that I actually am available. Um >> well well we have a week to develop the questions. >> Um >> conflict Tracy >> I do. I need to be in Hopington that night. Um I could join I could certainly
join you by Zoom if it were before 6 though. We >> let's do that. Okay. You don't >> mind? Yep. We >> we meet at 5. We'll put you on first. >> Great. That' be great. Okay. >> Thank you. Anybody in the audience have questions? Any of the screening committee members got all
your answers already? Great. >> I'm I'm sad I missed out. It sounds like it was a great time. >> Thank you for all your >> playing a bowling night on uh No, >> call me up. I thought I'd be at the pizza shop after this or something.
>> They are going, aren't they? Thank you all though. Appreciate your and your efforts. >> Great. Thank you. >> You're so good at looking at this. You've got in the habit of turning in your paperwork to me. >> Thank you, Don. Appreciate it.
>> I'll send you an email tomorrow, Tracy. And >> you all can send me emails tomorrow in the next day or tomorrow. That would be great. >> Okay. >> Yes. >> Thank you, Tracy, for all your efforts on this. The first was enjoyable to look at. >> Sounds like it. >> Yes. >> Good. >> Will we get the um Did you say buckets
for questions to look at ahead of time? Right. We should come in >> on my note to do either tonight or tomorrow morning. >> Do we want to like just sign each other a bucket to come prepared for? Do you want us to come prepared with our questions on the 5th?
>> I'm sorry. No, cuz we're not >> Oh, because we don't want them to be publicly >> out there, right, Tracy the topics, >> topics that we'll do and develop our own question within that bucket. Okay, I understand now. >> Yep. >> Thank you. >> Great.
Everybody's good. Yes. Okay. Excellent. That sounds like a really good process. So, thank you both for serving on that committee and again, thank you to all the committee members. Sam as well. Thank you for serving on that committee. and Hannah
lost one. I think we lost our principal activities on the list on the agenda. >> Oh, he'll be back. >> He'll be back. Okay. Actually, right now >> next 5.2.2. Hey, Frank.
>> Talking business. That's my fault. >> This is over. Get back here. See you, Tom. Thank you. >> Appreciate it, Tom. Okay, we have the sum of high school competency determination policy I KFE. >> Okay, we have Mr. page here as
summoned. And in your packet, we have both the policy, but it um probably made sense to put together a small presentation because there are a lot of confusing um elements that have gone into this over
time in terms of Department of Elementary and Secondary Education um sending out guidance at various times throughout the year, but then also on the day of our last presentation, they sent out um a draft of their upcoming
graduation requirements which will have an impact on this but they are two separate things. >> Um so we wanted to walk you through the presentation uh we took in your feedback from the last meeting and uh have
captured that in the policy itself. One of the things that um as part of our discussion last time which I think became confusing is that the requirement for all school districts um when uh creating this competency determination
is that there are two elements or two uh student ach accomplishments that need to be shown ultimately um in the competition. The first one most districts already have. We are part of
those most districts in terms of having already in the program of studies outlined how one goes through and shows satisfactory completion of coursework. In this case, it would be relevant coursework because only certain courses
are going to be linked to the competency determination and those courses are in English language arts, mathematics and science and more specifically they are the courses that were um at one time um
assessed through the MCAST system. So these are things like um English language arts we did at the 10th grade level. Um, biology was done at the ninth grade level and then math was a compilation. It was done at the 10th grade level but it was pulling in
algebra and geometry and um other mathematic concepts. That piece uh is first part of the compensated determination. The second piece is the one that is getting more of the creative work the um excuse me input
from staff and from the departments and that's showing mastery of the not only su a successful or satisfactory completion of the course but now mastery over a set of skills within that content
area. That's where at least with the guidance they had provided said you know could be an assessment final assessment for the course it could be a capstone um they did originally have from DESIE because remember this was a confusing
piece capstone or portfolio project we've amended that um so it's a capstone project or a portfolio two distinct elements um and then uh an equivalent measure identified by in the district CD policy And that's a direction actually
that we're going with in terms of expanding the options that departments have. Other areas that are required to be in the policy. Uh the coursework that's going to be included need to be
designated in the policy. The um district's measures that they're going to use to uh show mastery need needs to be named. the options that are being used um how we're going to deal with students who have uh disabilities as
well as how we're going to deal with students who are English language learners. Um also we need to have consideration and a process for students that may be coming in late in the process enrolling uh say in their junior
year or senior year. Um, and we also need to have a way for people to appeal. Should uh a child uh go through our compsy determination and not be able to achieve it, they have to also have the
ability to appeal that process. And then how we're going about um working with former students going back to 2003 when MCCAST started as a graduation requirement for complicity determination. um how we're dealing with
former students who may have earned a certificate of attainment now who might be eligible for a diploma. That process actually has already begun terms of running through our database and making sure that we can compile a list so that we can contact them in the
future. >> Great. How many are in that list? >> I don't have an exact number but uh we are 20. >> Okay, great. >> This page does have an exact number. Yeah, I >> think it was 22. >> So, ongoing work more or less some of
the things I've outlined in the last two slides is basically um what's being shown here in the chart. It is ongoing work. We do have um already in our program of studies how one a student um satisfactorily
completes coursework. Uh, in this case, it would be course work that we're designating as part of the competitive determination. That's already outlined, but we will and we know that um in the the course of this year, we're going to have to update our our program of studies, not only
because we'll have to include the full competitive termination in it, but we may have departments that want to update certain things that they're saying underneath their department and connect it to their coursework. Um we also need to update uh and continue work that our
departments are doing and started in August uh using their professional development time also using their departmental time to look at okay what are we going to use as our show of mastery that's a lot of what we started to
present last time but I think it got used as we got into the discussion and we got caught up in elements of DESIE recommendations as well as definitions that would have been presented or not presented. And so we wanted to make sure that we're
clarifying as we go into this. >> Can I ask a quick question on that slide? Um, if you wouldn't mind going back. Thank you. Sure. >> Um, you just mentioned that some programs might be looking at their programs study and making some changes. Is there a process for that?
So the department um in working with the high school administration they uh look at one what's currently in there and how they may want to change that they work >> in terms of like student learning outcomes. How is that like what is that process look like? So that would be
something that uh is developed just same way uh it would be something that gets discussed with high school administration the department uh probably they pull in the assistant superintendent uh for teaching and learning then ultimately any recommendation that uh gets agreed upon
and that comes here when the program of studies is being presented the changes. Yeah, I I can chime in. We start that process right about now. It's usually in December. Uh we had our department head meeting last week where we just kind of kicked off that conversation. It's usually goes handinhand with our
scheduling process where we any potential changes that we're outlining for the following year. We want to make sure that they're being presented as part of the scheduling process. So over the last month, we've asked departments to start reviewing their programs, um discuss any potential
recommended changes. They bet those through us as administrators. It goes back to department head meetings where we try to make sure you know all these conversations are uh um connected. You know, we're collaborating together as opposed to just operating different
silos. So um similar to what how we went through the competency determination discussion with the department heads, we're shifting right now towards which we typically do around December January um that scheduling process and also any potential updates in that program of studies.
>> Thank you. So, >> sorry. Can I chime in on something? >> Sure. >> I was at my meeting for Desi. Um, all the regional leadership was there and we actually talked a lot about this with like the commissioner for education and he was saying >> insight from the commissioner. >> Yeah. We were like he wanted us to like
he wants to like incorporate like financial literacy like making sure that students leave high school like financially literate. And he was talking about making that like a requirement for >> for the graduation requirements. Yeah. It's in their um they put out about 108
page draft document. >> Yeah, it's >> in there. >> And then he also wants like all the the leadership's insight on um like civics projects and like making sure that kids like are like actually completing them and like helping out in their community. But he was like saying like in six
months they should know more about like the steps leading forward cuz they're kind of like they don't really know it all yet. They're like working on it >> and that's exactly right. So they're and uh we had a so that's it's pretty cool. We had a similar meeting with the commissioner as superintendent. You got
the same information. Um they're working on both. uh this current commissioner came in and competition was sort of going already going um and Desi was continuing to refine what their
recommendations were and and then their last recommendations came in August but the uh Governor Healey had put together a combined um task force to look at graduation requirements and so they are
trying to as much as possible keep those two in somewhat of alignment, but the graduation requirements obviously will be a little bit more comprehensive as compensated determination similar to the MCAs will look at mostly your first few years of high school or graduation just
like our graduation requirements in the program of studies go basically 9 through 12. Yeah, good point. Thank you. You're welcome to come up here and present. Okay. Okay. Um
shifting, Mr. Paige is going to uh take us through a lot of the work that's been going on this fall and we'll continue to go on. >> Yeah. So, um just as Superintendent Smith was talking, uh we did feel like after um we debriefed from our last
meeting that uh as we went through the policy, we kind of jumped around a little bit. Um that was just driven by the conversation, the questions that you guys asked. But we did feel like a presentation would just take this more um um in order uh to which uh um just
outlining one the why and then also how we're getting there. So uh so just getting to that point um this was I think a slide that we talked about quite a bit at the last um at the last school committee meeting where we talked about how the students were going to be evaluated on their mastery of the standards um not just the completion of
the coursework. Uh so we did add in um that blue bullet that I highlighted there uh where uh students are I'm sorry the departments are um developing um an approach to demonst I'm sorry to assess the students um their mastery of of the
skills in their classes. Uh so right now uh the focus at um in math in English and social studies and in science uh is to take an average of assessments taken throughout the year. um each department that looks a little bit different. Um uh some are end of the unit, some are
midyear, some are final exams. Um but uh just Greg to um respond to what we had talked about last time upon reflection, we felt like this is a little bit different than the portfolio. So it does have to have that standalone bullet um in our descriptors for each content area.
>> Are those things also included in the grading though, those assessments? >> Yes. Yeah. Yeah. So, so isn't it the same as So, the grade would actually be the same as the uh competency determination. >> You're only looking at those assessments, not everything else that
goes in the grade, right? All the participation and other that can >> it's just how they did on >> Yeah. So, it's not it's not all assignments. Is that what you're asking? >> Well, my my thought is that the competency determination is different than the things that we use for grading. It
seemed like that at least the last meeting, but these things would be used for the grading as well. That's all I'm asking. >> Uh so it's my understanding with this um guideline from the state that it's part of something that you do within your course. It's not a ungraded assessment, you know. So it is something that you
would have as part of a grade for your course and it's also that thing that um uh the students de demonstrate their mastery of skill work, you So whether it's that portfolio, is that a collection of assessments? What we're looking to do, the average of assessments, um, you know, each, like I said, each department looks a little bit
different. So like in math, we're looking at the midterm and the final. Uh, in our biology courses, we're looking at the average of the eight end of unit. Uh, >> let me go to that slide >> tests. Is that the next one? >> Well, the next one was definitions. >> I think part of our conversation last
time was that it it was an opportunity for different learners or uh students that learned differently. So, I'm I'm wondering if they use the assessments as the competency determination, are we giving those students a second chance or a second look?
>> Is it enough? I guess I don't know. So, >> you want to walk us through the >> Yeah, if I can come back to that one, I can tell you that we're this got rolled out in July. We didn't have a lot of time to respond before the school year started where we had our our
courses built designed for a year where we didn't have to we weren't expecting to do this, you know, like this was uh uh a course process course selection process started last spring. Uh we are looking to maybe make some modifications through our program
of studies conversation which I can hit on quickly that's going to I think hit on what you're talking about. Um but if I can get through this piece first I I can come back to that. Um but just to uh >> all would have accommodations that they would normally have as well. >> Yes. Yeah. Yeah. Understood.
>> And that's actually outlined in the policy. So anyone with an IEP um or English language learners, any accommodations that are already um basically provided to them will continue to be provided throughout this.
>> Okay, makes sense. So, uh, just talking a little bit about the work that was completed by the or is being completed by the ELA department. Uh, so they're developing, modifying, uh, the culminating writing assessments at the end of each Odell unit, uh, to use for their, uh, their CD measure. Um,
so the students are engaging in different styles of writing, narrative, informational, argumentative, uh, and, um, there are departmental rubrics connected to each, um, writing assignment. Uh, and students are being assessed against both the reading and writing standards of the state. uh each
rubric is specific to the um the writing assignment that the kids are given. So you know um there might be a focus on as you see up here forming claims, organization uh different components based on what the uh the assessment is asking. Um social studies as we talked about last time is taking that document
based uh um assessment approach um where the students are going to take that document and analyze uh um uh you know that document to the um social sciences and history standards. Then uh as we talked about last time as
well, math and science are taking that more traditional approach where they're using their end of unit or midterm and final assessments um uh to uh to evaluate the students against the uh standards. To the to the question I think though you're asking is uh definitely in ELA
and social studies um they're working towards building the skills around th that type of writing. Um so they're working through say in in English units developing that those type of writing skills. Um and one of the things that um
we had discussed we being um Heather Frank and me but I think it was discussed um at the departmental level with Frank visiting each of the departments uh is in the fall we had talked about how there is a need for
more writing and writing development. um at the high school level. It was something that uh Frank had presented when he was talking about the accountability data. Um so we're trying to build that into this process so that we're doing that type of writing and
then this is what we're focusing on. Um as we continue to build the skills in the the units, then your assessments are contributing towards uh the compensate Thank you. I I've meant to bring the
writing piece in. You uh Sorry. No, no, that was No, I forgot about that conversation. So, thank you for bringing that piece back for me. >> Um, >> back to the definitions or are we >> Yeah. So, let me jump to this. I apologize. it was taken out of order
because this was where the question was. >> But um we did go back just because we had this discussion with um all of you back on December 1st and there was a little bit of confusion because I think rightfully so the experience has been
that capstones are more traditionally seen at the end of a student's career not necessarily at the end of a course. Um, so these are actually the first two are directly from Desi. I'll let Mr. Paige walk you through them. Um, and
then the last one was something that was pulled together through research in terms of because it was asked what well exactly what are we thinking about in terms of performance assessment. >> Yeah. And I I think this might be a good opportunity to talk a little bit about something that um I'll just say we have
the bones of at the moment. So I'm not ready to present it to you yet. But in part of that uh conversation with departments um and I think it's also answering your question around alternative ways for students to demonstrate their competency which is one of the things we were asking about uh for our four core departments we're
having conversation around uh concepts courses um that would be portfolio driven. So um instead of just giving that student that alternative portfolio but it it' be the uh portfolio focused course uh in the math, science, English
um and social studies courses um where uh instead of just having those high stakes uh assessments at the end of units, the students would be building their portfolio over the course of the year with a focus of demonstrating their competency. Um uh so we're looking at that for um like I said the four cores.
um it's something where the students have have that opportunity to opt into if that's a learning style that might better fit their needs as opposed to some of those high stakes assessments that we've been talking about. So um that
>> so um continue as you heard the state continues to evolve in terms of different um recommendations slash requirements around graduation and CD but we're going to continue to use the department time or PD time to finalize
specific demonstration of mastery The departments have really been utilizing this time and working really together around these um making sure this is added to the program of studies announced the changes to uh the
community in late December because the policy needs to be considered and then um sent to Desessie um and then uh everyone said you know this is designed to continue to improve so it's
not we're trying not to set ourselves in stone as um as the committee as it should say the departments continue to work together and you know think about things like um Dr. Paige just said in terms of different learners and what mastery looks like. So um I think it's
pretty solid and yet we're giving ourselves some flexibility to continue to evolve. >> Questions? >> Thank you. I think this provided a lot of clarity for me. >> It was a Sorry about the last one. Somewhat of a >> No,
>> it was a confusing process I think for all the districts because it kept changing. >> Yeah. >> But certainly um our meeting in December or December uh on December 1st allowed us to get some feedback from all of you.
um think about what revisions we should put in the overall policy, but also just make it a little clearer with some slides in terms of what are the steps we've taken, what is DESIE requiring of us, and where are we going in the future? >> I think this is a great time to be a
little bit bold, too. >> I think it's time to, you know, the state is in flux. There's a lot changing. Why not have East Long Meadow be out on the forefront of doing things a little bit differently than certainly we have in the past? But thinking about assessment in a way that's more, like
Greg was saying, inclusive of all of the different learners that we have come through our doors every day. It doesn't have to look, it's not going to look the same in 5 years from now. It doesn't have to look what it looked like 5 years ago. I think this is a time to be bold and do something a little bit different. Take take a little take some risks
honestly, not at the expense of students, but to make things more like for the sole purpose, making things more inclusive and authentic for them. I'm in. >> Okay, >> sounds good.
>> I think the overall policy allows us to continue to work towards the future. >> Uh see what the graduation requirements may or may not do to the compensated termination. Um it gives us at least a road map in terms of what are we doing
with the class of 2026 that our student reps don't panic. Uh that they're okay. Um but for that matter also 2027 and 2028 because if you think about it 2028 already finished their nth grade year >> so we can't ask them to go backwards. So
we needed to make sure that we designate avenues for all of them. Um but then also >> 2029 is active and doing it now. and start the process of what's our outreach going to look like to the 22 students that we're identifying um from
2003 up to 2025. >> This gives us an opportunity to respond to the state now, but it also gives us hopefully some flexibility to uh do things differently uh going forward and also uh new school, new vision. >> I like it. >> I like it too.
That said, I just want to say like in the graduation requirements draft that they sent out, they are moving towards design common assessments. So, while we have this opportunity, we might, you know, they might come back and say we got to do this. But
>> I I still think it's a great opportunity, >> right? Well, we have >> Yes. >> Okay. Any other questions on competency competency determination? If not, I would entertain someone to move to accept the policy, please. IF
or accept >> approve. Yep. >> Approve the LHS compet competency determination policy KF as presented. >> Been made by Amy. Second, second by William. Any other discussion? All in favor say I. I. I.
Those >> oppose. Nay. Carries. Five to zero. >> Thank you. So we will thank you guys. >> Load this up. Thank you, Mr. Paige. Um to Jesse, but we will also send out >> whatever the entire ELPS community. So
>> Frank, thank you. >> Thank you. >> Okay, moving along. We have the approval of the Salman Rotary Club summer concert series. >> So, this will be our second year um that the concert series is going to take
place at Maple Shade and they've outlined the dates plus the rain dates as to when they would like to do that. They will continue with their um July 3rd concert with the laser light show starting at 9:00 p.m. >> Great. That was a success last year. Yeah,
>> there's a lot of people there. >> Yeah. >> Are the fireworks going to come back after? >> That is the hope. >> Have to find a place for them. >> That's the issue. >> Cuz um where the school is going will limit
>> the amount of space that we have. Yeah. >> But we determined she had a best. >> Oh, she call her. >> Okay. Can you uh carry on this meeting for a minute if so? >> Sure.
>> Can I have a motion to approve the summer dates? >> I make a motion to approve the Rotary summer concert series dates. >> Second. >> Yeah. Any more discussion? All those in favor say I. >> I.
>> I. >> I. Carries. Four to zero. >> Very much. We'll let the Rotary Club know >> that they are on for another. >> Yes. >> Okay.
And the last thing on our agenda, we have discussion of the draft calendar for 2627 school year. >> No, I know with the um early part of the year, there are a lot of different calendars that are out there depending on what goes on with the
um instruction for the high school. Um, this actually is just looking at the entire district calendar and it's using the same format that we've used over the last few years. Um, given where Labor Day falls next year with it being on
September 7th, it's as late as it possibly can be. And then that brings actually our reporting date for staff to as late as they possibly can report, which is the 31st, that Monday, the 31st. So staff would come back on the
31st, new staff obviously would be the Friday before on the 28th. Um students would start on the 2nd, Wednesday the second. >> That's late, huh? >> Yeah, it's as late as it, you know, it's the >> as late as we can go for the cycle and
then we'll start to backtrack into August until you get as early as you possibly can report. >> Then boom, you're back to this. and we're planning on convocation at Birchland or I know there's some discussion of the >> um I think it really depends on where the building is, but I would yeah I
would plan for Birland right now because um you know they're going to be pushing to make sure that the high school staff can get in and it's ready for students on the second. >> Okay. >> Um so sorry I should have continued to
highlight the different elements here. Um, so this September we still have the half APD day. We've kept it in the area where it's been the last few years, which is on that the 23rd. Um, we've kept our parent conference days in similar spots. So we have a parent
conference day in October. We have another one in December and we have um two professional development days that contractually we have with the ELA. One is on election day, November 3rd, and
then the other one is on January 27th. Um, I did bring this to the leadership team to get any thoughts or feedback. They were comfortable with this calendar. Uh, you do not have to vote this into place now because we do have one more step in the process. Wednesday
will go in front of the collaborative committee and they will offer any um any possible feedback that they may have. So, I wanted to see if you had any questions or thoughts that you want me to take back to say the collaborative
committee if you wanted to alter any of this draft. >> So, the state observes Junth on the 18th. >> So, Saturday this year, the 19th >> on Saturday, right? >> And we don't have any control over that.
Um I can double check with the with the town but I believe the town similarly is following uh you know so if generally if you have a state holiday >> their contract >> uh no it's something you voted in place back when the state recognized u the
committee sorry the committee had voted in place >> um >> right but I'm >> so on a Saturday this year >> so generally with state holidays if it falls on a Saturday you celebrate it on the Friday before if it falls on a Sunday you celebrate it on the Monday after. >> You want to observe it on the Monday?
>> No, I want to observe it on Saturday. >> But I'm That's just me. It's fine. I'm fine with it. It just the last day of school day falls on the Saturday or Sunday, too. >> Yes. >> Fair point. Yep. Thank you. >> So, >> yep. Right.
>> I have a question about the um PD day in November. Do we do we ever have any elections that November 3rd? Um generally it's been presidential elections but uh >> we haven't had
>> too many uh we did that's when we had vote ELHS two years ago. >> It is a great day in terms of the collaborative because a lot of the other schools use that day too. So, for example, if we all get together and say, "Let's do this for PE teachers." You
know, some of >> us to make >> I wish both PD days were aligned because we're all such small districts, we could really utilize. So that's the benefit of having like other districts other districts also >> have that as >> do PD with other districts >> through the LP
>> sometimes like for small um departments like music um West Springfield often offers something for music teach so >> we can or the collaborative itself will organize something we may ask them and
say would you organize um professional development And last year we did it with the new health standards. >> Um and then that half day in September is that contractual that we have. We do have
>> we do have one half day PD day that uh we have traditionally had. We as a group probably three years ago as a group I uh meaning through this process discussion at school committee discussion at leadership team discussion at the collaborative committee we agreed to
give up a another half-day PD day that we had. Uh we used to have two. >> Um >> I just don't like is that a good spot for a half day PD? What it helps us do is that we start the year and we have some good momentum on
>> especially that that second uh workday PD day after convocation. Convocation is challenging because there's so much going on and so many things that we have to sort of check off if you will as we start the year. That second day lets us get into some decent professional
development and then we can pick it up again in on that September half day such as this year that gave the departments a chance to not only start composite termination discussions but then continue that work on that September half day. >> All right,
any questions on the calendar? So, we're going to bring it back after >> I'll bring it back uh that January 5th, I guess. We'll get discussion or any feedback from collaborative committee on Wednesday morning and then uh bring it back to all of you on the
>> sounds like the fifth will be a busy week. >> Yeah. >> So, I'll try to keep my presentations small. Um, going back to the interviews, I did ask Jamie about the 12th, 13th, and 14th. There is a town council meeting
the 13th, so we are we can't have that day. And there is conservation on the 14th, but she thinks that they can bump. And there's board of health on Thursday,
which she has to check on. So, >> do you have to televise? Um, >> well, I asked her, do they need to go live? They have to televise council. They can bump uh uh conservation potentially, but the board of health, she was going to ask. I don't think they need to be live.
>> You may not need to televise um >> your interviews. >> No, that I probably would, but uh Okay. I didn't know if you're trying to schedule the um the question that meeting. No, no, not worry about that one. Well, we're going to be wear that to our school committee meeting. >> Okay. So, you tell us. >> But, um I've already had interest from
people that want to make sure we go live with the interviews, which is understandable. So, um our folks available on the that Thursday, the four uh Thursday the 15th January if if she's able to uh
>> So, you're thinking the 12? The tw It would be the 12th, 14th, 5th, 15th. >> And for a penny and for a pound. >> Yep. >> Okay. All right. >> Mhm. >> Right.
Cool. Okay. So, that's it for our agenda. There is no other discussion. Anna and Caitlyn, thank you for being here tonight. And I would entertain someone to move a journ please. >> Motion motion made by Antinoa. Second by
William. Any discussion? All in favor say I. I. Those. That motion carries for we are journed.